Ensino-aprendizagem das equações algébricas através da resolução de problemas

Pós-graduação em Educação Matemática - IGCE

Erros e obstáculos: os conteúdos matemáticos do ensino fundamental no processo de avaliação

A presente pesquisa apresenta um sucinto levantamento histórico sobre ‘avaliação’, ‘obstáculos’ - epistemológicos e didáticos - e ‘erros’, com o objetivo de fazer um estudo analítico do desempenho dos estudantes de 5ª a 8ª séries em Matemática, utilizando as respostas dadas em avaliações feitas por quatro grupos de estudantes de uma escola pública de Ensino Fundamental em testes específicos de matemática. A investigação foi desenvolvida em várias fases: na primeira, as respostas foram agrupadas em categorias de questões (a) sem respostas, (b) incompletas, além de (c) certas e (d) erradas, como sugere o tema. Na segunda fase, o objetivo foi (e) tentar desvendar as relações entre conceitos contidos nos erros expressos pelos estudantes. Os resultados da pesquisa apontam para um grande percentual de ‘erros’ relativos aos conceitos presentes em assuntos estudados em séries anteriores, mais acentuados do que os assuntos previstos para a série em que se encontrava o aluno, evidenciando que um conteúdo que não tenha sido bem assimilado pode se constituir em um ‘obstáculo didático’ de caráter coletivo e que se propaga pelas séries posteriores. Deste resultado, é possível afirmar que um ‘obstáculo didático coletivo’, uma vez estabelecido, dificilmente será superado pelos discentes sem uma intervenção docente sistemática que considere tal obstáculo e sua possível superação. Isso faz com que pese sobre os professores de matemática a responsabilidade de assumirem e verem com um olhar diferenciado os erros dos estudantes como aprendizes, com a finalidade de discernir entre o ‘erro eventual’ e o ‘obstáculo didático’ (individual ou coletivo), favorecendo a superação das dificuldades advindas dos “conteúdos passados burocraticamente” que obstaculizam a aprendizagem dos assuntos e temas matemáticos que são objeto de estudo nas séries do ensino fundamental.

O processo de ensino - aprendizado - avaliação de matemática através da resolução de problemas no contexto da formação inicial do professor de matemática

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Um curso de matemática básica através da resolução de problemas para alunos ingressantes da Universidade Federal do Pampa - campus Alegrete

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Trends in Brazilian academic production in the History of Mathematics Education: directions from EBRAPEM

The number of papers on History of Mathematics Education presented at EBRAPEM (Brazilian Meeting of Graduate Students in Mathematics Education) has increased significantly between 2003 and 2008. This article presents a study with the aim of identifying themes, periods in focus, and sources and theoretical and methodological references used by the authors of the papers on History of Mathematics Education published in the proceedings of VII, VIII, IX, X, XI and XII EBRAPEM. The study indicates that the approach of ongoing research in History of Mathematics Education in Brazil has been similar to the approach of research in History of Education in general. However, the institutional separation between these two areas of investigation is noted as a factor rendering communication between both groups of researchers difficult.

A formação de professores de matemática no contexto da resolução de problemas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Reading as a Learning Strategy for Mathematics

In this action research study of 55 sophomore and junior students in my Algebra II/Trigonometry classrooms, I investigated a reading strategy of learning mathematics. Students were given background information about reading and explored the benefits of reading for themselves. Next, students were taught to read their textbook, analyzing one section of the textbook at a time. Throughout the research project, students were given reading guides to fill out during class with whole class discussion following the reading time. I discovered that students are able to read a mathematics textbook with understanding and students who are gone for activities can learn independently. Teacher observations, student surveys, and student interviews provide quantitative evidence of increased student understanding and achievement. As a result of this research, I plan to continue utilizing the reading guides and incorporating reading as a method of learning mathematics within my classrooms.

Design methodology of piezoelectric energy-harvesting skin using topology optimization

Abstract This paper describes a design methodology for piezoelectric energy harvester s that thinly encapsulate the mechanical devices and expl oit resonances from higher- order vibrational modes. The direction of polarization determines the sign of the pi ezoelectric tensor to avoid cancellations of electric fields from opposite polarizations in the same circuit. The resultant modified equations of state are solved by finite element method (FEM). Com- bining this method with the solid isotropic material with penalization (SIMP) method for piezoelectric material, we have developed an optimization methodology that optimizes the piezoelectric material layout and polarization direc- tion. Updating the density function of the SIMP method is performed based on sensitivity analysis, the sequen- tial linear programming on the early stage of the opti- mization, and the phase field method on the latter stage

A causal model of mathematics performance in early adolescence: the role of sex

Using path analysis, the present investigation was done to clarify possible causal linkages among general scholastic aptitude, academic achievement in mathematics, self-concept of ability, and performance on a mathematics examination. Subjects were 122 eighth-grade students who completed a mathematics examination as well as a measure of self-concept of ability. Aptitude and achievement measures were obtained from school records. Analysis showed sex differences in prediction of performance on the mathematics examination. For boys, this performance could be predicted from scholastic aptitude and previous achievement in mathematics. For girls, performance only could be predicted from previous achievement in mathematics. These results indicate that the direction, strength, and magnitude of relations among these variables differed for boys and girls, while mean levels of performance did not.

Future trials of endovascular mechanical recanalisation therapy in acute ischemic stroke patients - A position paper endorsed by ESMINT and ESNR : Part II: methodology of future trials

Based on current data and experience, the joint working group of the European Society of Minimally Invasive Neurological Therapy (ESMINT) and the European Society of Neuroradiology (ESNR) make suggestions on trial design and conduct aimed to investigate therapeutic effects of mechanical thrombectomy (MT). We anticipate that this roadmap will facilitate the setting up and conduct of successful trials in close collaboration with our neighbouring disciplines.

Bibliographic study showed improving methodology of meta-analyses published in leading journals 1993-2002

OBJECTIVE: To assess the methodology of meta-analyses published in leading general and specialist medical journals over a 10-year period. STUDY DESIGN AND SETTING: Volumes 1993-2002 of four general medicine journals and four specialist journals were searched by hand for meta-analyses including at least five controlled trials. Characteristics were assessed using a standardized questionnaire. RESULTS: A total of 272 meta-analyses, which included a median of 11 trials (range 5-195), were assessed. Most (81%) were published in general medicine journals. The median (range) number of databases searched increased from 1 (1-9) in 1993/1994 to 3.5 (1-21) in 2001/2002, P<0.0001. The proportion of meta-analyses including searches by hand (10% in 1993/1994, 25% in 2001/2002, P=0.005), searches of the grey literature (29%, 51%, P=0.010 by chi-square test), and of trial registers (10%, 32%, P=0.025) also increased. Assessments of the quality of trials also became more common (45%, 70%, P=0.008), including whether allocation of patients to treatment groups had been concealed (24%, 60%, P=0.001). The methodological and reporting quality was consistently higher in general medicine compared to specialist journals. CONCLUSION: Many meta-analyses published in leading journals have important methodological limitations. The situation has improved in recent years but considerable room for further improvements remains.