O estudo das funções quadráticas e sua relação com o cotidiano

Across the centuries, Mathematics - exact science as it is - has become a determining role in the life of man, which forms to use suprir needs of their daily lives. With this trajectory, is characterized the importance of science as an instrument of recovery not only conteudstica, but also a mathematician to know that leads the apprentice to be a dynamic process of learning ecient, able to find solutions to their real problems. However, it is necessary to understand that mathematical knowledge today requires a new view of those who deal directly with the teaching-learning process, as it is for them - Teachers of Mathematics - desmistificarem the version that mathematics, worked in the classroom, causes difficulties for the understanding of students. On this view, we tried to find this work a methodology that helps students better understand the Quadratic functions and its applications in daily life. Making use of knowledge Ethnomathematics, contextualizing the problems relating to the content and at the same time handling the software GeoGebra, aiming a better view of the behavior of graphs of functions cited

Teaching and learning mathematics using moodle

This paper summarizes a project that is contributing to a change in the way of teaching and learning Mathematics. Mathematics is a subject of the Accounting and Administration course. In this subject we teach: Functions and Algebra. The aim is that the student understand the basic concepts and is able to apply them in other issues, when possible, establishing a bridge between the issues that they have studied and their application in Accounting. As from this year, the Accounting course falls under in Bologna Process. The teacher and the student roles have changed. The time for theoretical and practical classes has been reduced, so it was necessary to modify the way of teaching and learning. In the theoretical classes we use systems of multimedia projection to present the concepts, and in the practical classes we solve exercises. We also use the Excel and the mathematical open source software wxMaxima. To supplement our theoretical and practical classes we have developed a project called MatActiva based on the Moodle platform offered by PAOL - Projecto de Apoio Online (Online Support Project). With the creation of this new project we wanted to take advantage already obtained results with the previous experiences, giving to the students opportunities to complement their study in Mathematics. One of the great objectives is to motivate students, encourage them to overcome theirs difficulties through an auto-study giving them more confidence. In the MatActiva project the students have a big collection of information about the way of the subject works, which includes the objectives, the program, recommended bibliography, evaluation method and summaries. It works as material support for the practical and theoretical classes, the slides of the theoretical classes are available, the sheets with exercises for the students to do in the classroom and complementary exercises, as well as the exams of previous years. Students can also do diagnostic tests and evaluation tests online. Our approach is a reflexive one, based on the professional experience of the teachers that explore and incorporate new tools of Moodle with their students and coordinate the project MatActiva.

Teaching and learning mathematics : a guide to research and its applications. 'Enseñando y aprendiendo matemáticas : una guía para el estudio y sus aplicaciones'.

El objetivo de esta obra es ofrecer una revisión de algunas de las investigaciones sobre la enseñanza de las matemáticas. En esta edición, se sintetizan las conclusiones de las investigaciones más recientes en diferentes partes del mundo. Abarca cuestiones tan diversas como el número y el cálculo; la forma y el espacio; probabilidad y estadística; investigación en el aula. Se han añadido dos nuevos capítulos, uno sobre el uso de la tecnología en la enseñanza de las matemáticas y otro en la solución de problemas. Cada capítulo ofrece una visión general de las investigaciones más recientes y un análisis detallado de los hallazgos más importantes. La investigación está relacionada con cuestiones del progreso de los alumnos, la diferenciación de la enseñanza y el rol de género. Tiene una extensa bibliografía.

Learning mathematics : issues, theory and classroom practice.

Recurso para profesores de matemáticas de primaria y secundaria. El texto considera las cuestiones relativas a cómo los estudiantes aprenden matemáticas. Cada uno de los once capítulos trata un tema particular que ilustra la interacción entre la teoría y la práctica. Esta edición cuenta con dos nuevos capítulos: uno relacionado con la cognición y la transferencia del aprendizaje, y otro que examina la importancia del modelo de aprendizaje en las matemáticas.

Inclusive approaches to teaching and learning mathematics

This chapter explores the role of mentors in supporting pre-service teachers to include all children in mathematics teaching, no matter what their individual needs.

O ensino de funfições trigonometricas através do software geogebra

In this study, we sought to address the weaknesses faced by most students when they were studying trigonometric functions sine and cosine. For this, we proposed the use of software Geogebra in performing a sequence of activities about the content covered. The research was a qualitative approach based on observations of the activities performed by the students of 2nd year of high school IFRN - Campus Caicfio. The activities enabled check some diculties encountered by students, well as the interaction between them during the tasks. The results were satisfactory, since they indicate that the use of software contributed to a better understanding of these mathematical concepts studied

The Effects Improving Student Discourse Has on Learning Mathematics

In this action research study of my 8th grade mathematics classroom, I investigated how improving student discourse affects learning mathematics. I conducted this study because I wanted to give students more opportunities to develop and share their ideas with their peers as well as with me. My idea was to create a learning environment that encouraged students to voice their opinions. In order to do so, I needed to reassure and model with my students that they were in a classroom where it was safe to take risks, and they should feel comfortable sharing their ideas. By facilitating activities for students to complete in groups, asking students to prepare work to share with the class, and offering more opportunities for students to work with each other on discovering and exploring math skills being presented, I set the tone for abundant student discourse to take place in the mathematics classroom. I discovered that students became more comfortable with math skills the more opportunities they had to discuss the ideas in various settings. I also found that as the study went on, students discovered the importance of being able to share their mathematical ideas and valued the ability to verbalize their thoughts with others. As a result of this study, I plan to continue offering many opportunities for students to work in groups as well as to share their ideas with the class.

A Simple Computer Game for Learning Mathematics

It is sometimes unquantifiable how hard it is for most people to deal with game addiction. Several articles have equally been published to address this subject, some suggesting the concept of Educational and serious games. Similarly, researchers have revealed that it does not come easy learning a subject like math. This is where the illusive world of computer games comes in. It is amazing how much people learn from games. In this paper, we have designed and programmed a simple PC math game that teaches rudimentary topics in mathematics.

Learning mathematics in a classroom community of inquiry

This article considers the question of what specific actions a teacher might take to create a culture of inquiry in a secondary school mathematics classroom. Sociocultural theories of learning provide the framework for examining teaching and learning practices in a single classroom over a two-year period. The notion of the zone of proximal development (ZPD) is invoked as a fundamental framework for explaining learning as increasing participation in a community of practice characterized by mathematical inquiry. The analysis draws on classroom observation and interviews with students and the teacher to show how the teacher established norms and practices that emphasized mathematical sense-making and justification of ideas and arguments and to illustrate the learning practices that students developed in response to these expectations.

Transient prenatal vitamin D deficiency is associated with subtle alterations in learning and memory functions in adult rats

Based on clues from epidemiology, low prenatal vitamin D has been proposed as a candidate risk factor for schizophrenia. Recent animal experiments have demonstrated that transient prenatal vitamin D deficiency is associated with persistent alterations in brain morphology and neurotrophin expression. In order to explore the utility of the vitamin D animal model of schizophrenia, we examined different types of learning and memory in adult rats exposed to transient prenatal vitamin D deficiency. Compared to control animals, the prenatally deplete animals had a significant impairment of latent inhibition, a feature often associated with schizophrenia. In addition, the deplete group was (a) significantly impaired on hole board habituation and (b) significantly better at maintaining previously learnt rules of brightness discrimination in a Y-chamber. In contrast, the prenatally deplete animals showed no impairment on the spatial learning task in the radial maze, nor on two-way active avoidance learning in the shuttle-box. The results indicate that transient prenatal vitamin D depletion in the rat is associated with subtle and discrete alterations in learning and memory. The behavioural phenotype associated with this animal model may provide insights into the neurobiological correlates of the cognitive impairments of schizophrenia. (c) 2005 Elsevier B.V. All rights reserved.

The development of an eBook for teaching and learning mathematics

Mobile devices, smartphones, phablets and tablets, are widely avail‐ able. This is a generation of digital natives. We cannot ignore that they are no longer the same students for which the education system was designed tradition‐ ally. Studying math is many times a cumbersome task. But this can be changed if the teacher takes advantage of the technology that is currently available. We are working in the use of different tools to extend the classroom in a blended learning model. In this paper, it is presented the development of an eBook for teaching mathematics to secondary students. It is developed with the free and open standard EPUB 3 that is available for Android and iOS platforms. This specification supports video embedded in the eBook. In this paper it is shown how to take advantage of this feature, making videos available about lectures and problems resolutions, which is especially interesting for learning mathematics.

O ensino e aprendizagem do gráfico da função quadrática com e sem auxílio do Software Winplot

RESUMO: A utilização adequada das TIC no ensino da Matemática, nos dias de hoje é considerada por alguns como justificada e inevitável, esperando que a sua utilização melhore o ensino e a aprendizagem da Matemática. Nesta investigação, pretende-se testar o Software Winplot), no ensino e aprendizagem do gráfico da função quadrática com alunos do 10ºano, da Escola do segundo ciclo do Ensino Secundário nº9099, de modo a verificar se melhora o ensino e na aprendizagem desta temática.Para a nossa investigação Seleccionámos dois grupos de alunos do 10º ano que funcionaram como grupo de controlo e grupo experimental; depois de ambos os grupos terem realizado dois pré-testes, o grupo experimental realizou as aprendizagens no laboratório de informática com auxílio do Software Winplot, ao longo de 8 semanas, durante o 2º trimestre do ano lectivo de 2009/2010. O grupo de controlo realizou as aprendizagens, ao mesmo tempo que o grupo experimental, na sala normal de aulas sem auxílio do Software Winplot.Ao compararmos os dois grupos, o teste T de pares para amostras independentes, mostra-nos que estatisticamente não há diferenças significativas entre os dois grupos, porque os níveis de significância são maiores que p=0,05, desta feita podemos dizer que o grupo experimental, não obteve melhores resultados que o grupo de controlo, logo o Software Winplot não resultou o efeito desejado nas aprendizagens com alunos da 10ºano da Escola do segundo ciclo do ensino Secundário nº9099, sita no município de Viana (Luanda/Angola). ABSTRACT:The appropriate use of ICTs in teaching mathematics, today is considered by somo to be justified and inevitable, hoping that their use will improve the teaching and learning of mathematics.In this investigation, we intend to test the Software Winplot, teaching and learning of the graph of quadratic functions with students of grade 10, attending the second cycle of secondary School nº9099 in order to verify that improves teaching and learning of this subject.For our research selected two groups of students in 10th grade who acted as the controlo group and experimental group, after both group had undergone two pre-test, the experimental group performed the learning in the computer lab with the aid of Software Winplot, over 8 weeks during the second quarter of the academic year 2009/2010. Thr control gropu performed the learning, while the experimental group, in rregular class room without help of the Software Winplot.Comparing the two groups, the t test for independent samples pairs, shows us that there is no statistically significant differences between the two groups, because the significance levels are greater than p=0,05, this time we can say that experimental group, not yielded better results than the control group, so the Software did not result the desired effect on the learning with students from 10th grade of the School of the second cycle of Secondary nº9099, located in Viana (Luanda/Angola).