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A matemática escolar, o aluno e o professor: paradoxos aparentes e polarizações em discussão; School mathematics, the student and the teacher: apparent paradoxes and polarization in discussion

SANTOS, Vinício de Macedo
Fonte: Centro de Estudos Educação e Sociedade Publicador: Centro de Estudos Educação e Sociedade
Tipo: Artigo de Revista Científica
POR
Relevância na Pesquisa
56.11%
Neste artigo são caracterizadas e discutidas questões que estão no centro das preocupações e ações do professor de matemática como concepções de conhecimento matemático, de ensino e aprendizagem, a relação entre conteúdo e metodologia de ensino, entre trabalho individual e coletivo etc. Essas questões têm marcado as atividades de formar professores e de ensinar matemática, assumindo um caráter de dualidades irreconciliáveis ou de paradoxos aparentes com implicações sobre o ensino e a aprendizagem. Considera-se reducionismo indesejável atribuir importância a um dos pólos, desqualificando o outro, ou adotar uma posição multipolar sem que se explicite e compreenda o problema epistemológico subjacente a possíveis antagonismos. Por em questão alguns dos mitos enraizados no nosso ideário de professores pode significar um exercício de reflexão que nos esclareça sobre dificuldades instauradas no ensino de matemática e indique meios para saná-las.; This article characterizes and discusses issues which are vital concerns and actions for a mathematics teacher, such as conceptions of mathematical knowledge, teaching and learning, the relation between content and teaching methodology, the relation between individual and group work...

O processo histórico de disciplinarização da Metodologia do Ensino de Matemática; The Historical Process of Disciplinarization of the Methodology of Mathematics Teaching

Brolezzi, Viviane Lovatti Ferreira; Santos, Vinicio de Macedo
Fonte: UNESP-DEPT MATHEMATICA; RIO CLARO Publicador: UNESP-DEPT MATHEMATICA; RIO CLARO
Tipo: Artigo de Revista Científica
POR
Relevância na Pesquisa
66.14%
Desde as primeiras décadas do século XX, foi constatada nos currículos dos cursos de formação de professores a existência de uma disciplina cuja constituição, funcionamento e objetivos têm como pressuposto ensinar a ensinar a matemática. Historicamente, a disciplina Metodologia do Ensino de Matemática tem aparecido nos cursos de Licenciatura em Matemática com distintas denominações. Ao longo dessas mudanças, os pressupostos e as características dessa disciplina foram se modificando. Tomando como metodologia de pesquisa a análise documental e a história oral, e como referencial teórico os estudos de André Chervel (1990), este trabalho teve como objetivo compreender o processo histórico de disciplinarização da Metodologia do Ensino de Matemática em cursos de licenciatura em Matemática de instituições públicas de ensino superior do estado de São Paulo (USP, UNICAMP e UNESP-Rio Claro), buscando conhecer a gênese e o desenvolvimento histórico da disciplina, identificando conteúdos e métodos propostos bem como as mudanças pelas quais passou a disciplina.; Since the early decades of the 20th century, one can note the presence of a discipline whose constitution, operation and objectives are aimed at teaching how to teach mathematics. Historically...

O processo de disciplinarização da metodologia do ensino de matemática; The process of disciplinarization of the Methodology of Mathematics Teaching

Ferreira, Viviane Lovatti
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 01/06/2009 PT
Relevância na Pesquisa
66.21%
Desde as primeiras décadas do século XX, foi constatada nos currículos dos cursos de formação de professores a existência de uma disciplina cuja constituição, funcionamento e objetivos têm como pressuposto ensinar a ensinar a matemática. Historicamente, a disciplina Metodologia do Ensino da Matemática tem aparecido nos cursos de Licenciatura em Matemática com distintas denominações. Nos anos 1930, ela apareceu com o nome de Didática Especial da Matemática. Nos anos 1960, essa denominação deu lugar à Prática de Ensino de Matemática, sob a forma de Estágio Supervisionado. Nos anos 1990, surge a nova terminologia Metodologia do Ensino de Matemática. Ao longo dessas alterações, os pressupostos e as características dessa disciplina foram se modificando. Este trabalho teve como objetivo principal compreender o processo histórico de disciplinarização da Metodologia do Ensino de Matemática em cursos de Licenciatura em Matemática, buscando conhecer a gênese e o desenvolvimento histórico da disciplina, identificando conteúdos e métodos propostos bem como as mudanças pelas quais passou a disciplina. A motivação em propor e realizar este estudo surge da necessidade de conhecer e discutir o estatuto epistemológico da disciplina...

Cenários do ensino de matemática em escolas rurais da cidade de Tanabi, SP; Scenarios of mathematics teaching in rural schools in Tanabi, SP

Luzia de Fatima Barbosa Fernandes
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 02/04/2014 PT
Relevância na Pesquisa
56.08%
Esta investigação, que utilizou a História Oral como método de pesquisa, conforme proposto por Garnica (2010), teve o objetivo central de estudar práticas de ensinar/aprender Matemática nas séries iniciais do ensino fundamental de escolas rurais de Tanabi-SP, durante a segunda metade do século XX. As práticas de ensino de Matemática são entendidas neste estudo como relacionadas a "um grande conjunto, difícil de delimitar e que, a título provisório, pode ser designado como o dos procedimentos. São esquemas de operações e manipulações técnicas" (CERTEAU, 2004, p.109). Apresentado em quatro capítulos, o estudo contemplou, num primeiro momento, aspectos do surgimento das escolas rurais no município em sua relação com o movimento mais amplo de criação destas escolas no Estado de São Paulo. Em seguida, discutiu condições de funcionamento das escolas, dando especial atenção à formação dos professores e às práticas escolares. No terceiro capítulo, a atenção foi dedicada às práticas específicas no ensino da Matemática: na escrita de números, nas operações de adição, subtração, multiplicação e divisão, e no trabalho com a tabuada. Nas considerações finais apresentamos algumas reflexões sobre as práticas de ensino de Matemática de nossos colaboradores...

Essay on the role of teachers’ questioning in inquiry-based mathematics teaching

Menezes, Luís; Guerreiro, António; Martinho, Maria Helena; Ferreira, Rosa Antónia Tomás
Fonte: Universidade de Lisboa. Instituto de Educação Publicador: Universidade de Lisboa. Instituto de Educação
Tipo: Artigo de Revista Científica
Publicado em //2013 ENG
Relevância na Pesquisa
66.19%
This paper is an essay on the role of the mathematics teacher’s questioning in inquiry- based teaching. Questions are important communication tools that are used by the teacher for various purposes and underpin different visions of what it means to teach mathematics. Inquiry-based mathematics teaching has achieved relevance as a powerful alternative to direct teaching, which is inefficient in complying with current demands of mathematics learning. The paper constitutes a reflection on teachers´ questioning within an inquiry-based approach to teaching mathematics, based on available research and illustrated by classroom episodes of three basic education teachers. Our reflection has led us to advocate the central role of the teacher’s questions in inquiry-based mathematics teaching, having two main goals: (i) verification of knowledge, a questioning goal that is common to the direct teaching approach; and (ii) development of knowledge, a questioning goal that is specific to inquiry-based teaching. These two goals are attained using three types of questions which may be present in all phases of an inquiry-based lesson, albeit with different weights according to the lesson phases and the teacher’s own goals.; Fundação para a Ciência e a Tecnologia (FCT); Grant PTDC/CPE-CED/098931/2008

Teacher practice in an inquiry-based Mathematics classroom

Menezes, Luís; Oliveira, Hélia; Canavarro, Ana Paula
Fonte: Hellenic Mathematical Society & International Journal for Mathematics in Education Publicador: Hellenic Mathematical Society & International Journal for Mathematics in Education
Tipo: Artigo de Revista Científica
POR
Relevância na Pesquisa
66.01%
This paper presents a framework for an inquiry-based approach to mathematics teaching. It was developed by combining theoretical perspectives and case studies of experienced teacher that usually conduct inquiry based teaching of mathematics. This framework describes the actions teachers intentionally perform with two identified purposes: to promote the mathematical learning of the students and to manage the students and the class as a whole.

A matemática e o ensino da matemática na universidade: conceções de professores do ensino superior

Rosa, Susana Maria Torrado da
Fonte: Universidade de Évora Publicador: Universidade de Évora
Tipo: Tese de Doutorado
POR
Relevância na Pesquisa
46.24%
A investigação realizada visava compreender o fenómeno do ensino da Matemática nos primeiros anos do Ensino Superior, tendo por objetivo estudar em profundidade o modo como os professores de Matemática do Ensino Superior concebem a Matemática e o ensino da Matemática. Procurou-se igualmente investigar os fatores que, do ponto de vista destes professores, poderão estar na origem do insucesso dos alunos na aprendizagem da Matemática nos primeiros anos do Ensino Superior, assim como identificar e descrever as medidas que poderão contribuir para que os alunos sejam melhor sucedidos na aprendizagem da Matemática no Ensino Superior. Neste âmbito, formalizaram-se para esta investigação quatro grandes objetivos: 1) Identificar, descrever e analisar as conceções de professores do Ensino Superior acerca da Matemática. 2) Identificar, descrever e analisar as conceções de professores do Ensino Superior acerca do ensino da Matemática. 3) Identificar e descrever os fatores que, do ponto de vista dos professores, poderão explicar o insucesso dos alunos na aprendizagem da Matemática no Ensino Superior. 4) Identificar e descrever as medidas que, do ponto de vista dos professores, poderão contribuir para que os alunos sejam melhor sucedidos na aprendizagem da Matemática no Ensino Superior. Com vista à obtenção de respostas para as questões de investigação foram realizados estudos de caso qualitativos a dois professores de uma Universidade da Grande Lisboa. As técnicas de recolha de dados utilizadas foram a entrevista semi-estruturada...

Essay on the role of teachers’ questioning in inquiry-based mathematics teaching

Menezes, Luís; Guerreiro, António; Martinho, Maria Helena; Tomás Ferreira, Rosa
Fonte: University of Lisbon Publicador: University of Lisbon
Tipo: Artigo de Revista Científica
Publicado em //2013 ENG
Relevância na Pesquisa
66.19%
This paper is an essay on the role of the mathematics teacher’s questioning in in¬quiry-based teaching. Questions are important communication tools that are used by the teacher for various purposes and underpin different visions of what it means to teach mathematics. Inquiry-based mathematics teaching has achieved relevance as a powerful alternative to direct teaching, which is inefficient in complying with current demands of mathematics learning. The paper constitutes a reflection on teachers´ questioning within an inquiry-based approach to teaching mathematics, based on available research and illustrated by classroom episodes of three basic education teachers. Our reflection has led us to advocate the central role of the teacher’s questions in inquiry-based mathematics teaching, having two main goals: (i) verification of knowledge, a questioning goal that is common to the direct teaching approach; and (ii) development of knowledge, a questioning goal that is specific to inquiry-based teaching. These two goals are attained using three types of questions which may be present in all phases of an inquiry-based lesson, albeit with different weights according to the lesson phases and the teacher’s own goals.

A Expressão da Compreensão de Alunos com Dificuldades de Aprendizagem em Matemática ao Trabalhar com o Material Cuisenaire; Expressive comprehensions students with learning dificulties im mathematics teaching with the cuisenaire material

LEITE, Lusitonia da Silva
Fonte: Universidade Federal de Goiás; BR; UFG; Mestrado em Educação em Ciências e Matemática; Ciências Exatas e da Terra Publicador: Universidade Federal de Goiás; BR; UFG; Mestrado em Educação em Ciências e Matemática; Ciências Exatas e da Terra
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
56.03%
Concrete materials are part in the searching of learning methods that allow a better understanding in the learning of mathematics. In this work, I research how do students with difficulties in learning express Mathematics comprehension when they deal with the Cuisenaire Material in a learning situation, and what do they understand from it? The investigation basis was the Experiencing Mathematics in Elementary School project developed in CEPAE (Center of Teaching and Research Applied in the Education of UFG). The data collection happened in five meetings/classes performing activities on the basic arithmetic operations. The participants are twelve students from 5º e 6º grades who have a low learning performance, according to their mathematics teachers. In terms of procedure, we used the qualitative research on the perspective of the phenomenological approach. Once a contact was established among the students speech, my interpretations on their speeches and the theories used to support my interpretations, I think this material revealed itself significant and the students demonstrated comprehension on the basic arithmetic operations. Seeing, thinking, combining parts to the numbers, comparing them, putting them in order, compounding and decompounding them...

Ensino de Matemática com o apoio do TelEduc: experiência etnográfica em um curso de Administração; Mathematics Teaching with TelEduc support: an ethnographic experience on an Administration Course

SOUZA, Renato Sardinha de
Fonte: Universidade Federal de Goiás; BR; UFG; Mestrado em Educação em Ciências e Matemática; Ciências Exatas e da Terra Publicador: Universidade Federal de Goiás; BR; UFG; Mestrado em Educação em Ciências e Matemática; Ciências Exatas e da Terra
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
56.19%
The investigation presented here is based on the scoop of the Teaching and Learning of Science and Mathematics, from the Post-Graduation program in Education in Science and Mathematics, from the Federal University of Goiás and its main goal is to study a group of second-year students from the Administration Course, evening-course, from a private college, located in Goiânia, state of Goiás, Brazil. This study relates to the Learning of Mathematics applied to administration, to Internet usage and to a free virtual learning ambience which is used as a support to face-to-face teaching - the TelEduc. Besides, the contribution given by the students presently called Monitors of applied Mathematics, Applied Mathematics: virtual resources, offered on the TelEduc ambience were also studied. Throughout the pages on this dissertation, there is a feedback , a kind of descriptive memorial of the academic life of the researcher, exploring his initial contacts with the Mathematics Learning Process and also his contacts with Educational Technology. Lately, the choice of this work methodology is justified, inspired by the principle of the utility for the research reflection, in Edgard Morin. In order to offer theoretical support, the methodology of ethnographic type research was adopted...

Mathematics Teaching Experiences of Elementary Preservice Teachers with High and Low Mathematics Anxiety during Student Teaching: A Multiple Case Study

Nisbet, Leslie
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
56.2%
This study investigated the teaching experiences of six elementary preservice teachers (EPTs), three with high mathematics anxiety and three with low mathematics anxiety, during their student teaching semester. The EPTs were selected from an initial pool of 121 EPTs who took the Abbreviated Mathematics Anxiety Scale. The cases were compared in a cross case analysis to highlight mathematics teaching experiences among EPTs. Data sources included EPT and researcher journal entries, interview transcripts, pre-lesson surveys, field notes, lesson plans, and artifacts of observed lessons. Data were coded using Shulman’s content knowledge, Graeber’s mathematics pedagogical content knowledge, and mathematics anxiety characteristics. Findings revealed both similarities and differences across EPTs as related to four major categories: (a) planning and resources used, (b) role of the cooperating teacher, (c) content knowledge, and (d) pedagogical content knowledge. All EPTs used mostly direct instruction and relied on the course textbook and their respective cooperating teacher as their primary resources for planning. Additionally, across participants, the cooperating teacher influenced EPTs’ perceptions of students and teaching. Also, EPTs with high mathematics anxiety were weaker with respect to content knowledge and pedagogical content knowledge. Findings suggest a need to re-design methods courses to address improving the pedagogical content knowledge of EPTs with mathematics anxiety. Findings also suggest a need to develop content specific mathematics courses for EPTs to improve their content knowledge. Future studies could include a longitudinal study to follow highly anxious EPTs who take content specific elementary mathematics courses to observe their content knowledge and mathematics anxiety.

Strengthening Mathematics Education in Sri Lanka

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
46.22%
A well-informed and knowledgeable community is of vital importance for the economic and social development of a modem society. The knowledge and skills required for present day activities are much more complex than those required in the past. Today, many jobs require expert thinking and non-routine analytical skills, to identify and solve problems. Mathematics education focuses on developing a person's analytical and problem solving abilities. Thus a high quality mathematics education win ensure that students develop the skills that are essential not only in science and technology, but also in everyday life and the workplace. The government of Sri Lanka, recognizing the need for a high quality mathematics education has implemented several reforms in the recent past. Although the progress achieved is commendable, there is still room for improvement in certain important aspects of the learning teaching process. The main aim of the mathematics curriculum under these reforms is to create individuals who are able to think mathematically and apply mathematical knowledge effectively and responsibly in problem solving and decision making.

Improving mathematics teaching at second level through the design of a model of teacher knowledge and an intervention aimed at developing teachers’ knowledge

O'Meara, Niamh
Fonte: University of Limerick Publicador: University of Limerick
Tipo: info:eu-repo/semantics/doctoralThesis; all_ul_research; ul_published_reviewed; ul_theses_dissertations
ENG
Relevância na Pesquisa
66.23%
peer-reviewed; The importance of mathematics is recognised and acknowledged worldwide and its importance as a school subject has been confirmed universally. A primary concern in Ireland among educators, policy makers and the Department of Education and Skills is the finding that many students complete their second level studies with a poor grasp of mathematics and are not prepared for the mathematics they will face at third level or in the workplace. Researchers now accept that the supply of well qualified second level students in mathematics for higher education or the workplace is crucially dependent upon the quality of teaching they receive especially in the formative years. Teachers’ levels of knowledge helps determine the quality of mathematics teaching and underpin much of what is done in the mathematics classroom. Research has shown that numerous attributes of effective teaching are affected by, inter alia, a mathematics teacher’s knowledge base. Furthermore an extensive knowledge base on the part of teachers will allow them to teach for understanding and foster an appreciation of mathematics among their students while research also suggests that this knowledge can result in increased uptake and attainment levels in mathematics. However...

An investigation into the teaching and learning of applications of mathematics in senior-cycle schools in Ireland

Carroll, Brian
Fonte: University of Limerick Publicador: University of Limerick
Tipo: info:eu-repo/semantics/doctoralThesis; all_ul_research; ul_published_reviewed; ul_theses_dissertations
ENG
Relevância na Pesquisa
56.19%
peer-reviewed; Current practises in Irish mathematics classrooms generally fail to make the necessary connections between mathematics and its place in real-life, as documents from the NCCA and the Chief Examiners Report have shown (NCCA, 2005; State Examinations Commission, 2005). This study focuses on the problem of improving the teaching and learning of mathematics, particularly upper secondary level in Ireland, by making a provision for the e ective teaching of applications. The author anticipated the national focus on the use of applications in mathematics education with the inception of ‘Project Maths’. APOS theory was adapted for use in this study and the resultant approach has been field tested in a small scale intervention in Irish Senior-Cycle schools. APOS Theory is a purpose built theory for mathematics teaching which was developed by Dubinsky (1996) and his colleagues in the Research for Undergraduate Mathematics Education Community (RUMEC) for the purpose of mathematics education at third level. The author harnessed the three-stage approach employed by APOS Theory (Exploratory, Implementation and Reflective Phase) to develop, pilot, implement and evaluate the subsequent teaching intervention. Bajpai’s Integrated Approach (1975) and the Harvard Calculus Approach (1991) influence the research design in that they offer a perspective on introducing mathematical concepts through multiple approaches (numerical...

A Case Study of Social Justice Mathematics: The Experiences of Secondary Students and Preservice Teachers in Mathematics Teaching and Learning

Lam, MANDY
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
56.16%
This case study described the experiences of secondary students and preservice mathematics teachers in the teaching and learning of social justice mathematics (SJM). Specifically, participants’ experiences in making connections among the mathematics curricula and the real world, perceptions about mathematics, and responses to an integrated curriculum approach were described. Students participated in SJM activities designed by preservice teacher participants: one component of a pre-existing extracurricular Social Issues Club at a high school in Southeastern Ontario. Mathematics activities, led by the researcher or one of the preservice teacher participants, were designed to complement the social justice issues that were being explored by the members of the Social Issues Club. Data were obtained through observations, questionnaires, focus group, individual interviews, written reflections, and artifacts. Results demonstrated that preservice teacher participants had unique professional and educational encounters prior to SJM that they connected to their SJM experience. Subsequent to this experience, preservice teachers suggested limited ideas about integrating curriculum into their future teaching practice beyond the content and contexts made familiar to them through SJM. With limited exposure to examples of curriculum integration identified by preservice teachers as a barrier...

The Alignment of Preservice Elementary School Teachers’ Beliefs concerning Mathematics and Mathematics Teaching

Penn, Alexandra
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
56.15%
Preservice teachers bring to their studies a host of beliefs concerning the nature of mathematics. These mathematical beliefs have been shown to influence teachers’ instructional practices. Research that examines the alignment of beliefs about the nature of mathematics and beliefs about effective instructional practices have left many unanswered questions including, do beliefs concerning the nature of mathematics held by preservice primary-junior mathematics teachers align with beliefs concerning effective mathematics instruction at the beginning of teacher education programs? In this study, the beliefs Ontario preservice primary-junior (grades JK-6) teachers bring to their teacher preparation programs were examined and the alignment of beliefs concerning the nature of mathematics and the teaching and learning of mathematics was explored. Specifically, I investigated the beliefs of preservice teachers who displayed contradictory views on the nature of mathematics and effective instructional practice; preservice teachers who held absolutist beliefs about mathematics but intended to teach using a constructivist approach. A questionnaire was used to identify participants with misaligned beliefs, and interviews, with a focus on manipulative use...

A cigarra e a formiga : uma reflexão sobre a educação matematica brasileira da primeira decada do seculo XXI; The cicada and the ant : a consideration about the Brazilian methematics teaching in the first decade of the 21th century

Virginia Cardia Cardoso
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 27/02/2009 PT
Relevância na Pesquisa
56.04%
Pesquisamos tendências para o ensino de Matemática no nível médio atual, em alguns discursos veiculados pelo Governo Federal brasileiro, publicados como orientações para os docentes deste nível de ensino. Os discursos analisados são os Parâmetros Curriculares do Ensino Médio, os PCNEM/99, seu complemento, os PCNEM+/02 e sua posterior reformulação, as Orientações Curriculares para o Ensino Médio/06, produzidos de acordo com a legislação educacional posterior à LDB/96. Nossos objetivos foram: estabelecer possíveis relações entre os discursos analisados e os discursos próprios do pensamento da época atual; entender as novas propostas de ensino de Matemática à luz das conjunturas política, econômica e cultural atuais; analisar os contextos de produção desses discursos. Em nossa busca, aliamos dois referenciais metodológicos: o Paradigma Indiciário, de Carlo Ginzburg e a Hermenêutica de Profundidade, de John B. Thompson. Ao levantarmos os elementos constitutivos de tendências, caracterizamos uma delas, dentre as possíveis interpretações, chamada por nós de Tendência Utilitarista, inserida na ideologia da Racionalidade Técnica. O referencial teórico que embasa nossas interpretações é o da Teoria Crítica...

Cotidiano e praticas salesianas no ensino de matematica entre 1885-1929 no Colegio Liceu Coração de Jesus de São Paulo : construindo uma historia; Daily life and salesian practices in mathematics teaching between 1885 and 1929 at Liceu Coração de Jesus School in São Paulo : building a history

Andreia Dalcin
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 20/06/2008 PT
Relevância na Pesquisa
66.12%
Investigar o ensino de matemática por meio do estudo das práticas e do cotidiano da escola salesiana Liceu Coração de Jesus em São Paulo, entre 1885 e 1929, é o objetivo desta pesquisa. Apóia-se em fontes históricas escritas e iconográficas, recolhidas a partir de pesquisas em arquivos escolares, em centros de documentação histórica e em bibliotecas. No cruzamento dessas fontes, busca-se construir uma história tendo presente os pressupostos teóricos de Michel de Certeau, Dominique Juliá e André Chervel, dentre outros autores da história cultural e também da História da Educação e da Educação Matemática no Brasil. Essa história é uma dentre as possíveis. É, principalmente, um exercício de escrita e de reflexão sobre um passado não vivido, mas cuja investigação permite que se (re) construam elementos importantes para a compreensão do desenvolvimento do ensino de matemática no Brasil, por meio de uma instituição católica de ensino, que teve um papel de destaque no cenário brasileiro no período de transição entre o Império e a República. Verifica-se que o ensino de matemática passou por significativas mudanças nesse período, tanto em termos quantitativos como em relação aos objetivos e aos conteúdos ensinados...

Students' views and attitudes towards mathematics teaching and learning: A case study of a curriculum experience

Ponte, João Pedro da; Matos, João Filipe; Leal, Leonor; Guimarães, Henrique Manuel; Canavarro, Ana Paula
Fonte: Universidade de Lisboa Publicador: Universidade de Lisboa
Tipo: Conferência ou Objeto de Conferência
Publicado em //1992 ENG
Relevância na Pesquisa
66.01%
This paper describes a qualitative case study dealing with the views about mathematics teaching and learning held by students of a school involved in a experience of new curricula, stressing active methodologies and groupwork. At grade 7, the students noticed important differences in the mathematics classes and welcomed them. At grade 10, students had a general positive attitude towards mathematics but did not perceive major chnages. However, they were very concerned with the implications of this experience for their academic progression.

“I’m like the Sherpa guide”: On Learning to Teach Proof in School Mathematics

Cirillo, Michelle
Fonte: The International Group for the Psychology of Mathematics Education Publicador: The International Group for the Psychology of Mathematics Education
Relevância na Pesquisa
56.06%
This article describes the experiences of a beginning mathematics teacher, Matt, across his first three years of teaching proof in a high school geometry course. Matt’s past experiences with mathematics influenced his beliefs about what he could and could not do to help his students learn how to prove. During his first year of teaching proof, Matt claimed that you cannot teach someone to write a proof. Over time, however, Matt eventually developed some strategies for teaching proof to his students. Within this work is an interest in learning more about how a teacher learns to teach proof to students who are just learning how to construct a formal proof. This case highlights the importance of pedagogical content knowledge.; This research was supported, in part, by the National Science Foundation under Grant no. 0347906 (Beth Herbel-Eisenmann, PI).