Navegando por Autor "ROZAL, Edilene Farias"

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Aprendizagem em matemática, aprendizagem significativa e neurociência na educação dialogando aproximações teóricas
(Universidade Federal de Mato Grosso, 2017-06) ROZAL, Edilene Farias; SOUZA, Ednilson Sergio Ramalho de; SANTOS, Neuma Teixeira dos
This article aims to present theoretical approaches between Learning in Mathematics, Significant Learning and Neuroscience in Education, highlighting some basic concepts of Neuroscience and weaving theoretical discussions about motivation and timing for the student's learning, according to the stimuli of the His cognitive system, having as methodological reference of teaching the Problem Solving. We believe based on the theoretical frameworks studied, that there is a need to promote a dialogue between Neuroscience and Education, defending a creative dialogue between both and presenting a positive vision of the neuroscientific knowledge in Education, in favor of improving the students' learning. The text highlights information that Neuroscience states that educational attitudes that generate feelings of fear, anxiety, sadness, anger, depression and hopelessness are accompanied by humiliation and these attitudes end up inhibiting the learning process. Our main purpose was to discuss throughreflections in the text that students do not learn if they are not motivated and if the moment is not appropriate for this learning to occur. The article is a bibliographical study and we hope with this work that the understandings between Significant Learning and Neuroscience in Education allow reflections to the teachers so that both are investigated in order to promote the applicability of such theories in the classroom, in our Case, through Problem Solving with the use of the stimuli of the cognitive system for learning.
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Instrução por modelagem de David Hestenes: uma proposta de ciclo de modelagem temático e discussões sobre alfabetização científica
(Universidade Federal do Pará, 2016-07) SOUZA, Ednilson Sergio Ramalho de; ROZAL, Edilene Farias
The pedagogical work with mathematical modeling assumes investigate situations of reality. However, mental models formed from the contact with the experiential world are generally incompatible with the conceptual models. So David Hestenes supports the view that one of the biggest challenges of teaching and learning in science and mathematics is to coordinate conceptual models with mental models, which led to the elaboration of a didactic in mathematical modeling: Modeling Instruction. Our goal is to present a proposal for thematic modeling cycle drawn up in hestenesianos assumptions and discuss possibilities for scientific literacy. The main question was to know how to emerge indicators for scientific literacy for the proposed cycle. This is a bibliographic research in order to identify the available literature contributions on the subject and raise the possibility and challenges for the brazilian teaching science and mathematics. Preliminary results indicate that the proposed modeling cycle can develop indicators for scientific literacy of different natures.
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Modelagem matemática e os temas transversais na educação de jovens e adultos
(Universidade Federal do Pará, 2007-03-16) ROZAL, Edilene Farias; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071
This paper had as objective to investigate in what terms Mathematical Modeling associated to the transverse themes can contribute to improve the students' teaching-learning process in Mathematics, especially in the Education of Youth and Adults (EJA). A research of qualitative nature was accomplished, in the participant observation, with data collected starting from contextualized activities and modeling activities, questionnaires, semi-structured interviews and field trip report. The present paper shows the methodological directions of the research that was accomplished in a public school, with a group of EJA, that is, youth and adult education (4th stage), in the Municipal District of Castanhal-Pará, where activities involving the transverse themes were applied, such as health, work and consumption and environment. Through speeches, behaviors and attitudes of the subjects involved in the activities, and exchange of experiences with the teacher-researcher, it was collected data for later analyses based in theoretical references. The results show that, in spite of the initial difficulties in the process, the students, subject of the research, improved in the learning of mathematical contents. It was concluded that these results show the importance of inserting Modeling as a teaching strategy, and despite some obstacles for its implement in the teaching, it can provide to the student of EJA, acquisition of mathematical contents and possibilities of turning him/her into a critical and reflexive citizen.