Navegando por Autor "SILVA, Marcos Guilherme Moura"

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Acesso aberto (Open Access)
Contribuições da prática (in)formada por evidências para a formação do professor de matemática: uma análise das ações dos professores a partir das suas próprias práticas
(Universidade Federal do Pará, 2014-02-08) SILVA, Marcos Guilherme Moura; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668
The movement toward Evidence-Based Practice is as important as controversial. Circulated widely in the medical field and in related fields figure in educational setting such as a contemporary discussion. Considering their limitations and potentials, the present study aimed to investigate in what ways the Evidence-Based Practice (EBP) can contribute to the training of mathematics teachers. To this end, walked up the path of a qualitative research, with information recorded from structured interviews, audio transcripts and video reports produced by the nine study subjects. Our analyzes relating to the contributions of Evidence-Based Practice for the training of mathematics teachers were based on Transformative Learning Theory proposed by Jack Mezirow (2013 ) and theoretical considerations Bosh and Gascon (2001 ) .The results show that the developed training experience is constituted as a foundation of Informational and Transformational Learning , as proposed by Mezirow terms , as well as gives opportunity to the teacher a self learning experience ( learning to learn ) , on critical development issues related to practices, acquisition of processes and teaching tools , insertion of inquiry for acquiring knowledge , strengthening of teachers with systematic research and development of mathematics education research professor , triggering the construction of new practices.
Acesso aberto (Open Access)
Manifestações subjacentes da ansiedade matemática no sistema nervoso autônomo: uma análise da variabilidade da frequência cardíaca, desempenho matemático e função executiva em crianças escolares
(Universidade Federal do Pará, 2019-03-11) SILVA, Marcos Guilherme Moura; TORRES NETO, João Bento; http://lattes.cnpq.br/7874863858825807; https://orcid.org/0000-0002-9155-9445; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/0000-0002-2704-5853
Mathematical anxiety (AM) is one of the most studied emotional interferences in the mathematical reasoning process, being able to be associated to the deficits in the inhibitory control, compromising the performance during childhood. Investigating the physiological mechanisms of MA at the beginning of formal schooling may contribute to their identification and intervention strategies by teachers / researchers, enabling their management in school and non-school contexts. We investigated the HRV as a physiological parameter associated with the level of Mathematical Anxiety in children, while undergoing conditions of rest, mathematical performance test and inhibitory control test, analyzing their mathematical performances and executive functions. The study was conducted with 99 children of both sexes, aged 9 to 12 years, classified for Mathematical Anxiety and controlled for general anxiety. We identified for the first time an association of HRV non-linear results with the level of Mathematical Anxiety in children. At the moment that the mathematical tasks responded, children with greater AM presented reduction of vagal tone and significant reductions in approximate entropy (ApEn) and Sample Entropy (SampEn) - nonlinear measures that measure the regularity and complexity of systems. These relationships were not associated with general anxiety, indicating if it is an event moderated by Mathematical Anxiety. Our findings suggest that children with high AM may have a stress response associated with reduced HRV complexity, presenting patterns that may contribute to their characterization from the autonomic nervous system. In addition, the mediation models indicated a reciprocal relationship between Mathematical Anxiety and Mathematical Performance in children, when mediated by inhibitory control. Our research joins the efforts that have been undertaken in the area of Mathematics Education, especially those related to the study of emotional and cognitive aspects and their impacts on learning. We encourage the area to implement a systemic perspective of research and analysis that integrates behavioral, cognitive and physiological aspects.