Navegando por Assunto "Geometry"

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Manifestações de incidentes metacognitivos através do discurso do professor em sequência de ensino investigativa de matemática
(Universidade Federal do Pará, 2021-12-09) SILVA, Luciana Evangelista da; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
The present study aims to analyze how the monitor teachers speeches allow dialogic interactions for manifestations of students' metacognitive incidents in a mathematics Investigative Teaching sequence (ITS) in the Science Club. The work presents characteristics of participatory research with a quantitative-qualitative approach, and the place of investigation was the Science Club Prof. Dr. Cristovam Diniz located at UFPA- Castanhal. It was developed with eight sixth graders aged between 10 and 11 years old and had the collaboration of four monitor teachers. As methodological procedures, an investigative teaching sequence of geometry was applied, in which audio and video recording was adopted with transcripts of selected episodes for each stage considering the content analysis. For data analysis, we were guided by the transcription, description and interpretation of the dialogic interactions produced during the ITS, which had as a proposition the construction of a castle with modeling clay and a toothpick for the discussion of geometry issues. The results show that the dialogic interactions present between teacher monitors and students allow the emergence of rhetorical and dialogic speeches, of which the providing clues, instigation, re-mirroring and opposition are the characteristics that most appear and have strong influence on the emergence of metacognitive incidents. For the occurrences of metacognitive incidents, it was observed that in a total of 255 turns of the students, 83 of these were classified as metacognitive incidents (33%), also found when analyzing each step separately also found when analyzing each stage separately in which we had the following percentages of evidence of metacognitive speech, stage 1: 10% (1/10), stage 2: 37% (21/57) and stage 3: 32% (61/188). For writing and drawing, it can be said that more than half appears metacognitive incidents 54% (13/24) all confirmation (100%). As for nature of the manifestation of Metacognition, it was observed that the metacognitive incident can help in the construction of knowledge in different ways, such as confirmation of reasoning, monitoring (questions), the change of opinions that can be positive or negative. In view of the above, this research moves towards contributing to the investigative experimentation of mathematics and considers the monitor teacher's speeches as prone to the appearance of metacognitive incidents, which indicates that there is still much field to be researched in alternative environments of Investigative Teaching, in particular in the discipline of mathematics, being possible and necessary for the debate in future researches and thus, the great importance of investments in this area of knowledge is reaffirmed.
Acesso aberto (Open Access)
Potencialidades digitais para uma abordagem dos poliedros de Platão: proposta de formação docente sob o contexto tecnológico
(Universidade Federal do Pará, 2023-12-13) Rodrigues, Lucas Ferreira; Almeida, Talita Carvalho Silva de; http://lattes.cnpq.br/6247156526483924; https://orcid.org/0000-0001-5206-4354
Recognizing pedagogical practices as significant actions capable of highlighting the importance of using technological resources, moving from the social context to the classroom, we present, in the context of this research, the current master's dissertation titled "Digital Potentials for an Approach to Platonic Polyhedra: Proposal for Teacher Training in the Technological Context," with a focus on Digital Mathematical Performance. This approach is a practical and objective dynamic aimed at teaching Geometry, specifically emphasizing Platonic Polyhedra. Through this immersion, the research's main objective is to investigate the possible pedagogical contributions perceived in a proposal for continuing education for Mathematics teachers. We seek to understand the results that can be made possible by this dynamic so that these individuals can reshape the teaching of Platonic Polyhedra through digital technological approaches. According to one of the research participants, this action aims to encourage teachers to disseminate innovative practices, providing an enriching experience for both them and their students. As a guiding question, we investigate "What possible potentials can be developed by Mathematics teachers regarding the integration of digital technologies for educational purposes?" In this scenario, we aim to promote the pedagogical development of the participants to explore the potentials of teaching Platonic Polyhedra and other mathematical objects. Based on the observations obtained during the research, we have organized various experiences related to the contributions of digital technologies in an educational product called "Platonic Polyhedra Mediated by Digital Performance: Teacher Training in the Technological Era." This product is compiled in the format of a digital guide, designed to be used as a didactic resource in the classroom and as instructional material in the training of Mathematics teachers. As a result, this study highlights the urgent need to reassess and reformulate initial training courses and accelerated continuing education programs to meet the demands of the new approach in building knowledge within the scope of teacher professionalization. This justifies the fact that the effective use of technologies in pedagogical practice requires training/experience time and continuous technical support, crucial factors to prevent the discussed proposal from remaining only in the realm of ideas without taking shape as effective classroom practice.
Acesso aberto (Open Access)
Simetria nas estamparias afro-brasileiras: da visualidade à sala de aula
(Universidade Federal do Pará, 2020-05-28) PERES, Élida de Sousa; SOUZA FILHO, Erasmo Borges de; http://lattes.cnpq.br/5387951750537371; https://orcid.org/ 0000-0002-4092-7973
This research is a study on the geometric aspects in African-Brazilian stamping, with an interface in ethnic-racial relations and its use in the teaching of mathematics at school. It aims to conduct an investigation into Afro-Brazilian geometric patterns and their potential use in a contextualized way in the teaching of symmetry, in elementary school mathematics, establishing relations with the law 10.639 / 2003, which indicates the obligation of teaching history and African and Afro-Brazilian culture in basic and higher education. With this research, it is intended to make use of Afro-Brazilian stamping, establishing a connection between Afro-Brazilian culture and the teaching of geometry in mathematics. Thus, to guide this process, we have the following question: How to establish relationships between Afro-Brazilian prints and their cultural meanings with the teaching of symmetry at the fundamental level? In this sense, the research is theoretically based on studies by Thompson (2011), which conceptualize culture and, based on these studies, we dialogue with Canclini (2008) on hybrid cultures; Farias and Mendes (2014) deal with culture in mathematical practices; Almeida (2017) studies traditional and scientific knowledge; Mignolo (2008) and Quijano (2010) deal with coloniality. As a methodology, we will approach ethnomathematics with the studies of D’Ambrosio (1996, 1997, 1999, 2005); Gerdes (2010, 2012); Vergani (2007); Fiorin (1995) and Barros (2005), with discursive semiotics. This leads to the understanding of the historical process of cultural relations related to ethnomathematics as a way to break with mathematics considered traditional, allowing other thoughts for its teaching.