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Navegando por Assunto "Mathematic"

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    Etnomatemática vesus matemafobia
    (Universidade Federal do Pará, 2013-04) CORDEIRO, Sebastião Martins Siqueira; SANTOS, Josenilson de Souza
    The difficulty in the reality teach-learning of the mathematics in the schools you publish it comes growing of exponential form throughout the years. The characterization of the mathematics as accurate and abstract science directed the process of teach-learning of the mathematics to a restricted domain of techniques to operate symbols mechanically. History in the sample that the mathematics is product of the activity human being and appeared of the necessity of the man to understand the way sociocultural where is inserted. The idea to approach the mathematics as accurate and abstract science, produced in the pupils a feeling of Matemafobia (fear, aversion, antipatia the mathematics). Through interventions in some public schools of Abaetetuba with workshops and lectures on Etnomatemática in the classroom, we objectify to awake the educators for necessity to rethink the space of classroom, being searched to transform pupils into beings, critics, creative, participativos and transforming of its realities, respecting its beliefs, customs and cultures.
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    Os momentos didáticos e a avaliação formativa
    (Universidade Federal do Pará, 2019-11-19) BRITTO, Victor Hugo Chacon; ANDRADE, Roberto Carlos Dantas; http://lattes.cnpq.br/9805475836230257; https://orcid.org/ 0000-0003-4231-1539; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033; https://orcid.org/0000-0002-9228-2337
    This overview research references to the problematics of scholar evaluations in mathematics, presuming this as a matter of the teaching staff with mathematics in basic studies. The confrontation of the problem in the context of formative evaluation in the way that the knowledge can be built in the interweaving of triad teaching-learning-evaluation, considering as conditions and restrictions resulting of the knowledge and institutions that it lives. that way it was insert in the Research Epistemological Program in mathematics’ didactics, more precisely in Anthropologic Theory of Didactic, which the didactic moments articulated with presumptions of formative evaluation enabled proposing a model’s evaluation named as Formative Evaluation Didactic-Mathematic. This structure establish itself as answer to the questioning: in what way the professor can realize a formative evaluation relative to the mathematic knowledge taught in class, in the sense of evaluate the learning in the schooling? therefore it was developed a Path of Study and Research, which resulted in systems aids around those it was represented the Path of Study and Research on a Community of Educational Practice what motivated the experience of the evaluative model as educational technique with the students in the class room, through development of a tasks system to the study of analytical geometry. The praxeological analyses in growing difficult was assumed as reference to analyse the productions arising of community of practices and class room, in what it was emphasize the crucial moments of evaluation, the communications and feedbacks in the perspective of regulation of study’s process in confrontation of tasks and techniques types.
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