Navegando por Assunto "Mathematical education"

Agora exibindo 1 - 6 de 6

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Altas habilidades ou superdotação em contexto de educação matemática: ecos e expressividades
(Universidade Federal do Pará, 2023-05-25) SOARES, Maria Eliana; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
The study aimed analising expressivities of graduating students of the High School, with the indicative of High Abilities or Superdotation in context of Mathematical Education, and specifically, took: 1) identify manifestations of High Abilities or Superdotation in Students of the High School in intra school enviromment; 2) describe the expressiveness of the High Habilities or Superdotation in context of Mathematical Education; and, 3) to recognise in founds, elements which contribute for a comprehension and teacher’s action about the High Abilities ou Superdotation. It anchored itself in the epistemological bases of the Psychology (social, cognitive and of the learning); in the fundaments of Mathematical Education; and in the approaching of the autonarrative qualitative research. It involved six graduating students of the Basic Education of a state school of the 8th Regional Unit of Education of Castanhal – SEDUC/PA. In the method, it used itself an investigative questionary, WhatsApp, participant observation, an interdisciplinar Project, poll test and anamneses. The results pointed in the narratives Life Histories, and in these, the evidence of several inteligences, this way, all the participants manifested ability to creat, among them, three with ability to solve problem; ability to solve problem; for contributing in cultural context. Individually, it identified itself that, three manifested mathematical-logic inteligence, from them, it stood out itself one with one interpersonal, intelectual and leadership, and two with intrapersonal intelligence. One student manifested linguistic intelligence, musical and spatial; one presented interpersonal and pictorial intelligence; ando ne evidenced pictorial intelligence. From the construction experience of mathematical statements emerged the Inverse Mathematical Learning, which intelligences presented themselves in the inverse order of the convetional way from the way of learning: a) analise (perception, attention, memory), which it was stimulated from one object, one sentence, image, etc.; b) interpretation (sense, value, assignment), in which occured the validation about what has been analised; and, c) context (temporal, social, attitudinal), through the statement. The experience origined reflections about the necessity of changing in the teacher’s practice, from the indicators: teacher’s stare in the spectro of intelligences; curiousity, autoconfidence and reflection in and about the teacher’s practice; and, teacher’s purpose. If they are developed efetivelly these aspects will become enriching of the teacher’s practicing in and to the inclusion.
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A compreensão de expressões algébricas sob a perspectiva da filosofia de Wittgenstein
(Universidade Federal do Pará, 2017-08-25) BARATA, Rouziclayde Castelo; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865; http://orcid.org/0000-0002-3147-9478
This research aimed to investigate the students’ difficulties when it comes to developing mathematical rules in the classroom context, which the main emphasis were on discussions about language, based on Wittgenstein's philosophy of language, highlighting the importance of the language, mathematics and knowledge. Its main objective was to investigate the difficulties related to the learning of school algebra, especially in algebraic expressions. For this, it presented a discussion about following rules, see-how, natural/mathematical language translation, working on meanings and some math fundamentals which are mainly approached by the Austrian philosopher in his work Philosophical Investigations.As methodology, this research was developed with 24 elementary school students from the State Network in the city of Castanhal – PA. We attended the classes of algebraic expressions in order to motice some difficulties related to language and some difficulties by the students because of that language. In order to collect the data, we applied a questionnaire containing four questions and the resolution of exercises distributed in five annexes that provided us a perception of the confusions during their resolution. From the answers and observations, we mainly notice students do not master the techniques required to follow the mathematical rules fundamental to the correct development of remarkable products and factoring. The contents of algebra are usually considered obstacles to learning, since they involve other ways of dealing and operating with the mathematical objects involved. From this result, we emphasize the importance of the teacher's performance, since the students cannot discover the mathematical rules, but they need to be shown and explained.
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Educação matemática e suas teorias em desenvolvimento: perspectivas e articulações, à luz dos programas de pesquisas Lakatosiano
(Universidade Federal do Pará, 2021-06-25) SILVA, Aline Miranda da; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
This research addresses the theme of the area of Mathematical Education, with regard to the said Trends in Mathematical Education, which in our perspective are Theories in Development of Mathematical Education. The purpose of this discussion is to make reflections that allow us to have a more integrated look at the Theories in Development in Mathematics Education. Supported by Lakatos' Epistemology (1979), we take Mathematics Education as a research program and theories in development as the research subprograms. For this, we developed a Study and Research Pathway (PEP). The Courses were carried out with professor-students of the Postgraduate Course at the Master and Doctorate level of the Postgraduate Program in Education in Science and Mathematics (PPGCEM), from the Institute of Mathematical and Scientific Education (IEMCI) of the Federal University of Pará (UFPA). We assume as a research question: What is the Firm Core of the Mathematical Education Program that would articulate the Theories under development as Subprograms? In this perspective, we understand that some of the so-called Trends in Mathematical Education, as considered by many researchers in this area in Brazil, are nevertheless constituted as Theories in development, being Research Subprograms that are articulated in a larger context, the deque program is Education research Mathematics, which is organized from a firm core to be revealed in a Study and Research Course. In these terms, we developed the construction of this thesis, where we assume that the developing theories of Mathematics Education are contextualization in a broad sense of this field of research, and are constituted as research subprograms.
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Ensino e aprendizagem de matemática na síndrome de Williams-Beuren: uma abordagem a partir de pesquisas em neurociência cognitiva
(Universidade Federal do Pará, 2020-02-28) SILVA, Fabio Colins da; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/ 0000-0002-2704-5853
Research on Cognitive Neuroscience points to evidence that may contribute to didactpedagogical practices related to the teaching of mathematics for students with dyscalculia (KAUFMANN; VON ASTER, 2012; LENT, 2018; HAASE, DORNELES, 2018). It is in this context that this research aims to investigate the effect of Computerized Mathematical Training on the development of Numerical Cognition (numerical sense, numerical processing and calculus) in an adult student with Williams-Beuren Syndrome. This syndrome causes specific disorder of mathematical learning and compromises skills related to the domains of Numerical Cognition, according to the triple code model proposed by Dehaene (1995; 1999; 2001). This was a qualitative approach research of the case study type. The participant was evaluated in the three domains of Numerical Cognition at two different times (pretest and posttest) using a dyscalculia screening protocol, PROMAT. To improve performance in mathematical skills, the Dybuster Calcularis digital intervention was used, a systematic and consecutive training performed for a period of 12 weeks. The reports generated by the intervention pointed to significant benefits in several skills, such as the estimation of symbolic and non-symbolic magnitude; the sudden estimate of numerosity; the estimation of adding sets of points without counting them; the development of increasing and decreasing oral counting; production and numerical understanding; the number line; the positional value and addition and subtraction calculation with up to two digits. However, the results were not expressive in skills related to knowledge of multiplication and division calculation procedures with up to two digits and the evocation of arithmetic facts. Finally, the research allowed us to reflect on the importance of organizing an Individualized Educational Care Designer based on evidence from studies in Cognitive Neuroscience.
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EPAEM: duas décadas de história e produções científicas
(Universidade Federal do Pará, 2020-03-16) SALES, Flávia Helena Vasconcelos dos Passos; ROCHA, Maria Lúcia Pessoa Chaves; http://lattes.cnpq.br/4291670232604529; https://orcid.org/ 0000-0002-8022-2601
This dissertation is a historical narrative of the EPAEM1 editions. Researching the theme was the way found to awaken the sleeping memories of the events and, thus, expose them, since it was not known where the documents of the regional meetings were kept. From the problematic raised, the following question was raised: how to write the history of SBEM-PA and the scientific productions of EPAEM? In order to answer the question, it was established as a general objective to investigate the creation process of the EPAEM and the production of the twelve meetings, carried out in the period from 1999 to 2019. The theoretical-methodological basis that guided the construction of the research and composed the study is based a qualitative research, which allowed greater familiarity, since the subject is still little known and explored. We sought to conduct an exploratory survey process, which allowed the visualization of the procedures adopted, with a view to improving ideas, discovering intuitions and formulating hypotheses. Thus, it was observed, during the survey of the documents and reports of the organizers, that the number of works presented more than doubled, considering the 3rd to 12th edition of the event, as well as the thematic axis that stood out most was the of teaching-learning of Mathematics. This allowed us to conclude that, if the meeting is related to Mathematics Education, the greatest strength was conferences, lectures, short courses, scientific communications and posters, which dealt with the profile of Mathematical Education.
Acesso aberto (Open Access)
A tradução da linguagem matemática na aprendizagem da geometria por estudantes da educação básica: perspectivas para a educação matemática
(Universidade Federal do Pará, 2018-11-12) MEIRA, Janeisi de Lima; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865; http://orcid.org/0000-0002-3147-9478
The present research aimed to investigate the process of translation of mathematical language into natural language in mathematics learning. We take as a starting point the academic productions of dissertations and theses in the area, and the results of the index of development of Basic Education (IDEB) and PISA, of the State of Tocantins. We assume as a theoretical basis the mature philosophy of Wittgenstein, which states that translating is a game of language, since it constitutes the domain of techniques. We carried out analyzes of educational guidance documents and a classroom intervention with elementary students at the Brigadeiro Felipe school in Arraias-To, which produced the empirical material constituted from the application of a questionnaire, interviews and activities of flat geometry . The analyzes were organized in two axes, in the first one we analyzed the documents guiding the education and in the second the empirical material. In the first axis, the analyzes of the documents revealed a referential understanding of the language indicating the mathematical language exclusively as a symbology that represents the mathematical concept. Already in the second axis, the empirical material indicated that the translation of the mathematical language reveals itself as an internal necessity to mathematics itself and that when performing different language games during the translation favors and ensures its learning. With this we defend that the learning difficulties of mathematics are related to the understanding of the concepts and their rules, in what concerns to the process of translation of the linguistic universe that involves the mathematical language, because it is a normative phenomenon and its use is far from the practice everyday life. Thus, the correct translation of this language promotes the autonomy of the student in the acquisition of meanings favoring applications of the uses in different contexts.