Navegando por Assunto "Mathematical language"

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A língua de ensino e os desafios da aprendizagem da matemática nas escolas primárias haitianas
(Universidade Federal do Pará, 2020-03-20) CHARLES, Marie Esther; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865; http://orcid.org/0000-0002-3147-9478
This study, entitled “The language of instruction and the challenges of learning mathematics in Haitian primary schools” provides an analysis of the problems faced by Haitian primary school students. The problem lies in the fact that education in Haiti is in French, the second language of which most Haitian children only come into contact in schools. Therefore, Creole, the mother tongue, is not really the object of learning in the schools of the country. As a result, children face many learning difficulties, particularly in mathematics. Thus, our main objective is to analyze the importance of the use of the mother tongue as the language of teaching mathematics. To carry out this analysis, we rely on the philosophy of Wittgenstein’s language, specifically on some concepts that he developed in the Philosophical Investigations. Then we use other readings on bilingualism and mathematical literacy, which we judge in accordance with the philosopher’s thinking. On the other hand, we carried out a survey through a questionnaire intended for teachers of basic education I and II working in primary schools in Haiti with the aim of investigating the factors that represent obstacles for students in learning about mathematics, whose classes are in French. In our analyses, we were able to conclude that these factors are due to the behavior, conception and understanding of mathematical language by children and are related to the language problems they face. To cope, some teachers sometimes had to use the translation of mathematical statements from French to Creole to facilitate their understanding. A finding that fits well with the theoretical part of the research, namely that the mother tongue is the one to be promoted to bring the child to a good understanding of the mathematical language. We also note that there are obstacles that prevent the establishment and application of a good language policy in the education system and one of them remains the involvement of the public sector whose investment covers only 20% of Haitian students.
Acesso aberto (Open Access)
O sentido das regras no ensino de frações
(Universidade Federal do Pará, 2020-02-28) BARBOSA, Marcel de Almeida; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865; http://orcid.org/0000-0002-3147-9478
The research aimed to discuss how teachers apply mathematical rules to the concept of fraction, based principally on wittgensteinian concepts, to follow rules, focusing on operations of addition, subtraction, multiplication and division of fractions. According to Wittgenstein's Philosophy of Language, following rules is a praxis, what constitutes the rule is its collective use, constant practice. The methodology had a qualitative approach, from the data collection through a questionnaire, as well as support in bibliographic data. Research in mathematics education, as we will see, points out that students have many difficulties in dealing with both the concept of fraction as well as with operations involving this concept, as well as that their teaching is geared to the mechanized use of rules. As the mathematical language is governed by rules, it is possible for a teacher to teach them, not through doubts, but through certainties. (WITTGENSTEIN, 1996). The research showed that the participating teachers, who teach mathematics in the early years, have doubts about the application of mathematical rules, such as the rules involving the operations with fractions, as well as conceptual errors that can corroborate for teaching with deficits in the basic education.
Acesso aberto (Open Access)
Signwriting da linguagem matemática para o ensino de geometria plana
(Universidade Federal do Pará, 2018-08-30) GONÇALVES FILHO, José Sinésio; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
SignWriting, also known as writing signs, brings to our society a new technique of writing spacevisual languages. This system becomes important to the Deaf communities, whereas before the signs were passed from one deaf to another throughout history. In order to do so, the objective of the present work was to record SignWriting of the Geometry-terms signs from the survey of these signs in institutional sites, multimedia and books. It was a documentary research with a qualitative approach, presenting a comparative study of the scientific and intellectual productions Capovilla; Raphael (2001a, 2001b, 2001c), Brandão (2002), Calculibras website, youtube channels Instituto Phala and Zanúbia Brandão, which constituted the corpus of the signs-terms of Mathematics. It was detected that there is a variety of signs of the area of Mathematics, however, they are scattered in several documents, not having a specific one. The need for a signal of the area will enable teachers, students and interpreters to interact with the mathematical language in Pounds in the written mode. In this way we present a glossary model of Signal-terms of the Flat Geometry in SignWriting, from a list of Geometry signs-terms, which are accompanied by their respective concepts and examples where we chose to organize these signs-terms in alphabetical order.