Navegando por Assunto "Symmetry"

Agora exibindo 1 - 3 de 3

Acesso aberto (Open Access)
Ensino de simetria por meio de problematização sociocultural
(Universidade Federal do Pará, 2017-10-11) MARTINS, Jeová Pereira; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602
The teaching of mathematics in Basic Education deserves special attention from teachers and field researchers, since it has as one of its functions the integral formation of the student in what concerns to the mathematical knowledge that it needs. This work proposes a way of promoting this training at the fundamental level and aims to analyze and discuss the graphical composition structures of the artifacts made in some sociocultural practices, in which geometric patterns were evidenced that show matrices of various Symmetry cases that can be explored pedagogically in the math classes in the final years of Elementary School. It is a qualitative research that has as its central focus the teaching of symmetry of reflection, rotation, translation and sliding reflection, from the graphical composition structure of artifacts originating from some cultures. The data were obtained through empirical and bibliographical research and analyzed according to the ideas of Mendes (2014), Farias and Mendes (2014), Lévi-Strauss (2012) and the mathematics NCPs (1997). The results point to a strong connection between the Symmetry of the final years of Elementary School and the artifacts studied, which may favor the teaching and learning of this subject in a more effective and meaningful way for the students. Finally, we elaborate proposals of Basic Units of Problematization (UBP) as didactic subsidies to be incorporated by the teacher of mathematics in the teaching of Symmetry in the final years of Elementary School.
Acesso aberto (Open Access)
Laboratório de etnomatemática da Amazônia Tocantina
(Universidade Federal do Pará, 2021-04-09) VILHENA, Daniela Gonçalves; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437
When it comes to Teaching Mathematics in riverside spaces located in the city of Igarapé- Mirí-PA, it is faced with numerous difficulties that imply students' performance, for example: the lack of adequate didactic materials and motivating themes; the restricted access of students, due to lack of mobility and the distances between their homes and the school, in addition to the precarious conditions of these spaces. With regard to didactic resources, the main instrument used by teachers, in their teaching practice, is still the textbook. We understand, then, that the elaboration and use of concrete and manipulable materials, adequate to the students' learning needs are important alternatives to riverside schools, since they can be easily related to the experiences of these students. With this in mind, this dissertation aims to create an Ethnomathematics Laboratory in the Tocantina Amazon, which is a space for experimenting with school content related to the daily practices of students living in riverside environments. The riverside school needs spaces that promote the understanding of mathematical concepts and their relationship with instruments and daily practices and, in this sense, teaching laboratories fulfill this role. Thus, when we interact with riverside practices such as: fishing, handling and extraction of açaí, construction of houses and boats, in addition to the making and manipulation of instruments that assist in these practices, we are faced with opportunities to learn mathematics from the perspective of Ethnomathematics Education.And so, looking at the mathematical content from the traditional practices of the riverside communities, we propose to address the fundamental concepts of symmetry and proportionality to develop teaching materials. Thus, the work was developed based on the assumptions described by Vergani, when describing an ethical strategy to stimulate individual and socio-cultural development, D'Ambrósio when he portrays an Ethnomathematics from the point of view of the student's know-how, as well as the experience in socio-culturally differentiated environments and Bishop, who portrays mathematical enculturation, teaching mathematics from a cultural perspective. As a didactic product, result of this research, we propose the composition of a catalog with several activities developed for schools in riverside environments, didactic materials and methodological structures organized for the creation of an Ethnomathematics Laboratory in school spaces.
Acesso aberto (Open Access)
Testes de simetria e transitividade em macaco-prego
(Universidade Federal do Pará, 2016-09-29) LIMA, Raquel Leite Castro de; SILVA, Maria Luísa da; http://lattes.cnpq.br/2101884291102108; BRINO, Ana Leda de Faria; http://lattes.cnpq.br/9930065472602966
One way of exploring symbolic behavior and its prerequisites is to teach arbitrary relations with a conditional choice training model, with the purpose of verifying the emergence of new relations between pairs of stimuli used in training. The objective of this study was to test the emergence of symmetry and transitivity in a capuchin monkey, applying before tests teaching conditions used in studies that obtained emergent performance in non-humans. An adult male capuchin monkey from the Experimental School of Primates (NTPC-UFPA) with substantial experience in choice tasks served as subject. In phase 1 of the study, the arbitrary relations AB, B-A and A-C, established in a previous experiment, were retrained in both delayed and simultaneous matching-to-sample (MTS) procedures. In phase 2, the same arbitrary relations A-B, B-A and A-C were trained interpolated with identity trials A-A, B-B and C-C. In phase 3, the reinforcement probability was reduced, in preparation for the testing sessions that would involve trials with no programmed reinforcement. In Phase 4, the emergence of the relations C-A, B-C and C-B were tested. Performance was accessed in terms of the percentage of success across all trials. In training session, the performance criteria were 90% minimum of correct choices and, at most, one error per trained relation. In Phase 1, the subject performed with most precision in the delayed MTS (minimum 75% and maximum 100% of correct choices), probably due to its previous experience with this task; in simultaneous MTS, the performance varied between 64,44% and 97,78% and the number of sessions to criteria was higher than in the simultaneous MTS. In Phase 3, there were 23 sessions to criteria, with an average performance of 89,32% of correct choices in the delayed MTS (6 sessions total) and 87,75% in simultaneous MTS (11 sessions). The subject had difficulties with the simultaneous MTS in which two identical stimuli appeared on the computer screen. This training model induced to errors and was corrected by restricting the location where the sample was presented. In Phase 3, only 7 experimental sessions were enough to criteria, with an average performance of 91,66% correct in 4 sessions of simultaneous MTS and 91,10% in 3 sessions of the delayed MTS. In Phase 4, the tests were negative for the emergence of C-A relations. The average number of correct trials was 23,33%. A drop in the baseline performance and emotional reactions in the subject were observed, probably due to the absence of reinforcement. In B-C test, the average number of correct choices was 71%, demonstrating emergent behavior. C-B relations tests were also negative. Performance on these trials average only 12% of correct choices. The procedure was efficient to document the emergence of transitive relations (B-C). According to the literature, the study suggest that non humans seem more ready to present the emergence of transitive than symmetric relations. Future studies shall engage in training C-A relations and retesting the emergence of C-B relations