Mathematical Knowledge and Practices Resulting from Access to Digital Technologies

2009 ◽  
pp. 133-177 ◽  
Author(s):  
John Olive ◽  
Katie Makar ◽  
Verónica Hoyos ◽  
Liew Kee Kor ◽  
Olga Kosheleva ◽  
...  
Keyword(s):  
Mathematical Knowledge ◽  
Digital Technologies

scholarly journals UNA EXPERIENCIA DE ELABORACIÓN DE UN SIMULADOR CON GEOGEBRA PARA LA ENSEÑANZA DEL MOVIMIENTO PARABÓLICO

PARADIGMA ◽  
2019 ◽  
Vol 40 (2) ◽  
pp. 196-217
Author(s):  
Luis Andrés Castillo ◽  
Juan Luis Prieto G. ◽  
Ivonne C. Sánchez ◽  
Rafael Enrique Gutiérrez
Keyword(s):  
Mathematical Knowledge ◽  
Digital Technologies ◽  
The Other ◽  
Other Hand ◽  
Construction Techniques ◽  
Concrete Experience ◽  
Development Experience ◽  
The One

En los últimos años, los profesores han tratado cada vez más de utilizar los recursos didácticos para apoyar sus clases, un hecho que se ha agregado con la llegada de las tecnologías digitales. En este contexto surgió la tendencia de que los profesores se convirtieran en creadores de este tipo de recursos, pero dejando de lado la sistematización y el deber de compartir con sus compañeros la experiencia de desarrollar este tipo de recursos. Por esta razón, el presente trabajo describe una experiencia concreta de elaborar un simulador con el software GeoGebra para estudiar una situación de tiro libre en el fútbol, utilizando nociones de movimiento parabólico. La elaboración del simulador incluye la resolución de siete "tareas de simulación", que destacan los objetos y los procesos matemáticos que justifican las técnicas de construcción utilizadas por los autores. Finalmente, se presentan algunas reflexiones derivadas de la experiencia de desarrollo del simulador, que consideran, por un lado, el conocimiento matemático movilizado en la producción del simulador y, por otro lado, las acciones y capacidades requeridas para tal elaboración.AbstractIn recent years, teachers have increasingly sought the use of didactic resources to support their classes, a fact that has been added with the arrival of digital technologies. In this context, the tendency has emerged that teachers have become creators of this type of resources, but leaving aside the systematization and the duty to share with their peers the experience of developing this type of resources. For this reason, the present work describes a concrete experience of developing a simulator with GeoGebra software for the study of a situation of free kick in football, using notions of parabolic movement. The elaboration of the simulator includes the resolution of seven "simulation tasks", which highlight the objects and mathematical processes that should justify the construction techniques used by the authors. Finally, some reflections derived from the simulator development experience are presented, which consider, on the one hand, the mathematical knowledge mobilized in the production of the simulator and, on the other hand, the actions and capabilities required for such an elaboration.ResumoNos últimos anos, professores têm procurado cada vez mais o uso de recursos didáticos para apoiar suas aulas, fato que foi acrescentado com a chegada das tecnologias digitais. Nesse contexto surgiu a tendência que os professores se tornaram criadores desse tipo de recursos, mas deixando de lado a sistematização e o dever de dividir com seus pares a experiência de desenvolver este tipo de recursos. Por este motivo, o presente trabalho descreve uma experiência concreta de elaboração de um simulador com o software GeoGebra para o estudo de uma situação do tiro livre no futebol, utilizando noções do movimento parabólico. A elaboração do simulador inclui a resolução de sete “tarefas de simulação”, que destacam os objetos e processos matemáticos que devem justificar as técnicas de construção utilizadas pelos autores. Finalmente, apresentam-se algumas reflexões derivadas da experiência de desenvolvimento do simulador, que consideram, por um lado, o conhecimento matemático mobilizado na produção do simulador e, por outro lado, as ações e capacidades necessárias para tal elaboração. 

scholarly journals ANIMATED IMAGES AS A MEANS OF DIGITAL TECHNOLOGIES IN TEACHING MATHEMATICS

2020 ◽  
Vol 53 (3) ◽  
pp. 54-61
Author(s):  
S.V. Larin ◽  
◽  
S.V. Chilbak-ool ◽  
Keyword(s):  
Public Relations ◽  
Work Experience ◽  
Mathematical Knowledge ◽  
School Teacher ◽  
New Technology ◽  
Effective Means ◽  
Digital Technologies ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Computer Environments

Statement of the problem. Universal digitalization of economy and public relations is a reality of today, and a school teacher is faced with the task of forming a personality ready to reveal his/her creative potential in the digital economy. The problem is to outline the ways of digitalization of teaching mathematics that meets the needs of society, and contribute to the understanding and assimilation of mathematical knowledge based on digital educational resources using the animation capabilities of computer environments. The purpose of the article is to present animated images in the GeoGebra environment as new means of digital technologies for teaching mathematics. Research methodology. Analysis of scientific, educational and methodological literature, synthesis of the authors’ work experience at school and university in approbation of elements of the mathematics teaching system using animated images. Research results. Specific types of animated images are presented and the expediency of their use as effective means of digital technologies for teaching mathematics in the lessons of arithmetic, algebra, trigonometry and the beginnings of mathematical analysis is substantiated. Conclusion. The use of new technology with the use of animated images in mathematics lessons at school increases the level of understanding and assimilation of mathematical knowledge by providing clarity of mathematical concepts and statements. In addition, animated images are used to eliminate computational difficulties, to generate tasks of the same type, and to organize self-testing of students’ knowledge. The creation of digital educational content using the animation capabilities of computer environments increases the technological equipment of a modern mathematics teacher, which will allow him/her to achieve better educational results.

scholarly journals A Construção de Cyberproblemas por Estudantes do 6° ano no Contexto da Educação Financeira The Cyberproblems Construction by 6TH Grade Students in the Context of Financial Education

2017 ◽  
Vol 19 (2) ◽  
Author(s):  
Luciana Moreira Rêgo ◽  
Mauricio Rosa ◽  
Ana Teresa de C. C. de Oliveira
Keyword(s):  
Qualitative Research ◽  
Exchange Rates ◽  
Foreign Exchange ◽  
Mathematical Knowledge ◽  
Rio De Janeiro ◽  
Digital Technologies ◽  
Financial Education ◽  
International Market ◽  
Foreign Exchange Rates ◽  
Decimal Numbers

ResumoNesse artigo discutimos alguns resultados de uma pesquisa qualitativa que envolveu o uso de Tecnologias Digitais (TD) e a proposição de problemas por alunos de 6º ano de uma escola no Rio de Janeiro (RJ). Investigamos “Como se mostra o desenvolvimento de possíveis Cyberproblemas à produção do conhecimento matemático de alunos do 6º ano do Ensino Fundamental (EF) em relação à educação financeira?”. Nesse artigo, especificamente, analisamos o que no estudo foi categorizado como Em Agency. Como principais resultados, podemos destacar que a educação financeira pôde ser introduzida no EF como uma forma de dar sentido a cálculos com números decimais, ampliando significativamente os possíveis sentidos atribuídos às taxas cambiais, ao mercado internacional e à matemática subjacente a esses assuntos. AbstractIn this article we discuss some results of a qualitative research that involved the use of Digital Technologies (DT) and the proposition of problems by students from 6th grade at a school in Rio de Janeiro (RJ). We investigate "How is it shown the development of possible Cyberproblems to the production of mathematical knowledge of students of the 6th year of elementary school in relation to financial education?" In this article, specifically, we look at what the study was categorized as in Agency. The main results, we can highlight that financial education through the proposition of possible Cyberproblems could be introduced in the Fundamental School as a way to make sense of calculations with decimal numbers, significantly increasing the possible meanings attributed to foreign exchange rates, the international market, the mathematics behind these issues.

scholarly journals Realidade Aumentada e a Cyberformação de uma Professora de Matemática: Pontos Críticos de Funções de Duas Variáveis

2021 ◽  
Vol 14 (2) ◽  
pp. 130-141
Author(s):  
Paula Etiele Sarmento Schuster ◽  
Maurício Rosa
Keyword(s):  
Mathematics Education ◽  
Augmented Reality ◽  
Critical Points ◽  
Mathematical Knowledge ◽  
Digital Technologies ◽  
Mathematical Performance ◽  
Teacher Researcher ◽  
The Subject ◽  
Teachers Training ◽  
Teacher's Perspective

ResumoEssa pesquisa investiga como uma professora constitui conhecimento matemático quando está estudando pontos críticos com gráficos produzidos em Realidade Aumentada (RA). Esta é uma pesquisa qualitativa que possui seu foco no processo formativo experienciado pela professora/pesquisadora em termos de Cyberformação, pois ela é a sujeito de sua própria investigação. Assim, a autoanálise em termos metodológicos concentra-se em estudos individuais da professora/pesquisadora, em um movimento rigoroso de gravação de dados, afastamento desses e análise, compreendendo que a constituição de conhecimento se dá “Com-Holográficos”, pois se refere ao ato de ser-com-Tecnologias Digitais (TD) de RA, no qual a professora/pesquisadora ao estar no contexto de RA se pluga com essa tecnologia pela materialidade que a expressa, possibilitando uma mudança de perspectiva matemática, sustentando por meio da TD expressões de aspectos matemáticos não vistos anteriormente. Logo, indicamos que a constituição do conhecimento matemático de uma professora em Cyberformação com TD de RA se dá por meio de interações com o contexto de RA, de forma indissociável e como fluxos matemáticos, pedagógicos e tecnológicos que se entrecruzam. A pesquisa contribui para a compreensão do processo de constituição do conhecimento matemático da professora e isso permite, em termos de formação, que professores entendam-se no processo para projetar/planejar suas aulas de matemática com o recurso de RA. Palavras-chave: Educação Matemática. Formação de Professores. Autoanálise. Gráficos. Holográficos. AbstractThis research investigates how a teacher constitutes mathematical knowledge when she is studying critical points through graphics produced in an Augmented Reality (AR) environment. The research is qualitative, whose focus is on the formative process experienced by the teacher/researcher in terms of Cybereducation, because she is the subject of her own research. The production of data was stored through audiovisual recordings which, in this article, focus on individual studies by the teacher/researcher. Thus, we understand that the constitution of knowledge is “With-Holographics”, because it refers to the act of being-with-Digital Technologies (DT) of AR, in which the teacher/researcher being in the context created by the RA connects with this technology due to the materiality it expresses. Thus, allowing a change in teacher’s perspective and an alteration in her mathematical performance, supporting through DT expressions of mathematical aspects not previously seen. Therefore, this research indicates that the constitution of the mathematical knowledge of a teacher in Cybereducation with DT of AR occurs inseparably through interactions with the context and as mathematical, pedagogical and technological flows that intersect. Keywords: Mathematics Education. Teachers’ training. Graphics. Holographics.

Latinos Challenging Deficit Discourses: Circulating Languages, Literacies and Practices with Digital Technologies

2010 ◽  
Author(s):  
Ivan Games ◽  
Cecilia Henriquez ◽  
Danny Martinez ◽  
Theresa McGinnis ◽  
Silvia Nogueron ◽  
...  
Keyword(s):  
Digital Technologies ◽  
Deficit Discourses

Digitale Prekarisierung

2017 ◽  
Vol 47 (187) ◽  
pp. 193-212
Author(s):  
Ehrlich Martin ◽  
Thomas Engel ◽  
Manfred Füchtenkötter ◽  
Walid Ibrahim
Keyword(s):  
Digital Technologies ◽  
New Developments ◽  
Health Situation

The diffusion of digital technologies into industrial working relations results in new developments in professional qualifications as well as an altered health situation of workers. We assume that current tendencies in the organization of employment and work - flexibilization, rationalization and precarization - are being continued and further intensified. Our findings show that technology-driven performance pressures and a growing scope for action of employees do not coincide with a healthy improvement of worker activities and advances in professional qualifications.

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