Emergent curriculum in basic education for the new normality in Peru: orientations proposed from mathematics education

O objeto de estudo deste trabalho de investigação consiste em saber como a Teoria dos Registros de Representação Semiótica se evidencia nas pesquisas científicas brasileiras, portanto tem como objetivo revelar o nível de abrangência, objeto matemático, procedimentos metodológicos e aspectos da teoria de Duval mais recorrentes nestas pesquisas. Desta forma, trata-se de uma pesquisa bibliográfica com delineamento do estado da arte. Os resultados apresentados demonstram a predominância da Educação Básica; a variedade dos objetos matemáticos; o destaque tanto das Sequências Didáticas quanto das Atividades Matemáticas como procedimentos metodológicos utilizados e as transformações de tratamento e conversão como aspectos da teoria de Duval mais evidentes nas pesquisas mapeadas. The object of study of this research is how the Theory of Semiotics Representation Registers is evident in Brazilian scientific research therefore aims to reveal the level of coverage, mathematical object, methodological procedures and aspects of Duval most prevalent theory in these research. In this way, it is a bibliographical research design with state of the art. The results show the predominance of Basic Education; the variety of mathematical objects; the highlight of both sequences as Teaching of Mathematics activities as methodological procedures used and the treatment and conversion transformations as aspects of the more obvious Duval theory most evident in the mapped research.

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NÚMEROS INTEIROS E DECIMAIS: UMA ABORDAGEM DOS CONTEÚDOS DE MATEMÁTICA POR MEIO DE UM JOGO FRENTE ÀS DIFICULDADES DO CENÁRIO TECNOLÓGICO DA EDUCAÇÃO BÁSICA

Revista Prática Docente ◽

10.23926/rpd.2526-2149.2018.v3.n2.p386-405.id231 ◽

2018 ◽

Vol 3 (2) ◽

pp. 386-405

Author(s):

Fernando Francisco Pereira ◽

Iara Souza Doneze ◽

Luciano Tadeu Esteves Pansanato

Keyword(s):

Mathematics Education ◽

Public School ◽

Mathematics Teaching ◽

Basic Education ◽

Mathematical Education ◽

Digital Format ◽

Before And After ◽

Post Test ◽

Decimal Numbers ◽

Research In Mathematics Education

Resumo: Com a intencionalidade de contribuir para pesquisas em Educação Matemática, ao delimitar o campo de estudos aos Números Inteiros e Decimais, esse artigo relata os resultados de uma proposta de promoção do uso das tecnologias no ensino de Matemática, que objetivou auxiliar os alunos na compreensão dos conteúdos de Números Inteiros – Decimais e suas operações. A proposta consistiu na adaptação e aplicação de um jogo de trilhas em formato digital, que utilizou o software Excel. Os participantes foram alunos entre 11 e 13 anos de idade, de uma escola pública do Paraná. Desse modo, houve três momentos: Pré-teste, Proposta e Pós-teste, fases essas que permitiram uma visão das compreensões dos estudantes a respeito do conteúdo, anterior e posterior à sua aplicação. Ao final, conclui-se que os discentes possuem consideráveis habilidades em relação ao emprego de algoritmos da adição de números inteiros e decimais, entretanto, no emprego da operação de subtração, no mesmo contexto, apresentaram consideráveis dificuldades que foram cuidadosamente sanadas após a aplicação da proposta.Palavras-chave: Educação Matemática. Números Inteiros e Decimais. Educação Básica. Tecnologias. Abstract: Seeking to contribute to research in Mathematics Education, delimiting the field of studies to the Whole and Decimal Numbers, here is presented the results of a proposal, to promote the use of technologies in Mathematics teaching, which aimed to help students in understanding the contents of Numbers Integer - Decimals and their operations. The proposal consisted in the adaptation and application of a trail game in digital format, using Excel software. The participants were students between 11 and 13 years old, from a public school in Paraná. Happening in three moments: Pre-test, Proposal and Post-test, allowed a view of the students' understandings about the content, before and after the application of the proposal. At the end, it is concluded that the students have considerable abilities regarding the use of algorithms of the addition of integers and decimals, already in the use of the subtraction operation, in the same context, presented considerable difficulties, which were considerably remedied after the application of the proposal.Keywords: Mathematical Education. Integers and Decimal Numbers. Basic Education. Technologies.

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Avaliação em atividades com Modelagem Matemática na Educação Matemática: uma proposta de instrumentoAssessment in practices with mathematical modeling in mathematics education: A proposal of an assessment tool

Educação Matemática Pesquisa Revista do Programa de Estudos Pós-Graduados em Educação Matemática ◽

10.23925/1983-3156.2020v22i2p025-054 ◽

2020 ◽

Vol 22 (2) ◽

pp. 025-054

Author(s):

Gabriele Granada Veleda ◽

Dionisio Burak

Keyword(s):

Mathematical Modeling ◽

Mathematics Education ◽

Basic Education ◽

Assessment Tool ◽

Teaching Methodology ◽

Frequent Use ◽

Education Network ◽

La Red ◽

Regular Classes

ResumoAo considerar que a Modelagem Matemática na Educação Matemática é uma metodologia de ensino que visa à construção dos conhecimentos, não faz sentido que o professor que adote essa metodologia faça avaliações pontuais e com a finalidade de verificar a correta reprodução de fórmulas e procedimentos. Disso segue a relevância em se discutir a avaliação em Modelagem Matemática na Educação Matemática, ainda mais quando poucos são os trabalhos que tratam do tema. Assim, este artigo apresenta um instrumento para avaliação que possibilita ao professor avaliar de modo mais abrangente as ações, interações e aprendizagens dos estudantes envolvidos em uma atividade com Modelagem Matemática. As potencialidades e as limitações desse instrumento são discutidas a partir da análise de dois professores da rede básica de educação que o utilizaram em suas aulas regulares. As análises indicam que as limitações apontadas pelos professores podem ser vencidas com seu frequente uso.Palavras-chave: Modelagem matemática, Avaliação, Instrumento para avaliação, Educação matemática.AbstractWhen considering that Mathematical Modeling in Mathematics Education is a teaching methodology that aims to build knowledge, it does not make sense for the teacher who adopts this methodology to make specific assessments to verify whether students reproduced formulas and procedures correctly. From this follows the relevance in discussing the evaluation in Mathematical Modeling in Mathematics Education, even more when there are few works that deal with the theme. Thus, this article presents an instrument for evaluation that allows the teacher to assess more comprehensively the actions, interactions, and learning of students involved in an activity with Mathematical Modeling. The potential and limitations of this instrument are discussed based on the analysis of two teachers from the basic education network who used it in their regular classes. The analyses indicate that its frequent use can help improve the limitations pointed out by the teachers.Keywords: Mathematical Modeling, Assessment, Assessment tool, Mathematics Education.ResumenAl considerarse que la Modelización Matemática en la Educación Matemática es una metodología de enseñanza que tiene como objetivo la construcción de conocimiento, es insensato que el profesor que la adopte realice evaluaciones específicas, con la finalidad de verificar si los estudiantes reprodujeron fórmulas y procedimientos correctamente. De aquí se desprende la relevancia en discutir la evaluación en Modelización Matemática en Educación Matemática, más aún cuando son pocos los trabajos que abordan el tema. Así, este artículo presenta un instrumento de evaluación que permite al docente evaluar de manera más integral las acciones, interacciones y aprendizajes de los estudiantes involucrados en una actividad con Modelización Matemática. Se discuten las potencialidades y limitaciones de este instrumento a partir del análisis de dos docentes de la red de educación básica que lo utilizaron en sus clases regulares. Los análisis indican que el uso frecuente del instrumento puede ayudar a mejorar las limitaciones señaladas por los docentes.Palabras Clave: Modelización matemática, evaluación, Instrumento de evaluación, Enseñanza de matemáticas.

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Math Tree grew from discussion to in-service training

LUMAT International Journal on Math Science and Technology Education ◽

10.31129/lumat.v2i1.1079 ◽

2014 ◽

Vol 2 (1) ◽

pp. 13-16

Author(s):

Terhi Hautala

Keyword(s):

Mathematics Education ◽

Concept Maps ◽

Basic Education ◽

Primary Mathematics ◽

Core Curricula ◽

Service Training ◽

Primary Mathematics Education

In Matikkapuu (Math Tree) training, the participants ponder the construction of primary mathematics education and analyze the contents of the National Core Curricula for Basic Education. Other discussed matters include the relation between textbooks and curricula, usage of mind and concept maps in teaching as well as different ways of motivating pupils into studying mathematics.

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Growing the Character Values to Students Through Application of Realistic Mathematics Education (RME) in the Social Arithmetic Learning

Kreano Jurnal Matematika Kreatif-Inovatif ◽

10.15294/kreano.v6i1.4508 ◽

2015 ◽

Vol 6 (1) ◽

pp. 59

Author(s):

Amin Suyitno

Keyword(s):

Mathematics Education ◽

Character Education ◽

Junior High School ◽

Mathematics Teacher ◽

Basic Education ◽

Learning Model ◽

Realistic Mathematics Education ◽

Realistic Mathematics ◽

The Social ◽

Special Time

AbstractEducating students at the Basic Education level is not only demanded that the students are clever, but there are also other demand which no less important that is to educate so that students have a good character value. Educating the students to have a good character value is started from home, school, and community. In school, educating character to students is not only the duty of teachers of Religion or Civics class, but also the duty of all teachers, including the teachers in Mathematics. Math teacher does not need to hold special time for educating of character, but it can be integrated into any material taught, and also in different application of learning models. This paper examines how the efforts of mathematics teacher in educating of character to the students of Basic Education, especially in Junior High School through the application of Realistic Mathematics Education (RME) on the material of Social Arithmetic. Through presenting of the material of Social Arithmetic by RME learning model, students can be given a character education through the attitude of honesty, tolerance, discipline, cooperation, creative, independent, democratic, curiosity, love of peace, social care, responsibility, and so on. In conclusion, educational character values to students can be done by mathematics teacher through a variety of materials. One of them through presenting of the material of Social Arithmetic by RME learning model.

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ACHIEVING THE GOALS OF UNIVERSAL BASIC EDUCATION THROUGH SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION

Sokoto Educational Review ◽

10.35386/ser.v14i1.90 ◽

2013 ◽

Vol 14 (1) ◽

pp. 10

Author(s):

Rabiu Muhammad Bello ◽

Yahaya M. Kamar

Keyword(s):

Mathematics Education ◽

United Nations ◽

Basic Education ◽

Human Existence ◽

Universal Basic Education ◽

Rights Of The Child ◽

Science Technology ◽

Educational Programmes ◽

And Mathematics ◽

Science Educators

One of the goals of Universal Basic Education (UBE) is to ensure permanent literacy such that the child becomes a productive member of the society, positively affecting all spheres of human existence. Achieving the goals of UBE programme in Nigeria is anchored on the development of Science, Technology and Mathematics Education (STME). The challenges encountered in the execution of UBE programme are similar to those of educational programmes before it; ranging from poor funding to insufficient personnel and inappropriate curricula. The rationale for the introduction of STME in Nigeria is in tandem with the goals of the United Nations, UNICEF and AU in the attainment of the rights of the child. To ensure the attainment of the rights of the child, governments have established institutions and agencies, while schools and science educators have also keyed in by forming clubs and societies that advance the course of STME. Here, a case is made for an appropriate and unambiguous redesign of the curriculum to capture basic STME components at the foundational level of Nigeria's education.

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O estudo de Grafos: uma proposta investigativaThe study of Graphs: an investigative proposal

Educação Matemática Pesquisa Revista do Programa de Estudos Pós-Graduados em Educação Matemática ◽

10.23925/1983-3156.2018v20i2p334-348 ◽

2018 ◽

Vol 20 (2) ◽

Author(s):

Rene Baltazar ◽

Letícia Pereira

Keyword(s):

Graph Theory ◽

Mathematics Education ◽

Basic Education ◽

Real Data ◽

Dijkstra Algorithm

O presente estudo é uma experimentação acerca da abordagem estudo por investigação, com ênfase em Grafos. A proposta apresentada nesse trabalho tem como enfoque a elaboração de um ensaio sobre a inserção do Algoritmo de Dijkstra no Ensino de Matemática. Para isso, propõe-se o desenvolvimento de uma atividade pautada no ensino por investigação, onde os alunos foram instigados a resolver determinados problemas totalmente construídos com dados reais e com informações do âmbito da escola. Durante o desenvolvimento dessa experimentação, surgiram peculiaridades que nos fizeram validar a inserção de uma abordagem baseada no ensino por investigação destacando a importância do estudo da Teoria de Grafos na Educação Básica. This paper presents an experimentation based on the study by investigation with emphasis in the Theory of the Graphs. The proposal presented in this paper focuses on the elaboration of an essay on the insertion of the Dijkstra Algorithm in Mathematics Education. In order to elaborate this, it is proposed the development of an activity based on study by investigation, where the students were instigated to solve certain problems totally constructed with real data and with information of the scope of the school. During the development of this experiment, peculiarities appeared that allowed us to validate the insertion of an approach based on study by investigation and finally observing the importance of the study of Graph Theory in Basic Education.

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Realistic Mathematics Education (RME) Provides Great Benefits for Students in Indonesia

Jurnal Aplikasi Multidisiplinari Filsafat dan Sains (JAMFAS) ◽

10.30598/jamfasvol1iss1pp001-006y2018 ◽

2019 ◽

Vol 1 (1) ◽

pp. 001-006

Author(s):

Yopi Andry Lesnussa

Keyword(s):

Mathematics Education ◽

Basic Education ◽

Realistic Mathematics Education ◽

Learning Methods ◽

Mathematical Concepts ◽

Realistic Mathematics ◽

Learning Mathematics ◽

Mathematical Problems ◽

Mathematic Education ◽

The Government

Mathematics as a part of basic science is considered very difficult, especially for students from elementary school to high school. To facilitate the process of learning mathematics has been developed many new learning methods by experts in mathematics education, one of them is realistic mathematics education. Realistic mathematics education is one of therenewed learning methods on basic mathematical concepts that related to the context, illustrations, and based on everyday life situations. Besides realistic mathematics education motivated students to be more active and creative in solving mathematical problems according to real conditions, it also more emphasize cooperative and communicative learning so that students are more interested in learning mathematics. This encourages the government to include realistic mathematics education in the curriculum of basic education and also through the provision of training and education for teachers. It is expected that the education system that accommodates Realistic Mathematic Education can increase the interesting of students' learning

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