From Work Tools to Didactic Resources for Mathematics Classes: Experiences in and for Technical Courses

2021 ◽  
Vol 23 (2) ◽  
pp. 136-161
Author(s):  
Lauro Chagas e Sá ◽  
Alex Jordane ◽  
Victor Giraldo
Keyword(s):  
High School ◽  
Mathematics Education ◽  
National Level ◽  
School Design ◽  
Intellectual Work ◽  
Pedagogical Action ◽  
Data Collection And Analysis ◽  
Theoretical Assumptions ◽  
Interdisciplinary Character ◽  
Education Of Students

Background: High school technical vocational education (Educação Profissional Técnica de Nível Médio - EPTNM) is an educational modality provided by the LDB and responsible for the qualification of part of the workers at the national level. Objective: to articulate theoretical assumptions of mathematics education in pedagogical action with students of EPTNM, and discuss the role that work tools can play in mathematics education of students of technical courses integrated to high school. Design: qualitative research, approaching a bibliographic research. Settings and participants: 96 texts published in the national meetings of mathematics education proceedings from 2010 through 2019. Data collection and analysis: to collect the data, we downloaded the proceedings, identified the files containing specific descriptors, performed a reading located where those terms were used and then selected the articles that presented proposals or experiences related to the EPTNM. For data analysis, we started from gross units of information (excerpts from the articles) for the categories of information (defined by the concept of transparency, following the theoretical framework). Results: Based on the notion of transparency of didactic resources, we found that the visibility of the instruments gives tasks an interdisciplinary character, since students become familiar with working tools. On the other hand, the invisibility of resources is favourable to pedagogical action, mainly by promoting intellectual work from manual work. Conclusions: regardless of the level of transparency of the working instrument, its use as a didactic resource is recommended for mathematics education at EPTNM.

Fostering Mathematical Creativity in the Classroom through Feedbacks

2021 ◽  
Vol 23 (2) ◽  
pp. 88-112
Author(s):  
Wescley Well Vicente Bezerra ◽  
Cleyton Hércules Gontijo ◽  
Mateus Gianni Fonseca
Keyword(s):  
High School ◽  
Professional Education ◽  
Instant Messaging ◽  
Educational Institution ◽  
Mathematical Creativity ◽  
School Design ◽  
Pedagogical Practice ◽  
Activity Settings ◽  
Assessment Of Learning ◽  
Data Collection And Analysis

Background: Given the importance of stimulating the creative potential of students in the classroom, it is relevant to investigate how the assessment of learning, especially the use of feedbacks, can contribute to this issue. Objectives: This article aims to discuss what characterises creative feedback in the mathematics field and illustrates this characterisation by reporting a pedagogical practice carried out with students attending the last year of high school in a Brazilian public school. Design: Qualitative analysis of reports of students who participated in a pedagogical activity. Settings and participants: Four students enrolled in the 3rd grade of high school integrated with professional education in a public educational institution in the Brazilian capital. The students participated voluntarily after an invitation to the institution. Data collection and analysis: The data was collected from recordings of video calls through Google Meet platform and students’ written production through WhatsApp instant messaging application. Results: The messages exchanged between the teacher and the students revealed that the feedback focused on developing creativity enabled them to create different and innovative ideas. Conclusions: Creative feedback proved to be an important concept to stimulate students’ mathematical creativity. We suggest research on critical thinking development through creative feedback and creative peer feedback for further investigations.

ANALISIS TINGKAT PEMAHAMAN MAHASISWA AKUNTANSI TERHADAP KONSEP DASAR AKUNTANSI (Studi Empiris pada Mahasiswa Akuntansi di Universitas Bung Hatta Padang)

2013 ◽  
Author(s):  
Ethika Ethika ◽  
Ade Saputra
Keyword(s):  
High School ◽  
Social Studies ◽  
Hypothesis Testing ◽  
Vocational Education ◽  
Formal Education ◽  
Accounting Students ◽  
Sample Collection ◽  
Significant Difference ◽  
Basic Concepts ◽  
Education Of Students

This study has several objectives first prove a significant difference in understanding of the assets, liabilities and capital between the students from SMK Accounting Department, High School and Madrasah Aliyah Department of Public IPS IPS majors. Prior to hypothesis testing performed prior sample collection is 68 students who have graduated from vocational secondary education level majoring in Accountancy, SMA study of majoring of IPS science Madrasah Aliyah common in college majoring in social studies at the Bung Hatta University of Padang. Type of data used are obtained through deployment of primary questionnaire. Variable study is a basic understanding of accounting concepts consisting of cash, liabilities and capital, while the distinguishing dimension is the level of formal education of students in the past. The process of hypothesis testing is done by using a statistical test that is using the Kruskal Walls. Based on the results of testing the first hypothesis of no difference in the understanding of accounting students from vocational education majoring in accounting, SMA students and Madrasah Aliyah major of IPS science. in understanding the basic concepts of accounting view of the assets. The second hypothesis found differences in the understanding of accounting students from vocational education majoring in accounting, high school social studies department, and public Madrasah Aliyah Department the major of IPS science of the basic concepts of accounting in view of the obligation. The third hypothesis found no differences in accounting students' understanding of vocational education majoring in accounting, SMA student, and Madrasah Aliyah general social studies department of the basic concepts of accounting view of capital.

The High School Student Protagonism through a Research with the Projects Methodology

2021 ◽  
Vol 23 (8) ◽  
pp. 102-138
Author(s):  
Clarissa De Assis Olgin ◽  
Claudia Lisete Oliveira Groenwald ◽  
Carmen Teresa Kaiber
Keyword(s):  
High School ◽  
High School Students ◽  
Data Collection ◽  
School Environment ◽  
Mathematics Curriculum ◽  
Analysis Data ◽  
School Curriculum ◽  
Educational Process ◽  
School Design ◽  
School Students

Background: Developing autonomy, the ability to solve problem situations, make decisions and act for the benefit of your social environment are modern life skills and can be developed in the school environment, along with mathematical content, and can be viable through the methodology of project projects, using active methodologies and the resources of digital technologies. Objectives: Discuss the Mathematics Curriculum or the work projects as a pedagogical proposition based on the development of three projects with the thematic Cryptography, Music, and Project launching applicable to the High School. Design: Qualitative research that sought to investigate work with projects in High School was used. Setting and Participants: Experiments developed with two classes of high school students in the Rio Grande do Sul state. Data collection and analysis: Data collection took place during the development of the project stages through students' written records and questionnaires. Results: It is considered that the Work Projects developed constituted a possibility to modify the role of the student and the teacher, allowing students to become active, participative, and committed to the development of their knowledge. Conclusions: It is understood that students, their learning and development must be the focus of the educational process. Therefore, the school curriculum must enable students to assume the role and responsibility for their learning.

scholarly journals Moral education of students in the cultural and educational space of the high school

2016 ◽  
Vol 5 (4) ◽  
pp. 211-216
Author(s):  
Sergey Victorovich Pupkov
Keyword(s):  
High School ◽  
High School Students ◽  
Moral Education ◽  
School Students ◽  
Moral Value ◽  
Substantive Content ◽  
The World ◽  
Practical Development ◽  
The Subject ◽  
Education Of Students

The necessity of the moral education of students of high school students as an initiation to the values of which are in the teacher-written cultural and educational space. Amended scientific understanding of the concept of educational space and proved that the substantive content of the notion of cultural and educational space gets through the involvement of the term culture. The essence of cultural and educational space of the university lies in its multi-dimensionality, which is expressed in infinity broadcast through the channels of education and training culture as the experience of, the experience of spiritual and practical development of the world in the moral experience moral, value relationships according to the criterion limit it (experience) of the base (value of a person), by which the subject-object, object-subject and subject-subject relations are optional. The content of the cultural and educational space, formed the subject-object and subject-subject relationship, the relationship between them becomes dialectical by the object-subject relationship in which there are values that are axiological nucleus of activity, axiological form of culture. Determine the purpose of the subject-object and subject-subject relations as the content of the image of cultural and educational space, and on the basis of this mission revealed features of pedagogical activity of the teacher conducting the moral education of students: to provide storage, reproduction, broadcast culture as the experience of concluded (experience) in ostensive, imperative, axiological forms of culture, its forms-principles; organization of the work of students with cultural forms; student organization ascent from axiological forms of culture its forms-principles; transfer of experience of spiritual and practical development of morality in the world, the experience of behavior and activity, experience, moral, value relations.

scholarly journals Preventing School Shootings: The Interprofessional and Community Approach to Prevention

2020 ◽  
Vol 12 (1) ◽  
Author(s):  
Heather C Alonge ◽  
Constant P Craig
Keyword(s):  
Law Enforcement ◽  
School Safety ◽  
National Level ◽  
The United States ◽  
School Shootings ◽  
School Level ◽  
Current Status ◽  
School Design ◽  
Safety Issues ◽  
Community Approach

This essay examined the issue of school shootings within the United States, to include a literature review and analysis of the current status of the issue on a national level. From the review and analysis, the essay provides the multidisciplines engaged in school safety issues with viable, workable, and quickly implementable solutions to address this serious national issue at the local school district and even school level of implementation. This analysis examined a multidiscipline and multiprofessional community approach using existing federal guidelines that address actionable intelligence (social media and human information/informants), school design and incorporation of safety and protective features, involvement of law enforcement on campuses, and engagement of law enforcement with administrators and educators. Most importantly, it provides awareness to educators, administrators, and law enforcement along with the general public that the attitude of “It can’t happen here” can indeed and way too many times it has “happened here.”

scholarly journals USING ANALOGY IN SOLVING PROBLEMS: A CASE STUDY OF TEACHING THE RADICAL INEQUALITIES

2021 ◽  
Vol 8 (5) ◽  
Author(s):  
Bui Phuong Uyen
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Group Work ◽  
Analogical Reasoning ◽  
Considerable Improvement ◽  
Problem Solving Skills ◽  
Three Phase ◽  
Phase Group ◽  
Can Tho City

In mathematics education, teachers can use several reasoning methods to find solutions such as inductive, deductive and analogy. This study was intended to guide students to find solutions to problems of radical inequalities through analogical reasoning. The experiment was conducted on 36 grade 10 students at a high school in Can Tho city of Vietnam. The instrument used was a problem of radical inequalities. A three-phase teaching process had been organized with this class comprising individual work phase, group work phase and institutionalization phase. The data collected included student worksheets and was qualitatively analyzed. As a result, many students discovered how to solve the above inequality by using the analogy, and they had a considerable improvement in their problem-solving skills. Additionally, a few ideas were discussed about the use of analogy in mathematics education. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0769/a.php" alt="Hit counter" /></p>

scholarly journals ENSINO DE BIOLOGIA E METODOLOGIAS ATIVAS: RELATO DE TRABALHO COM TURMAS DO 2º ANO DO ENSINO MÉDIO

Professare ◽  
2018 ◽  
Vol 7 (3) ◽  
pp. 19
Author(s):  
Ismael Dagostin-Gomes
Keyword(s):  
High School ◽  
Field Work ◽  
Natural Sciences ◽  
Laboratory Practice ◽  
Santa Catarina ◽  
Pedagogical Action ◽  
Theory To Practice ◽  
De Se ◽  
Second Year ◽  
K 12

<p>Um exercer pedagógico que estabeleça relações entre a teoria e a práxis, promovendo a interatividade e o contexto dos alunos, ainda é um dos desafios da educação. Associado à esta demanda, e considerando um público discente gradativamente mais ativo e conectado, o ensino de ciências naturais também carece de maior significação, apesar das inúmeras possibilidades de se transpor didaticamente os elementos e fenômenos da natureza. Nesta perspectiva, este trabalho tem o objetivo de relatar algumas atividades didáticas utilizando metodologias ativas desenvolvidas com seis turmas de 2º Ano do Ensino Médio do Colégio Satc (Criciúma - SC) na disciplina de Biologia. As atividades foram dividias em três trimestres, com conteúdos programáticos de microbiologia, zoologia e botânica, respectivamente. Envolvendo aproximadamente 210 alunos, realizou-se 24 atividades, caracterizadas como práticas de laboratório e aulas de campo, entre abril e setembro de 2018. Percebeu-se, ao longo das atividades, o envolvimento positivo dos alunos, e oportunizou-se conteúdos (conceituais, procedimentais e atitudinais) para o desenvolvimento de habilidades e competências.</p><p><strong>Palavras-chave:</strong> Ensino de biologia. Metodologias ativas. Ensino médio.</p><p align="center"><strong> </strong></p><p align="center"><strong>ABSTRACT</strong></p><p align="center"><strong> </strong></p><p>A pedagogical action that connects theory to practice, promoting interactivity and the context of he students, is still a challenge for education. Associated with this demand, and considering the students, gradually more active and connected, the teaching of natural sciences also lack more significance. Even though, there are numerous possibilities to transform didactically the elements and phenomenons of nature. In this perspective, this work aims to report some didactic activities using active methodologies which were applied with 6 biology classes of students in the second year of high school, at SATC, a K-12 school located in Criciuma, Santa Catarina. The activities were divided in three semesters. The contents covered in the lessons respectively were microbiology, zoology and botanics. It was applied with approximately 210 students and through 24 activities, characterized as laboratory practice and field work, between April and September of 2018. It was noticed throughout the activities that students engaged positively, and that, it provided conceptual, procedural and attitudinal contents for the development of abilities and competences.</p><p><strong>Keywords:</strong> Biology teaching. Active methodologies. High school.</p>

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