Mathematics Teachers and Curriculum: Authors or Actors?

2021 ◽  
Vol 23 (8) ◽  
pp. 68-101
Author(s):  
Deise Aparecida Peralta ◽  
José Augusto Pacheco ◽  
Wagner Barbosa de Lima Palanch
Keyword(s):  
Mathematics Teachers ◽  
National Curriculum ◽  
Educational Systems ◽  
Education Professionals ◽  
Reform Project ◽  
Data Collection And Analysis ◽  
Decision Making Processes ◽  
Curriculum Policies ◽  
Reconstructive Analysis ◽  
Rhetorical Discourse

Background: Among the plurality of themes addressed by curricular studies, the nature of decision-making processes involving education professionals has guided some research agendas. Delineated by one of those agendas, this text starts by asking what the participation of teachers in processes involving curriculum is. Objective: To analyse the rationality underlying the involvement of mathematics teachers in the context of curriculum reforms in Brazil and Portugal, presenting a theoretical basis inspired by Jürgen Habermas and its suitability to discuss teachers’ participation as authors or actors of curricula reforms. Design: Reconstructive analysis of rationality according to the Habermasian discursive ethics. Settings and participants: The context of a comparative study that surveys documents and interviews with two managers of a curricular reform project in Portugal and Brazil, respectively. Data collection and analysis: Analysis of the rationality that underlies the discourse present in curriculum documents of the countries involved and interviews. Results: Centralising elements of national curriculum policies do not mean by themselves the homogenisation of curricula, the rationality that underlies how projects predict the participation of teachers express an illusory discursive varnish about “teachers actively participating,” there are spaces of micropolicies with controlled margin of changes that advocate mathematics teachers as builders of policies, but the mechanisms of external regulation contradict this. Conclusions: Historically, in both countries, the educational systems, even expressing a rhetorical discourse on autonomy and flexibility, have remained hostages to the regulation of centralist global policies.

The perspective of public schools mathematics teachers on their knowledge and teaching practice in connection with the BNCC

2021 ◽  
Vol 23 (6) ◽  
pp. 93-120
Author(s):  
Gilsimar Francisco de Souza ◽  
Paulo Tadeu Campos Lopes
Keyword(s):  
High School ◽  
Public Schools ◽  
Mathematics Teachers ◽  
Teaching Practice ◽  
Basic Education ◽  
Test Results ◽  
High School Mathematics ◽  
Data Collection And Analysis ◽  
Municipal Networks ◽  
Curricular Structure

Background: The curricular structure of Brazilian basic education has changed in recent years. With the promulgation of the National Common Curricular Base (BNCC) for elementary and high school education, there is a need to change the curricula of state and municipal networks, which takes place precisely with the actual implementation in schools. Objective: To understand the view of mathematics teachers on capacity and knowledge they must have for the effective application of the BNCC in the classroom considering all the requirements, especially the skills and competencies that contemplate the curricular base. Design: Applied work, with quantitative bias, as the work presents statistical analyses. Setting and participants: Twenty-four high school mathematics teachers of the state network of the municipality of Itumbiara-GO. Data collection and analysis: Questionnaire applied to mathematics teachers, with percentage and inferential analyses such as Cronbach’s Alpha and correlation test. Results: The teachers believe that they know well the specific competencies and skills required in mathematics and its technologies, but they do not know well other areas of the BNCC and feel very insecure about applying these concepts in class. Conclusions: We noticed that the teachers play a fundamental role in implementing the BNCC in schools successfully, requiring pedagogical support such as formative courses and teaching materials to help correct the knowledge gaps they have for that task.

Computational Thinking and Mathematics

2016 ◽  
pp. 853-865
Author(s):  
Thiago Schumacher Barcelos ◽  
Ismar Frango Silveira
Keyword(s):  
Problem Solving ◽  
Computer Science ◽  
Basic Education ◽  
National Curriculum ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Educational Systems ◽  
Curriculum Guidelines ◽  
And Mathematics ◽  
The One

On the one hand, ensuring that students archive adequate levels of Mathematical knowledge by the time they finish basic education is a challenge for the educational systems in several countries. On the other hand, the pervasiveness of computer-based devices in everyday situations poses a fundamental question about Computer Science being part of those known as basic sciences. The development of Computer Science (CS) is historically related to Mathematics; however, CS is said to have singular reasoning mechanics for problem solving, whose applications go beyond the frontiers of Computing itself. These problem-solving skills have been defined as Computational Thinking skills. In this chapter, the possible relationships between Math and Computational Thinking skills are discussed in the perspective of national curriculum guidelines for Mathematics of Brazil, Chile, and United States. Three skills that can be jointly developed by both areas are identified in a literature review. Some challenges and implications for educational research and practice are also discussed.

Educational Technology Goes Mobile

2020 ◽  
pp. 171-179
Author(s):  
Antti Pirhonen ◽  
Rebekah Rousi
Keyword(s):  
Educational Technology ◽  
Mobile Technology ◽  
Basic Education ◽  
National Curriculum ◽  
School Context ◽  
Educational Systems ◽  
The Core ◽  
To Come

Recent decades have revealed that the digital educational technology that is expected to revolutionise schooling for generations to come, is fraught with challenges. One major challenge is that educational systems vastly vary between cultures and countries. The differences start from the conceptualisation of education and school. It is, therefore, quite inaccurate to handle education as a universal concept. In this article the authors evade generalisation by discussing the use of mobile technology in the schools of one single, relatively homogenous nation: Finland. The backbone of their analysis is the core national curriculum of basic education. The appropriateness of mobile technology in the school context is reflected upon through the objectives and ethos of basic education. The conclusions are discussed in terms of their contribution to the understanding of the use culture of mobile technology.

Mathematics Tournament as a Method to Demonstrate and to Enhance Learning Outcomes

2015 ◽  
Vol 3 (3) ◽  
pp. 38-48
Author(s):  
������� ◽  
Andrey Chiganov ◽  
�������� ◽  
Svetlana Krokhmal
Keyword(s):  
Public Administration ◽  
Learning Outcomes ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Conventional Technique ◽  
Educational Systems ◽  
Krasnoyarsk Krai ◽  
Educational Organizations ◽  
General School ◽  
Further Development

The paper shares the experience of interacting with Mathematics teachers and 5th�6th grade schoolchildren in order to obtain and demonstrate new learning outcomes in mastering Mathematics by means of such a non-conventional technique, as Mathematics Tournament. Recommendations are provided on how to organize and hold a regional mathematical tournament for 5th � 6th grade general school pupils. Preliminary analysis of mathematical tournament pilot approbation in the Krasnoyarsk Krai is done. Educational organizations can use tournament results to improve methods of mathematics teaching, while various municipal and regional executive authorities responsible for public administration in the educational sphere can find tournament results useful for evaluation of current situation in municipal and regional educational systems and initiation of programs of their further development.

scholarly journals Percepção Ambiental em uma Ação Pedagógica para Alunos do Ensino Médio em Juína-MT: Educação Ambiental em Foco

2019 ◽  
Vol 20 (2) ◽  
pp. 126
Author(s):  
Victor Luiz Duarte Rigotti ◽  
Thaís Vasconcelos Silva ◽  
Maria Aparecida da Silva Alves ◽  
Renata Freitag
Keyword(s):  
High School Students ◽  
Environmental Education ◽  
National Curriculum ◽  
Urban Pollution ◽  
Noise Pollution ◽  
School Students ◽  
Education Professionals ◽  
Man And Nature ◽  
Curriculum Guidelines ◽  
Environmental Education Policy

A Lei nº 9.795 de 27 de abril de 1999, que institui a Política Nacional de Educação Ambiental, em seu artigo 5º, recomenda como referência os Parâmetros e as Diretrizes Curriculares Nacionais, na inclusão da Educação Ambiental, em todos os níveis e modalidades de ensino, observando-se que deve haver a integração da educação ambiental às disciplinas de modo transversal, contínuo e permanente. Diante deste cenário, o presente trabalho teve como objetivo verificar a percepção de estudantes do Ensino Médio na identificação dos tipos de poluição encontrados em ruas, na cidade de Juína-MT. A atividade foi desenvolvida na Escola Estadual Dr. Artur Antunes Maciel durante as aulas da disciplina de biologia no ano letivo de 2014. A pesquisa foi realizada com alunos do terceiro ano matutino. A turma foi dividida em três grupos, cada qual se comprometeu em fazer 40 imagens fotográficas com registros de poluição em quatro ruas urbanas. Todos os resultados foram tabelados e classificados em poluição do ar, da água, do solo e sonora. Esta pesquisa otimizou a relação entre os alunos e a sociedade, sendo uma excelente proposta para demais profissionais da educação. Portanto,  a educação é o ponto chave para o desenvolvimento sustentável, e que é preciso reestruturar o processo de ensino, rever as atitudes e o comportamento em busca do equilíbrio entre o Homem e a Natureza. Palavras-chave: Poluição Urbana. Educação Ambiental. Sensibilização Ambiental. AbstractLaw N°. 9,795 of April 27, 1999, which establishes a National Environmental Education Policy, in its article 5, as a reference to the National Curriculum Guidelines and Parameters, in the Inclusion of Environmental Education at all levels and observing that there must be an integration of the information to the disciplines in a transversal, continuous and permanent way. Given this scenario, the present work had the objective of identifying high school students in the identification of the types of media found in the city of Juína-MT. The class was developed at the State School Dr. Artur Antunes Maciel during biology classes in the academic year of 2014. The class was divided into three groups, each of which committed to make 40 photographic images with pollution records on four urban streets. The results were tabulated and classified as air, water, soil and noise pollution. This research optimized the relationship between students and society, being one of the proposals presented for the number of education professionals. Therefore, education is the key to sustainable development, which is necessary for the teaching process, to revise attitudes and behavior in search of the balance between Man and Nature. Keywords: Urban Pollution. Environmental Education. Environmental Awareness.

scholarly journals Collaboration of Educational Actors in Formulating Integrated Curriculum Based on Islamic Values in Aceh

2021 ◽  
Vol 2 (1) ◽  
pp. 20
Author(s):  
Nur Hafni ◽  
Aiyub Aiyub
Keyword(s):  
Primary Education ◽  
Qualitative Method ◽  
National Curriculum ◽  
Collaborative Governance ◽  
Provincial Government ◽  
Education Policies ◽  
Policy Program ◽  
Curriculum Policies ◽  
Curriculum Education ◽  
Islamic Values

The Province of Aceh has a robust legal basis and umbrella in implementing an education system based on Islamic values following the mandate of Law No. 11 of 2006 and is described in the provincial and district qanuns of North Aceh. Implementing the special autonomy policy in education gives the Aceh Provincial government the flexibility to develop creative and innovative Islamic-based programs following the characteristics of Aceh's privileges. This study aims to analyze the formulation of Islamic values-based curriculum education policies in primary education and the collaborative actors involved in forming Islamic values-based educational curriculum policies. The research was used the descriptive qualitative method. The informants were determined by purposive sampling. The study found no synergy of cross-actor in collaborative governance in the formulation of Islamic values-based Aceh education curriculum policies. Thus, the implementation of education programs based on Islamic values was interpreted and meant differently among agencies. In addition, the National Curriculum strongly dominated the implementation of Aceh education in primary education, while local policies on Islamic values were few. Therefore, the policies of providing education do not reflect the specificity of Aceh's privileges. Besides that, the Islamic-based education policy program was not explained in a more detailed derivative policy.

Computational Thinking and Mathematics

2014 ◽  
pp. 922-934
Author(s):  
Thiago Schumacher Barcelos ◽  
Ismar Frango Silveira
Keyword(s):  
Problem Solving ◽  
Computer Science ◽  
Basic Education ◽  
National Curriculum ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Educational Systems ◽  
Curriculum Guidelines ◽  
And Mathematics ◽  
The One

On the one hand, ensuring that students archive adequate levels of Mathematical knowledge by the time they finish basic education is a challenge for the educational systems in several countries. On the other hand, the pervasiveness of computer-based devices in everyday situations poses a fundamental question about Computer Science being part of those known as basic sciences. The development of Computer Science (CS) is historically related to Mathematics; however, CS is said to have singular reasoning mechanics for problem solving, whose applications go beyond the frontiers of Computing itself. These problem-solving skills have been defined as Computational Thinking skills. In this chapter, the possible relationships between Math and Computational Thinking skills are discussed in the perspective of national curriculum guidelines for Mathematics of Brazil, Chile, and United States. Three skills that can be jointly developed by both areas are identified in a literature review. Some challenges and implications for educational research and practice are also discussed.

A Sequence of Activities for Teaching Diophantine Equations: Possibility to Expand the Knowledge Base of Future Mathematics Teachers

2020 ◽  
Vol 22 (5) ◽  
pp. 207-225
Author(s):  
Marta Élid Amorim ◽  
Ruy César Pietropaolo ◽  
Maria Elisa Esteves Lopes Galvão ◽  
Angélica Da Fontoura Garcia Silva
Keyword(s):  
Knowledge Base ◽  
Mathematics Teachers ◽  
Diophantine Equations ◽  
Basic Education ◽  
Mathematical Object ◽  
Initial Teacher Education ◽  
Teaching Sequence ◽  
Data Collection And Analysis ◽  
The University ◽  
The Relationship

Context: One of the challenges in the initial of mathematics teachers is to articulate the contents studied in the disciplines at the university with the themes of Basic Education. Objectives: to analyse, in the light of the assumptions established by Ball, Thames, and Phelps, the knowledge base for the teaching of Diophantine Equations of a group of future mathematics teachers participating in an experience of a teaching sequence. Design: the principles of the Design Experiments methodology were observed. Environment and participants: The study involved a group of ten students of the Mathematics Teaching Degree Course of a campus of the Federal University of Sergipe. Data collection and analysis: We analysed the reflections of the group of undergraduates, written records and audio recordings, generated by the experience of a teaching sequence on Diophantine Equations, which explored the relationship between a content of the Theory of Numbers and themes that would be taught in Basic Education. Results: The results show that the experience of the sequence provided the group of undergraduates with reflections on the difficulties that Basic Education students may have in situations involving equations and on how teachers could help students overcome them. Conclusions: Throughout the process, we observed advances in the understanding of the mathematical object, expanding the teaching professional knowledge base of the participants on the subject. This study concluded that a broader focus on the discussions to be promoted in the initial teacher education is needed to include and emphasise the relationship between the contents seen in the specific disciplines of Mathematics and those that will be taught in Basic Education.

Uncovering Family Treatment Decision-Making Processes: The Value and Application of Case Study Methods to Family Research

2021 ◽  
pp. 107484072098722
Author(s):  
Ginny L. Schulz ◽  
Katherine Patterson Kelly ◽  
Jane Armer ◽  
Lawrence Ganong
Keyword(s):  
Decision Making ◽  
Treatment Decision ◽  
Family Processes ◽  
Study Methods ◽  
Treatment Decision Making ◽  
Data Collection And Analysis ◽  
Development Data ◽  
Decision Making Processes ◽  
Case Study Methods

Research on how and why family processes influence phenomena is essential to advancing many areas of science. Case study methods offer an approach that overcomes some of the sampling and analysis obstacles researchers face when studying families. This article aims to illustrate the benefits of case study methods for studying complex family processes using an example from treatment decision-making in sickle cell disease. Using survey, observation, and interview data from various family members within multiple family units, we detail our application of the following analytic strategies: (a) proposition-building, (b) pattern-matching, and (c) cross-case synthesis. Incorporating propositions from a conceptual framework assisted us in study development, data collection, and analysis. Development of graphs and matrices to create thematic family profiles uncovered how and why treatment decision-making occurred as a family process in a pediatric chronic illness. Case study methods are an established, but innovative approach to investigating various phenomena in families.

scholarly journals Rapid, Responsive, and Relevant?: A Systematic Review of Rapid Evaluations in Health Care

2021 ◽  
Vol 42 (1) ◽  
pp. 13-27
Author(s):  
Cecilia Vindrola-Padros ◽  
Eugenia Brage ◽  
Ginger A. Johnson
Keyword(s):  
Health Care ◽  
Feedback Loops ◽  
Quality Data ◽  
Rapid Evaluation ◽  
Data Collection And Analysis ◽  
Research Designs ◽  
Decision Making Processes ◽  
Speed Up ◽  
Time Frames ◽  
Inform Decision Making

Changing health-care climates mean evaluators need to provide findings within shorter time frames, but challenges remain in the creation of rapid research designs capable of delivering quality data to inform decision-making processes. We conducted a review of articles to grapple with these challenges and explore the ways in which rapid evaluations have been used in health care. We found different labels being used to define rapid evaluations and identified a trend in the design of evaluations, where evaluators are moving away from short studies to longer evaluations with multiple feedback loops or cyclical stages. Evaluators are using strategies to speed up evaluations: conducting data collection and analysis in parallel, eliminating the use of transcripts, and utilizing larger evaluation teams to share the workload. Questions persist in relation to the suitability of rapid evaluation designs, the trustworthiness of the data, and the degree to which evaluation findings are used to make changes in practice.

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