scholarly journals Conhecimentos de Licenciandos em Matemática para o Ensino de Frações

2020 ◽  
Vol 13 (1) ◽  
pp. 46-52
Author(s):  
Teresa Cristina Etcheverria ◽  
Marta Élid Amorim
Keyword(s):  
Student Teachers ◽  
Teaching Strategies ◽  
Basic Education ◽  
Pedagogical Knowledge ◽  
Know How ◽  
Knowledge For Teaching ◽  
Material Resources ◽  
Fraction Concepts ◽  
The Subject ◽  
Teaching Fractions

Este texto tem como propósito oportunizar uma discussão sobre conhecimentos relacionados ao conteúdo frações e ao seu ensino. A discussão sobre o ensino das frações está apoiada nas ideias de Magina e Campos e de Morales, dentre outros; e de Shulman no que se refere aos conhecimentos necessários para o ensino. Os dados foram coletados por meio da aplicação de dois questionários com cinco situações problema envolvendo os diferentes conceitos de fração, um para estudantes do Ensino Fundamental e outro para estagiários do Curso de Matemática – Licenciatura. Os resultados sinalizam que apesar dos licenciandos evidenciarem saber responder corretamente situações envolvendo os diferentes significados de fração, as estratégias de ensino propostas por eles deixam claro que no momento de pensar em uma forma de explicar esse conteúdo costumam recorrer ao significado de fração como parte-todo, demonstrando, assim, conhecimento pedagógico do conteúdo insuficiente para lecionar frações. E que acreditam que o uso de recursos materiais auxiliares pode contribuir no aprendizado desse conhecimento.   Palavras-chave: Estratégias de Ensino. Frações. Formação de Professores.   Abstract The goal of this paper is to present a discussion on knowledge related to fractions and how to teach them. The discussion on teaching fractions is based on the ideas of Magina and Campos and on Morales, among others; and on Shulman regarding the knowledge necessary for teaching. The data were collected from two questionnaires with five situations involving the different fraction concepts, one applied to students in Basic Education and the other applied to interns in the Mathematics Teaching Degree Program. The results indicate that while the student-teachers know how to correctly respond to situations involving the different meanings of fractions, the teaching strategies they proposed make it clear that when they have to think about how to explain the subject, they usually appeal to the part-whole meaning of fractions, thus demonstrating insufficient pedagogical knowledge for teaching fractions. Moreover, they believe that using auxiliary material resources can contribute to learning this knowledge.   Keywords: Teaching Strategies. Fractions. Teacher Training.  

scholarly journals Inclusão do Aluno Autista na Escola: Um Olhar sobre a Mediação Pedagógica / Inclusion of the Autistic Student in School: A Look at Pedagogical Mediation

2021 ◽  
Vol 15 (58) ◽  
pp. 679-686
Author(s):  
Iracelia Pereira Silva de Araújo ◽  
Aurelania Maria De Carvalho Menezes
Keyword(s):  
Primary Care ◽  
Teaching Strategies ◽  
School Environment ◽  
Large Scale ◽  
Basic Education ◽  
Autistic Patient ◽  
Know How ◽  
The Social ◽  
The Subject ◽  
And Behavior

Resumo: Esse trabalho teve por objetivo apresentar uma abordagem geral dos pacientes autistas bem como, as características e dificuldades que são enfrentadas para a inclusão destes, no âmbito escolar. Para fundamentação da pesquisa, foram realizadas buscas nas bases de dados, usando as palavras-chaves: autismo, inclusão escolar, educação básica. Também foram realizadas leituras de aportes teóricos que ampliam e enriquecem a discussão da temática. A busca se deu através de artigos indexados nas plataformas de dados (Google acadêmico) e Biblioteca Virtual De Saúde (BVS) e SCIELO. Foi constatado que ainda existe uma larga escala de pessoas na sociedade, que precisam ter mais conhecimento acerca da síndrome para que desse modo, saibam lidar e possam entender o paciente autista, porque compreendendo é mais fácil a inclusão destes no meio social e escolar. Entender o comportamento de cada autista também favorece a melhor forma para desenvolvimentos de estratégias de ensinos que visem estimular a aprendizagem e o comportamento destes. Palavras-Chave: Autismo; Inclusão Escolar; Atenção Básica. --- Inclusion of the Autistic Student in School: A Look at Pedagogical Mediation Abstract: This work aimed to present a general approach to autistic patients as well as the characteristics and difficulties that are faced for their inclusion in the school environment. To support the research, searches were carried out in the databases, using the keywords: autism, school inclusion, basic education. There were also readings of theoretical contributions that broaden and enrich the discussion of the subject. The search was carried out through articles indexed in data platforms (academic Google) and Virtual Health Library (BVS) and SCIELO. It was found that there is still a large scale of people in society, who need to have more knowledge about the syndrome so that, in this way, they know how to deal with and can understand the autistic patient, because understanding their inclusion in the social and school environment is easier. Understanding the behavior of each autistic person also favors the best way to develop teaching strategies aimed at stimulating their learning and behavior. Keywords: Autism; School inclusion; Primary Care.

scholarly journals Conhecimentos Evidenciados Por Futuras Professoras de Matemática Sobre os Números Racionais e Sobre seu Ensino

2021 ◽  
Vol 14 (2) ◽  
pp. 173-180
Author(s):  
Lana Thaís Santos Silva ◽  
Thayse de Fátima Oliveira Santos ◽  
Rafael Neves Almeida ◽  
Marta Élid Amorim
Keyword(s):  
Student Teachers ◽  
Content Knowledge ◽  
Basic Education ◽  
Number Line ◽  
Specialized Content Knowledge ◽  
Whole Number ◽  
Common Unit ◽  
Solving Equations ◽  
Teaching Fractions ◽  
Common Content

ResumoEste artigo objetiva identificar os conhecimentos evidenciados por um grupo de licenciandas ao ensinar noções e procedimentos concernentes ao conceito de fração e à resolução de operações em Q na Educação Básica. Considera-se as categorias refinadas por Ball, Thames e Phelps a partir de trabalhos de Shulman, no que diz respeito aos conhecimentos necessários ao professor que ensinará Matemática. Opta-se por discutir neste trabalho os resultados de dois questionários aplicados a quatro estudantes de um curso de Licenciatura em Matemática ao iniciar uma formação sobre números racionais e seu ensino, vinculada ao projeto de pesquisa “Um estudo sobre os conhecimentos necessários ao professor de matemática para ensinar frações”. As respostas das participantes a esses questionários indicaram dificuldades como: localizar frações na reta numérica; fixar uma unidade comum a todas as frações para ser o inteiro e compará-las; e representar uma fração em que o denominador seja maior que o numerador. Esses desafios, muito presentes em alunos da Educação Básica, persistem mesmo após essas licenciandas terem integralizado mais de 50% do curso. Diante disso, considera-se que o formador de professores precisaria incluir em suas aulas situações que lhe permita discutir com os futuros professores aspectos relacionados ao conteúdo, às causas dos erros cometidos pelos alunos e maneiras de superá-las. Palavras-chave: Formação de Professores. Ensino de Fração. Conhecimento Comum do Conteúdo. Conhecimento do Conteúdo Especializado. AbstractThe goal of this article is to identify the knowledge that a group of student-teachers has for teaching notions and procedures regarding the concept of fractions and solving equations in Q in Basic Education. We consider the categories refined by Ball, Thames and Phelps, based on the works of Shulman, with respect to the knowledge necessary for a teacher to teach Mathematics. In this paper, we have chosen to discuss the results of two questionnaires applied to four students in a Mathematics Teaching Degree program at the start of the training program on Rational Numbers and how to teach them, linked to the research project “A study on the knowledge necessary for a Mathematics teacher to teach fractions” (Um estudo sobre os conhecimentos necessários ao professor de matemática para ensinar frações). The participants’ answers to these questionnaires indicated difficulties, such as: locating fractions on a number line; finding a common unit for all fractions to be a whole number and, thus, be able to compare them; and representing a fraction in which the denominator is greater than the numerator. These challenges are frequently present among students in Basic Education and they persisted even after the student-teachers completed 50% of the program. As such, we believe that teacher trainers need to include situations in their classes to discuss with future teachers aspects related to the content, to the causes of mistakes made by students and ways to fix them. Keywords: Teacher Trainer. Teaching Fractions. Common Content Knowledge. Specialized Content Knowledge.

scholarly journals Familia y emociones: un reto pedagógico en la búsqueda de la salud en México / Family and Emotions: A Pedagogical Challenge in Search of Health in Mexico

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Miriam Isabel Arciniega Miranda
Keyword(s):  
Role Model ◽  
Basic Education ◽  
Human Life ◽  
Process Research ◽  
Know How ◽  
The Family ◽  
Body Construction ◽  
The Subject ◽  
Mexican Schools ◽  
Everyday Living

ABSTRACTThe changes and challenges have become every day in our contemporary societies, where the acceleration, the immediacy and effectiveness of technology have been imposed as a role model in all areas of human life, this has led to new crises in it and agencies responsible for their training, such as family and school. The family as a host structure has been affected by these changes and has failed to respond to the disintegration experienced by subjects, expressed in emotional crisis, psychosomatic illnesses and chronic degenerative steadily increasing. Although the function of shelter and protection that the family has, has been tackling the problem very complex, and in many cases, part of it due to the forms of relatedness that promotes, which are a reflection of the forms of interrelation predominant culture, far from being neutral provoke emotions that impact on the bodies of the subjects, which have been ignored, silenced because the subject does not know how to channel them and processes result in deteriorating health. The pedagogy is challenged to build a prevention proposal, focused on training students in basic education, from a profound reflection about the emotions of everyday living, and have been rescued through a process research in Mexican schools, which has revealed the importance of the family in the subjects' body construction and the possibility of becoming a space of emotional warmth, need to take care of life.RESUMENLos cambios y retos se han vuelto cotidianos en nuestras sociedades contemporáneas, en donde la aceleración, la inmediatez y la eficacia de la tecnología se han impuesto como modelo a imitar en todos los ámbitos de la vida del hombre; ello ha provocado nuevas crisis en él y en instancias encargadas de su formación, como son la familia y la escuela. La familia, como estructura de acogida se ha visto afectada por estos cambios y no ha podido dar respuesta a la desestructuración que padecen los sujetos; expresada en crisis emocionales, enfermedades psicosomáticas y crónico-degenerativas en aumento constante. A pesar de la función de amparo y protección que la familia tiene, le ha sido muy complejo enfrentar esta problemática, y en muchas ocasiones, participa de ella, debido a las formas de relacionalidad que promueve; las cuales son el reflejo de las formas de interrelación predominantes en la cultura, que lejos de ser neutrales provocan emociones que impactan en los cuerpos de los sujetos, mismas que han sido ignoradas, acalladas porque el sujeto no sabe cómo encauzarlas y derivan en procesos de deterioro de la salud. La pedagogía, tiene el reto de construir una propuesta de prevención, enfocada en la formación de alumnos de educación básica, a partir de una reflexión profunda en torno a las emociones que viven de forma cotidiana, y que se han rescatado a través de un proceso de investigación en las escuelas mexicanas; el cual ha revelado la importancia que la familia tiene en la construcción corporal de los sujetos y en la posibilidad de convertirse en un espacio de calidez emocional, necesario para cuidar de la vida. Contacto principal: [email protected]

scholarly journals DEVELOPING STATISTICAL KNOWLEDGE FOR TEACHING DURING DESIGN-BASED RESEARCH

2017 ◽  
Vol 16 (2) ◽  
pp. 376-396
Author(s):  
RANDALL E. GROTH
Keyword(s):  
Teacher Learning ◽  
Learning Outcomes ◽  
Subject Matter ◽  
Statistics Education ◽  
Design Based Research ◽  
Know How ◽  
Knowledge For Teaching ◽  
Research Journal ◽  
Statistical Knowledge ◽  
The Subject

Statistical knowledge for teaching is not precisely equivalent to statistics subject matter knowledge. Teachers must know how to make statistics understandable to others as well as understand the subject matter themselves. This dual demand on teachers calls for the development of viable teacher education models. This paper offers one such model, which relies upon engaging teachers in design-based research. Teachers collaborate with a researcher to design, implement, and analyze instruction to pursue desired statistical learning outcomes for students. The researcher allows teachers enough autonomy to make and learn from mistakes during the process. Unpacking and addressing the mistakes has value as a means of teacher learning. The model and a specific instance of its implementation are described along with reflections on how productive mistakes during design-based research provide opportunities for fostering the development of statistical knowledge for teaching. First published November 2017 at Statistics Education Research Journal Archives

scholarly journals Análisis de la práctica educativa en secundaria de talleres, tecnologías y clubes a través de la historia de reformas y planes y programas

2019 ◽  
pp. 27-34
Author(s):  
Blanca Esther López-Chávez ◽  
Alejandra Herrera-Chew ◽  
Rene Saucedo-Silva ◽  
María Concepción Fuentes-Morales
Keyword(s):  
Middle School ◽  
Educational Reform ◽  
Historical Development ◽  
Basic Education ◽  
Educational Reforms ◽  
Know How ◽  
The Subject

The purpose of this article is to analyze changes in plans and programs with the implementation of educational reforms in the area of workshops, technologies and clubs since the beginning of middle school. It shows how workshops and technologies were subjects that impelled the student in the preparation of a trade. In the reform of 2006, with the articulation of basic education and the curricular approach of 2011, whose purpose in the subject of technology was to take the student of know-how to know the processes necessary for the production of a service or product, and promoted the student to be analytical, conscious and enterprising. The last educational reform of 2013, applied in the plans and programs of 2017 that places the clubs to be determined to be carried out in four hours per week. The fundamental purpose then of this analysis is to glimpse the process of historical development that the reforms of the workshops, technologies and clubs in the middle school.

IMPROVE THE INTERETATION OF STUDY SUBJECTS PANCASILA AND CITIZENSHIP EDUCATION BY APPLYING KONSTEXTUAL LEARNING MODEL BERBASIS A TASK IN CLASS INFORMATICS XI SMK BINA ECLECTUS ACADEMIC YEAR 2015/2016

EDUKASI ◽  
2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Hasanudin S. Usman
Keyword(s):  
Teaching And Learning ◽  
Learning Model ◽  
Positive Influence ◽  
Motivation To Learn ◽  
Test Results ◽  
Applied Learning ◽  
Know How ◽  
Design Activities ◽  
The Subject ◽  
Academic Year

The purpose of this research is to know how to incerease the students’ learning achievement that has been applied learning contextual task-based learning model and to know the influence of contextual learning in  the task-based teaching model to improve achievemen and motivation to learn the material pe civis lesson.   This research is an action research by theree rounds. Each round consists of four phases. Design activities are observation, and revesion. The subject of the research is XI grade students of Bina Informatika Ternate accademic year 2015/2016. Data obtained in the form of a formative test results, observation sheet teaching and learning activities. The results of the research showed that students’ achivement increased from round I to III that the round 1, (70.00 % ), (92,50 %)  3 cycles, conclusions of this research is the method of cooperatif learning can be a positive influence on students motivation and achievement in material udaya politics in Indonesia. It means that this model can be used as one of the alternative learning for Pkn.            Kata  kunci: PKn, cooperative learning method

Teaching practicum and the development of professional and pedagogical knowledge

2020 ◽  
Vol 15 (1) ◽  
pp. 67-90
Author(s):  
Minerva Rosas ◽  
Verónica Ormeño ◽  
Cristian Ruiz-Aguilar
Keyword(s):  
Student Teachers ◽  
Qualitative Data ◽  
Thinking Skills ◽  
Pedagogical Knowledge ◽  
Critical Thinking Skills ◽  
Initial Teacher Education ◽  
Teaching Programme ◽  
Teaching Practicum ◽  
The University ◽  
The Relationship

To assess the progressive teaching practicums included in an English Teaching Programme at a Chilean university, 60 former student-teachers answered a questionnaire with both Likert-scale and open-ended questions. The issues assessed included the relationship between the progressive teaching practicums and the curriculum’s modules and sequence, and the skills developed while implementing innovation projects during the student-teachers’ two final practicums. Quantitative and qualitative data analyses allowed us to identify both strengths and weaknesses. The participants highlighted strengths in the areas of teaching strategies, critical thinking skills and professional and pedagogical knowledge. Among the weaknesses, they identified limited supervision and feedback, and diverging views on teaching education between the university and the schools as the most difficult to deal with. These findings may be useful for introducing improvements in Initial Teacher Education aimed at reducing problems and discrepancies and devising suitable induction processes.

Reform Teaching Strategies Used by Student Teachers

2004 ◽  
Vol 104 (5) ◽  
pp. 199-213 ◽  
Author(s):  
Patricia D. Morrell ◽  
Camille Wainwright ◽  
Lawrence Flick
Keyword(s):  
Student Teachers ◽  
Teaching Strategies ◽  
Reform Teaching

scholarly journals WhatsApp Activities for Enhancing TEFL Pedagogical Knowledge and Classroom Practices: Suggested Types and Student-Teachers' Reflection

2020 ◽  
Vol 13 (12) ◽  
pp. 102
Author(s):  
Sumer Salman Abou Shaaban
Keyword(s):  
Student Teachers ◽  
Classroom Practices ◽  
Pedagogical Knowledge ◽  
The Other ◽  
Related Literature ◽  
Language Level ◽  
Communication Problems ◽  
Reading Materials ◽  
Open Discussion ◽  
Faculty Of Education

This research was conducted to suggest a set of WhatsApp activities to enhance pedagogical knowledge and classroom practices that can be used in TEFL courses and to explore student-teachers' reflection towards the use of WhatsApp and the suggested activities. By reviewing related literature of using social networks and WhatsApp and though interviewing (9) TEFL instructors and (17) TEFL student-teachers, the researcher was able to suggest several activities that were used effectively in TEFL courses. These activities are: (1) reading materials (2) prediction ideas to get interest for the next lecture (3) videos (4) questions for flip classes or reviewing questions or proposing a problem to solve (5) open discussion topics or reflection on the lecture. A set of bases for using WhatsApp activities such as: posting clear content and having clear instructions for doing the activity, meeting FL student-teachers' language level or little higher language level, and not overloading TEFL student-teachers was presented. A group of (104) TEFL student-teachers from the faculty of education at Al-Azhar University-Gaza completed the following three reflection questions: what are the benefits of using WhatsApp and the suggested activities? What are the disadvantages of using WhatsApp and the suggested activities? What are the recommendations for improving the usage of WhatsApp applications and the suggested activities? Their responses were analysed qualitatively and quantitatively. The most common benefits were classified under (a.) pedagogical knowledge (b.) classroom practices (c.) review and evaluation (quizzes or tests) (d.) course requirements. On the other hand, the mentioned disadvantages were classified as (a.) technical and security problems (b.) communication problems.

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