scholarly journals Investigação Matemática: possibilidade para o ensino de função do 1º grau

2020 ◽  
Vol 13 (2) ◽  
pp. 133-144
Author(s):  
Rosimiro Araujo do Nascimento ◽  
Marli Teresinha Quartieri
Keyword(s):  
Teaching And Learning ◽  
Polynomial Function ◽  
Participant Observation ◽  
Collaborative Work ◽  
Professional School ◽  
Degree Polynomial ◽  
School Students ◽  
Collaborative Groups ◽  
Math Teachers ◽  
Degree Function

ResumoNão são raros os professores de Matemática que identificam dificuldades nos estudantes, iniciantes do Ensino Médio, em compreenderem a função polinomial do 1º grau. Assim, o presente artigo disserta sobre uma das atividades investigativas, que compõe uma dissertação de mestrado, desenvolvida com 26 alunos dispostos em grupos colaborativos, envolvendo a referida função. A pesquisa, na modalidade qualitativa, foi apoiada por uma observação participante na qual questionou-se: como os estudantes do 1º ano do curso Técnico em Agropecuária Integrado ao Ensino Médio possibilitam o ensino e aprendizagem da função afim ao explorarem, de modo colaborativo, uma atividade investigativa? Nesse sentido, objetivou-se possibilitar o ensino e aprendizagem da função polinomial do 1º grau envolvendo estudantes em grupos colaborativos. Nessa consecução, os discentes vivenciaram os quatro momentos de investigação matemática vistos em Ponte, Brocardo e Oliveira (2013). Para assegurar os resultados das discussões os dados foram registrados no caderno de campo do mediador, caderno de anotações dos grupos, gravador de áudio e voz e fotografias. Verificou-se que a questão e o objetivo proposto foram alcançados. Assim, constatou-se que os estudantes criaram ideias que os levaram a elaborar e promover ensino e aprendizagem sobre a função afim. Palavras-chave: Investigação Matemática. Função Afim. Trabalho Colaborativo.AbstractIt is not uncommon the Math teachers identify difficulties in the students, high school beginners, who misunderstand the first degree polynomial function. So, this article discusses one of the investigative activities which compose a master’s degree dissertation developed with 26 students organized in collaborative groups, involving the aforementioned function. The research, in the qualitative approach, was supported for a participant observation in which was questioned: how do the high professional school students in Technician in Farming enable the teaching and learning of the first degree function when they explore an investigative activity collaboratively? In this sense, one focused on enabling the teaching and learning of the first degree polynomial function involving students in collaborative groups. In this achievement, students experienced the four moments of the Mathematics investigation seen in Ponte, Brocardo and Oliveira (2013). To assure the results of the discussion, the data were recorded in the mediator’s field notebook, notebooks from the groups, audio and voice recording and pictures. One checked that both the question and proposed objective were achieved. Thus, one found that students created ideas that took them to work out and promote the teaching and learning about the function of the first degree. Keywords: Mathematics Investigation. Function of the First Degree. Collaborative work.

scholarly journals The Portuguese Maritime Voyages of Discovery: the exploration of the history of a city with an App as an educational resource

2019 ◽  
pp. 85-99 ◽  
Author(s):  
Cláudia Faria ◽  
Elsa Guilherme ◽  
Joaquim Pintassilgo ◽  
Maria João Mogarro ◽  
Ana Sofia Pinho ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Participant Observation ◽  
Collaborative Work ◽  
Mobile Technologies ◽  
School Students ◽  
History Of ◽  
Relationship Of ◽  
The Relationship ◽  
The City

In this paper we present an evaluation of an App for mobile devices, ‘Roteiro dos Descobrimentos’, as an educational digital resource for primary school students. The study involved the participation of 131 students and eight teachers. Data were collected from participant observation, students’ questionnaires and interviews to students and teachers. According to students, they learned new things, related with the topics explored, in an easy and funny way. Students also emphasized as positive aspects the fact that they had to face different challenges and the need to mobilize their knowledge to solve them. Teachers referred that students showed great interest and enthusiasm during the activities. As main gains, teachers stressed that the application fosters the relationship of students with the city, facilitates collaboration, and promotes students’ autonomy. In resume, it seems that the playful and interactive dimension of the App promoted the development of important skills such as the ability to interact with the environment, collaborative work, autonomy, and reading and interpretation skills. As a conclusion, there is a great receptivity to integrate mobile technologies in the teaching and learning process, but the role of the teacher can’t be dismissed, as a mediator and educator.

SAUDI STUDENTS’ AND TEACHERS’ STRATEGIES AND BELIEFS IN LEARNING AND TEACHING ENGLISH IN SAUDI ARABIA

2020 ◽  
Vol 7 (9) ◽  
pp. 664-672
Author(s):  
Eiman Nather
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Real Life ◽  
Public High School ◽  
School Students ◽  
Learning And Teaching

This preliminary study investigates the Saudi public high school student deficiencies in speaking English and seeks ways to improve the curriculum opportunities for students in English-speaking classrooms. Saudi public schools aim to educate students to use English in real-life communication. However, the majority of Saudi high school students graduate with low levels of understanding and competence in communicating in English. This pilot study examines the strategies that Saudi high school teachers and students have followed to teach and learn English in public schools and investigates their beliefs about effective teaching and learning strategies. The study is based on a questionnaire. Ninety female students of years seven, eight, and nine and their six teachers were drawn from two public schools in Riyadh. The findings of this study reflect the importance of collaborative work between stakeholders including supervisors, teachers, parents, and students. In addition, they emphasize that besides the teachers’ beliefs, learners’ needs and expectations should be taken into account, to increase the likelihood of a more productive and successful learning environment. The consensus was that the best results are achieved when interesting activities and interactive teaching strategies are used to support the mandatory course-book.

PENGARUH CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PEMAHAMAN MEMBACA SISWA

2012 ◽  
Vol 18 (1) ◽  
pp. 30
Author(s):  
Anni Holila Pulungan
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
School Students ◽  
Lecture Method ◽  
Contextual Teaching ◽  
Better Than

The study deals with the Contextual Teaching and Learning of the students’ reading comprehension at junior high school. Contextual Teaching and Learning is a new alternative for every teachers to relate the materials to the real world. The aims of the research are to analyze the effect of non and CTL method of the students’ reading comprehension.  The research method is an experimental method. The data analysis is taken from the two classess. Then, they divided into two  groups, the control and experimental group. The major findings of the study shows that the effect of Contextual Teaching and Learning on the students’ reading comprehension is better than the non CTL method-lecture method for the junior high school students.

scholarly journals Designing Tasks for a Dynamic Online Environment: Applying Research into Students’ Difficulties with Linear Equations

Mathematics ◽  
2021 ◽  
Vol 9 (5) ◽  
pp. 557
Author(s):  
Morten Elkjær ◽  
Uffe Thomas Jankvist
Keyword(s):  
Design Theory ◽  
Teaching And Learning ◽  
Linear Equations ◽  
Task Design ◽  
Tree Structure ◽  
Learning Trajectory ◽  
Variation Theory ◽  
Online Environment ◽  
School Students ◽  
Personalised Learning

Despite almost half a century of research into students’ difficulties with solving linear equations, these difficulties persist in everyday mathematics classes around the world. Furthermore, the difficulties reported decades ago are the same ones that persist today. With the immense number of dynamic online environments for mathematics teaching and learning that are emerging today, we are presented with a perhaps unique opportunity to do something about this. This study sets out to apply the research on lower secondary school students’ difficulties with equation solving, in order to eventually inform students’ personalised learning through a specific task design in a particular dynamic online environment (matematikfessor.dk). In doing so, task design theory is applied, particularly variation theory. The final design we present consists of eleven general equation types—ten types of arithmetical equations and one type of algebraic equation—and a broad range of variations of these, embedded in a potential learning-trajectory-tree structure. Besides establishing this tree structure, the main theoretical contribution of the study and the task design we present is the detailed treatment of the category of arithmetical equations, which also involves a new distinction between simplified and non-simplified arithmetical equations.

scholarly journals Game-Based Multimedia for Horizontal Numeracy Learning

2019 ◽  
Vol 14 (15) ◽  
pp. 159
Author(s):  
Dedi Rohendi
Keyword(s):  
Elementary Schools ◽  
Learning Outcomes ◽  
Elementary School Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
School Students ◽  
Multimedia Development ◽  
Post Test ◽  
Grade 3 ◽  
Difficult Subject

Recently, game-based multimedia development has been increasing rapidly. Game-based multimedia is not only used for entertaining but also for teaching and learning process. Meanwhile, for the majority of elementary school students, numeracy learning is still considered as a difficult subject to be learned and has not attracted students’ interest because it still uses vertical methods. The objective of this research is to examine the implementation of game-based multimedia in learning horizontal numeracy. In this game-based multimedia, horizontal numeracy material is presented in the form of a game. Horizontal numeracy material begins with addition, subtraction, multiplication, and division. Game-based multimedia is implemented to 20 students in grade 3 elementary schools in Bandung, Indonesia. Subsequently, the way students learn the materials and their learning outcomes are explored after using this multimedia. The results show that the students can learn horizontal numeracy excitingly; moreover, they can easily understand the concept of horizontal numeracy quickly. It is indicated by by the increasing of average post-test value.

Mathematical Communication Skills of Junior Secondary School Students in Coastal Area

2013 ◽  
Vol 63 (2) ◽  
Author(s):  
Kadir, Jl ◽  
Mayjen S. Parman
Keyword(s):  
Secondary School ◽  
Communication Skills ◽  
Coastal Area ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Learning Activity ◽  
School Students ◽  
Mathematical Communication ◽  
Junior Secondary School ◽  
Junior Secondary

Mathematical communication skills of junior secondary school students in coastal area are still considered low due to the lack of contextual problem technique in the teaching of mathematics. The various potencies of the coastal area have been damaged without any concern. It is interesting to investigate the contextual problem in mathematics teaching because it can be identified, required, and related to everyday life. The objective of this study is to enhance mathematical communication skills of junior secondary school students in the coastal area. Using coastal-based contextual teaching and learning (CCTL) can enhance: (1) students’ mathematical communication skills better than conventional teaching and learning (CVTL); and (2) the students’ learning activity, fluency of argument in problem solving process, advanced question skills, and knowledge of coastal area potencies and problems.

scholarly journals Análisis e implicaciones de los resultados de las prácticas pedagógicas de un docente líder en una prueba piloto de innovación en el proyecto Conectándonos

2018 ◽  
Vol 22 (2) ◽  
pp. 1
Author(s):  
Manuel Baltodano-Enríquez
Keyword(s):  
Participant Observation ◽  
Collaborative Work ◽  
Costa Rican ◽  
Learning Objectives ◽  
Pedagogical Practices ◽  
Teacher Leader ◽  
Pilot Test ◽  
Digital Resources ◽  
Open Questions ◽  
Didactic Planning

This article presents the results of a teacher leader’s pedagogical practices in a pilot test on innovation implemented in a Costa Rican primary school. The pilot test was conducted due to the need of renewing the technological equipment in schools belonging to Conectándonos MEP-FQT project run by the Department of Research, Development, and Implementation of the Ministry of Public Education and Quiros-Tanzi Foundation. This pilot test aimed to diagnose the pedagogical practices of a teacher leader through the exploration and use of didactic digital resources of Clamshell-type laptops and an interactive projector. This equipment was used to favor the teacher’s pedagogical mediation through the access, selection, and use of didactic digital resources. To collect the information, we used non-participant observation guides, a questionnaire with open questions, and a bibliographic review of the teacher’s didactic planning. The systematization of the observation guides permitted to put in evidence, naturally and concretely, the aspects covered by the objectives of the study. The information was analyzed with a qualitative approach of phenomenological type. This approach defined categories and subcategories that, later, were linked to establish coincidences, similarities, differences, and the presence or absence of terms and phrases. Likewise, the data were interpreted to relate the information collected through the analysis and the theoretical patterns. This interpretation permitted, afterwards, to reflect on the studied categories. Finally, the main conclusion drawn from the pilot test was that the collaborative work between students was promoted and the learning objectives in the didactic planning drawn up by the teacher were achieved. 

Learning Black Language Matters

2017 ◽  
Vol 10 (4) ◽  
pp. 360-377 ◽  
Author(s):  
April Baker-Bell ◽  
Django Paris ◽  
Davena Jackson
Keyword(s):  
High School Students ◽  
Collaborative Research ◽  
Teaching And Learning ◽  
Qualitative Inquiry ◽  
Educational Justice ◽  
School Students ◽  
Culturally Sustaining Pedagogy ◽  
The Core ◽  
Black Language

How can and must critical qualitative inquiry be part of ongoing struggles for cultural and educational justice with the communities of our work? We explore this question by reflecting on our collaborative research on culturally sustaining pedagogy centered in the study of Black Language (BL). Building on the core humanizing research notion of dialogic consciousness-raising between researchers and participants, we describe the ways the three of us came to deepened knowledge about the role of BL in our lives and in the lives of the high school students we worked with through a humanizing research as culturally sustaining pedagogy framework. In this framework, the ability to participate in BL, research-based knowledge about BL, and critical collaborative research on BL joined reciprocal inquiry with teaching and learning to center the value of our Black language and Black lives within a schooling and research enterprise that often devalues both.

scholarly journals Relações com o saber, com o ensinar e com a aprendizagem em um projeto de formação inicial de professores de matemática no Brasil Relations with the knowledge, teaching and learning in a initial training Project of mathematic teachers in Brazil

2017 ◽  
Vol 19 (2) ◽  
Author(s):  
Diego Fogaça Carvalho ◽  
Marinez Meneghello Passos ◽  
Sergio De Mello Arruda ◽  
Angela Marta Pereira das Dores Savioli
Keyword(s):  
Elementary School ◽  
University Students ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Analytical Instrument ◽  
Initial Training ◽  
School Students ◽  
Training Project ◽  
The University ◽  
The Relationship

ResumoNeste artigo analisamos as relações com o saber, com o ensinar e com o aprender em atividades desenvolvidas em um subprojeto de Matemática no Programa Institucional de Bolsas de Iniciação à Docência (PIBID). Os dados consistiram no registro das ações realizadas em sala de aula por um supervisor (professor), seis estudantes da licenciatura em Matemática e alunos do Ensino Fundamental de uma escola pública do estado do Paraná, Brasil. Para a interpretação dos dados foi utilizado um instrumento que possibilita evidenciar as relações com o saber na sala de aula denominado Matriz 3x3. As análises revelaram implicações da ação do supervisor na ação tanto dos estudantes universitários quanto dos alunos da escola e, consequentemente, nas relações que estes estabeleceram com o saber, o ensinar e o aprender.AbstractIn this article we analyze the relationship with knowledge, with teaching and with learning in activities developed in a subproject of Mathematics in the Institutional Program of Initiation to Teaching (PIBID). The data consisted of the registration of actions carried out in the classroom by a supervisor (teacher), six undergraduate students in Mathematics and students of the Elementary School of a public school in the state of Paraná, Brazil. For the interpretation of the data we used an analytical instrument called Matrix 3x3. The analyses revealed the implications of the supervisor's action on the actions of the university students and of the school students and consequently on the relationships they established with knowledge, teaching and learning.

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