scholarly journals Habilidades Matemáticas na Base Nacional Comum Curricular: Vislumbrando Caminhos Analíticos

2021 ◽  
Vol 14 (1) ◽  
pp. 32-41
Author(s):  
Marcelo de Oliveira Dias ◽  
Jonei Cerqueira Barbosa
Keyword(s):  
Common Core ◽  
Mathematical Skills ◽  
Elementary Teaching ◽  
Elementary School Mathematics ◽  
Core Skills ◽  
Probability And Statistics ◽  
Objects Of Knowledge ◽  
Social Use ◽  
Public Consultations ◽  
Selection Of

ResumoNo artigo em tela, objetivou-se a análise da Base Nacional Comum Curricular (BNCC), na área Matemática, que emergiu no Brasil e foi consolidada após um processo de consultas públicas e debates. Os aportes teóricos adotados para a análise foram Bishop (1999), que propôs competências matemáticas básicas para a formação do cidadão, Doll (1997), que sugeriu alguns critérios para a organização do currículo, e Silva (2009), que o ampliou em outros critérios, dividindo-os em dois grandes blocos, sendo o primeiro relacionado à seleção dos conteúdos, e o segundo relacionado à organização curricular. Os referenciais foram adotados para a análise da coerência da prescrição para os Anos Finais do Ensino Fundamental, relacionando seus indícios e suas conexões com o quadro preliminar do Projeto Matemática 2030, que visa, dentre outras coisas, estabelecer critérios para a análise dos programas destinados às futuras gerações de alunos. Os critérios e suas conexões auxiliam na compreensão de tendências e impactos de reformas nos documentos prescritos para Matemática no Brasil e em outros países. Os resultados suscitaram uma visão multicultural restrita às unidades Álgebra e Probabilidade e Estatística ao relacionarem os objetos de conhecimento à percepção do sentido dos conteúdos para uso social e acesso à cidadania. Palavras-chave: Base Nacional Comum Curricular. Habilidades. Critérios de Análise. Anos Finais do Ensino Fundamental. Matemática. Abstract The objective of this paper is to analyze the National Curricular Common Base (NCCB), Mathematical area, which emerges in Brazil and was consolidated after a process of public consultations and debates. The theoretical contributions adopted for the analysis were Bishop, who proposes basic mathematical skills for the formation of the citizen, Doll, that suggests criteria for the organization of the curriculum, and Silva, that expands in others, dividing them into two large blocks, being the first related to the selection of contents and the other to the curricular organization. The references were adopted for the analysis of the consistency of the prescription for the Final Years of Elementary Teaching, relating their indications and their connections with the preliminary framework of the Mathematics 2030 Project, which aims, among other things, to establish criteria for the analysis of the programs destined to future generations of students. The criteria and their connections help in understanding the trends and impacts of reforms in the documents prescribed for Mathematics in Brazil and in other countries. The results gave rise to a multicultural view restricted to the units Algebra and Probability and Statistics, relating the objects of knowledge to the perception of the meaning of the contents for social use and access to citizenship. Keywords: National Curricular Common Core. Skills. Criteria of Analysis. Final Years of Elementary School. Mathematics.

The Impact of Investigations and the Interactive Whiteboard on Students’ Mathematical Practice in Investigations Classrooms

2013 ◽  
pp. 263-279
Author(s):  
Linda Boland
Keyword(s):  
Common Core ◽  
Teaching And Learning ◽  
Mathematics Curriculum ◽  
Mathematical Practice ◽  
The United States ◽  
Interactive Whiteboard ◽  
Elementary School Mathematics ◽  
Core Content ◽  
The Common ◽  
The Impact

This chapter relates the classroom experiences of 44 teachers across the United States, implementing Investigations in Number, Data, and Space, an elementary school mathematics curriculum. These teachers participated in a “tryout” of Investigations for the Interactive Whiteboard with their students. Investigations for the Interactive Whiteboard was developed in collaboration by Pearson, TERC, and SMART Board. The teachers’ reactions showcase how the use of this technology enhanced the teaching and learning of mathematics. These vignettes illuminate the essence of Common Core Standards for Mathematical Practice (CCSSI, 2010), which describe how students should engage with the mathematical skills and concepts of the Common Core Content. The use of the interactive whiteboard engaged all students, motivated them to participate beyond their norm, allowed modeling of the mathematics which opened access to all students, and encouraged students to explain, argue, and defend their ideas while listening to and critiquing others, the essences of the Standards for Mathematical Practice.

Common Core confusion about modeling

2016 ◽  
Vol 23 (5) ◽  
pp. 269-272
Author(s):  
Mathew D. Felton-Koestler
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Mathematics Education ◽  
Common Core ◽  
Teaching And Learning ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Link Type ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics

Share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles. Find detailed department submission guidelines at http://www.nctm.org/WriteForTCM.

Do Technologies Support the Implementation of the Common Core State Standards in Mathematics of High School Probability and Statistics?

2013 ◽  
pp. 1254-1269
Author(s):  
Woong Lim ◽  
Dong-Gook Kim
Keyword(s):  
High School ◽  
Common Core ◽  
Common Core State Standards ◽  
Statistics Education ◽  
State Standards ◽  
Development Programs ◽  
Core State ◽  
Exciting Opportunity ◽  
The Common ◽  
Probability And Statistics

This chapter reviews the roles of technology in statistics education and introduces technologies available for classroom use. A few concrete examples of how select technologies support the teaching of probability and statistics guided by the Common Core State Standards in Mathematics of high school Probability and Statistics (CCSSM-PS) are presented. The reality of the implementation of the CCSSM poses a rather exciting opportunity for all of us in mathematics education. It presents an opportunity to plan and create mathematics lessons based on good teaching strongly tied with technology. As the efficacy of the CCSSM-PS hinges on how teachers draw upon their content knowledge to facilitate student learning through technology, it is significant to provide professional development programs that help teachers infuse technology with the teaching of probability and statistics.

Fundamental Issues in the Teaching of Elementary School Mathematics

1959 ◽  
Vol 6 (4) ◽  
pp. 177-179
Author(s):  
Marshall H. Stone
Keyword(s):  
High School ◽  
Elementary School ◽  
Educational System ◽  
Technological Development ◽  
Colleges And Universities ◽  
Academic Careers ◽  
Grade School ◽  
Mathematical Skills ◽  
Elementary School Mathematics ◽  
Scientific And Technological Development

THE COMMITMENT OF OUR NATION to an intensive scientific and technological development puts heavy pressure on our schools and colleges to produce an increased number of graduates well trained to pursue trades, professions, and scientific or academic careers dependent upon mathematical skills and abilities. While this pressure is felt especially in high schools, colleges and universities, its effects are reaching the grade-schools as well. From the stream of students flowing through our educational system we must obtain a greater proportion willing to pursue mathematical studies to more or less advanced levels, and we must in particular guarantee that among the students leaving the grade-schools an increased number will have a taste and inclination for mathematics sufficiently strong for them to study further mathematics in high school. This necessitates an improvement and enrichment of the mathematical elements in grade-school education.

Do Technologies Support the Implementation of the Common Core State Standards in Mathematics of High School Probability and Statistics?

2013 ◽  
pp. 168-183
Author(s):  
Woong Lim ◽  
Dong-Gook Kim
Keyword(s):  
High School ◽  
Common Core ◽  
Common Core State Standards ◽  
Statistics Education ◽  
State Standards ◽  
Development Programs ◽  
Core State ◽  
Exciting Opportunity ◽  
The Common ◽  
Probability And Statistics

This chapter reviews the roles of technology in statistics education and introduces technologies available for classroom use. A few concrete examples of how select technologies support the teaching of probability and statistics guided by the Common Core State Standards in Mathematics of high school Probability and Statistics (CCSSM-PS) are presented. The reality of the implementation of the CCSSM poses a rather exciting opportunity for all of us in mathematics education. It presents an opportunity to plan and create mathematics lessons based on good teaching strongly tied with technology. As the efficacy of the CCSSM-PS hinges on how teachers draw upon their content knowledge to facilitate student learning through technology, it is significant to provide professional development programs that help teachers infuse technology with the teaching of probability and statistics.

Recent Changes in Point of View Relating to the Teaching of Arithmetic

1937 ◽  
Vol 30 (4) ◽  
pp. 175-179
Author(s):  
E. A. Bond
Keyword(s):  
Classroom Practices ◽  
Point Of View ◽  
Active Period ◽  
School Subjects ◽  
Social Use ◽  
Selection Of

In many school subjects tradition is being routed by scientific studies in education. The teaching of arithmetic is at present a most active field in a most active period of education. In 1924, Buswell and Judd summarized the investigations relating to the teaching of arithmetic that had been reported at that time. Since then, more than four times as many experiments have been made as were available at that time. Moreover, the rate of the appearance of investigations is still increasing. The findings of these studies have caused us, who work in this field, to reorganize our philosophy and our classroom procedure to be in conformity with the evidence that is now available. This reorganization has taken various forms. In the main, the reorganization in arithmetic has occurred along three lines, namely: the broadening of the aims, the selection of learning exercises because of their social use, and the arrangement of these exercises in the order of ease for learning. I want to examine with you those recent changes in point of view and in classroom practices that I judge most important.

Monte Carlo methods

2018 ◽  
Author(s):  
Joseph F. Boudreau ◽  
Eric S. Swanson
Keyword(s):  
Monte Carlo ◽  
Monte Carlo Methods ◽  
Random Pattern ◽  
Multivariate Distributions ◽  
Wide Range ◽  
Probability And Statistics ◽  
Continuous And Discrete Variables ◽  
Multidimensional Integrals ◽  
Selection Of ◽  
Standard Library

Monte Carlo methods are those designed to obtain numerical answers with the use of random numbers . This chapter discusses random engines, which provide a pseudo-random pattern of bits, and their use in for sampling a variety of nonuniform distributions, for both continuous and discrete variables. A wide selection of uniform and nonuniform variate generators from the C++ standard library are reviewed, and common techniques for generating custom nonuniform variates are discussed. The chapter presents the uses of Monte Carlo to evaluate integrals, particularly multidimensional integrals, and then introduces the important method of Markov chain Monte Carlo, suitable for solving a wide range of scientific problems that require the sampling of complicated multivariate distributions. Relevant topics in probability and statistics are also introduced in this chapter. Finally, the topics of thermalization, autocorrelation, multimodality, and Gibbs sampling are presented.

The Impact of Investigations and the Interactive Whiteboard on Students’ Mathematical Practice in Investigations Classrooms

2013 ◽  
pp. 510-525
Author(s):  
Linda Boland
Keyword(s):  
Common Core ◽  
Teaching And Learning ◽  
Mathematics Curriculum ◽  
Mathematical Practice ◽  
The United States ◽  
Interactive Whiteboard ◽  
Elementary School Mathematics ◽  
Core Content ◽  
The Common ◽  
The Impact

This chapter relates the classroom experiences of 44 teachers across the United States, implementing Investigations in Number, Data, and Space, an elementary school mathematics curriculum. These teachers participated in a “tryout” of Investigations for the Interactive Whiteboard with their students. Investigations for the Interactive Whiteboard was developed in collaboration by Pearson, TERC, and SMART Board. The teachers’ reactions showcase how the use of this technology enhanced the teaching and learning of mathematics. These vignettes illuminate the essence of Common Core Standards for Mathematical Practice (CCSSI, 2010), which describe how students should engage with the mathematical skills and concepts of the Common Core Content. The use of the interactive whiteboard engaged all students, motivated them to participate beyond their norm, allowed modeling of the mathematics which opened access to all students, and encouraged students to explain, argue, and defend their ideas while listening to and critiquing others, the essences of the Standards for Mathematical Practice.

scholarly journals Assessment of the Reliability of Different Components of Fuel Measurement Systems Used in Angola

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Henrique Afonso ◽  
José Sebastião Dunge
Keyword(s):  
Weibull Distribution ◽  
Anova Analysis ◽  
Computational Tools ◽  
Measurement Systems ◽  
Maintenance System ◽  
Probability And Statistics ◽  
The Impact ◽  
Selection Of ◽  
Fuel Measurement

The present work aims to assess the reliability of the different fuel measurement systems used at SNLD filling stations. As objectives, it is intended to propose a methodology for selecting the types and models of pumps to be used and when to replace them. The assessment of the risks in the replacement of a pump and the impact on the environment will also be examined. Although the discussion on pumps is not new in Angola, there are no published records on this subject, particularly in the selection of types and models of systems to be used and when to replace, using the different scientific tools. For the analysis of these equipments and their reliability, weibull distribution, ANOVA analysis and computational tools of probability and statistics with excel were used. The analysis by these two methods made it possible to certify the results obtained. A benchmarking was carried out at the filling stations of SNLD, Pumangol and Sonangalp to compare the quality of some services. The results achieved were discussed during the internship held at Petrotec. As a result, the components that have the most impact on the maintenance system of the different pumps, the causes of the faults and their respective costs were identified. The most vulnerable components identified are errors in the display, heating in the engine and malfunction of electrovalves.

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