scholarly journals Os Sólidos Geométricos na Educação Brasileira: Comparativo Entre PCN e BNCC

2021 ◽  
Vol 14 (1) ◽  
pp. 99-109
Author(s):  
Nailys Melo Sena Santos ◽  
Maria Cristina Rosa ◽  
Denize Da Silva Souza
Keyword(s):  
Graduate Program ◽  
Basic Education ◽  
Reference Model ◽  
National Curriculum ◽  
Mathematical Object ◽  
Academic Community ◽  
Three Dimensions ◽  
Historical Study ◽  
Geometric Solids ◽  
And Mathematics

ResumoO presente artigo faz parte de uma pesquisa de mestrado, em andamento, vinculada ao Programa de Pós-Graduação em Ensino de Ciências e Matemática (PPGECIMA), na Universidade Federal de Sergipe (UFS). A pesquisa de mestrado teve, dentre outros objetivos específicos, investigar as três dimensões do problema didático (epistemológica, econômica e ecológica) dos sólidos geométricos. Assim, o objetivo deste artigo é apresentar um primeiro estudo das dimensões econômica e ecológica do objeto matemático sólidos geométricos. Para tanto, inicialmente, realizou-se um estudo histórico do ensino de Geometria no Brasil. Em seguida, investigou-se como os sólidos geométricos estão presentes em documentos curriculares oficiais – Parâmetros Curriculares Nacionais (PCN) e Base Nacional Comum Curricular (BNCC) – implementados nas últimas duas décadas do presente século. Logo, o estudo teve como aporte teórico as investigações de autores que versam sobre a Teoria Antropológica do Didático (TAD) e as dimensões que distinguem os problemas didáticos de pesquisa, formação docente e problemáticas do ensino de Geometria. Nesse primeiro ensaio, foi possível identificar que, em relação aos sólidos geométricos, pouco se evoluiu em relação ao seu ensino na educação básica. Além disso, observa-se que a problemática quanto ao ensino de Geometria, apesar da tentativa dos documentos curriculares e da comunidade acadêmica, não foi superada. Palavras-chave: Sólidos Geométricos. Histórico do Ensino de Geometria. Modelo Epistemológico de Referência. AbstractThis article is part of a master's research, in progress, linked to the Graduate Program in Science and Mathematics Teaching (PPGECIMA), at the Federal University of Sergipe (UFS). The master's research had, among other specific objectives, to investigate the three dimensions of the didactic problem (epistemological, economic and ecological) of geometric solids. Thus, the objective of this article is to present a first study of the economic and ecological dimensions of the geometric solid mathematical object. Therefore, initially, a historical study of the teaching of Geometry in Brazil was carried out. Then, it was investigated how the "geometric solids" are present in official curricular documents - National Curriculum Parameters (PCN) and Common Base National Curriculum (BNCC) - implemented in the last two decades of the present century. Therefore, the study had as theoretical support the investigations of authors that deal with the Anthropological Theory of Didactics (TAD) and the dimensions that distinguish the didactic problems of research, teacher training and problems of the teaching of Geometry. In this first test, it was possible to prove that in relation to geometric solids little progress has been made in relation to its teaching in basic education. In addition, it is observed that the problem regarding the teaching of Geometry, despite the attempt of curricular documents and the academic community, has not been overcome. Keywords: Geometric Solid. History of Geometry Teaching. Epistemological Reference Model.

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.

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.

Students graduate of the degree course in Natural Sciences and Mathematics and the exercise of teaching profession: findings and implications for basic education

2020 ◽  
Vol 13 (2) ◽  
pp. 51
Author(s):  
A. C. R. Trevisan ◽  
E. P. Trevisan
Keyword(s):  
High School ◽  
Decision Making ◽  
Basic Education ◽  
Natural Sciences ◽  
Teaching Profession ◽  
Decision Making Process ◽  
Teaching Career ◽  
Professional Performance ◽  
Current Scenario ◽  
And Mathematics

In the article we seek to address questions regarding the interest of graduates of a degree course in Natural Sciences and Mathematics in relation to the teaching career in basic education. The course enables its graduates to work in the subjects Science and Mathematics in the final years of elementary school and Mathematics, Physics and Chemistry in high school. Our intention is to identify and reflect on the perceptions of these graduates about teaching, highlighting with this inherent aspects to the exercise of this profession in basic education. From the application of questionnaires to graduates of this course, we produced data regarding their performance in basic education, which enabled us to reflect on the national scenario in relation to the exercise of this profession. We could observe that the majority of the students participating in the research are not working in basic education and that the current scenario of devaluation of the teaching career exerts a significant influence in the decision making process of choosing or not the teacher profession for professional performance after graduation.

scholarly journals Evaluation of dimensional accuracy of dental bridges manufactured with conventional casting technique and CAD/CAM system with Ceramill Sintron blocks using CMM

2018 ◽  
Vol 12 (4) ◽  
pp. 264-271 ◽  
Author(s):  
Alireza Izadi ◽  
Fariborz Vafaee ◽  
Arash Shishehian ◽  
Ghodratollah Roshanaei ◽  
Behzad Fathi Afkari
Keyword(s):  
Reference Model ◽  
Coordinate Measuring Machine ◽  
Dimensional Accuracy ◽  
Three Dimensions ◽  
Casting Technique ◽  
Dimensional Changes ◽  
Conventional Casting ◽  
Cad Cam ◽  
Milling Method ◽  
Measuring Machine

Background. Recently, non-presintered chromium-cobalt (Cr-Co) blocks with the commercial name of Ceramill Sintron were introduced to the market. However, comprehensive studies on the dimensional accuracy and fit of multi-unit frameworks made of these blocks using the coordinate measuring machine (CMM) are lacking. This study aimed to assess and compare the dimensional changes and fit of conventional casting and milled frameworks using Ceramill Sintron. Methods. A metal model was designed and scanned and 5-unit frameworks were fabricated using two techniques: (I) the conventional casting method (n=20): the wax model was designed, milled in the CAD/CAM machine, flasked and invested; (II) the milling method using Ceramill Sintron blocks (n=20): the wax patterns of group 1 were used; Ceramill Sintron blocks were milled and sintered. Measurements were made on the original reference model and the fabricated frameworks using the CMM in all the three spatial dimensions, and dimensional changes were recorded in a checklist. Data were analyzed with descriptive statistics, and the two groups were compared using one-way ANOVA and Tukey test (α=0.05). Results. The fabricated frameworks in both groups showed significant dimensional changes in all the three dimensions. Comparison of dimensional changes between the two groups revealed no significant differences (P>0.05) except for transverse changes (arch) that were significantly greater in Ceramill Sintron frameworks (P<0.05). Conclusion. The two manufacturing processes were the same regarding dimensional changes and the magnitude of marginal gaps and both processes resulted in significant dimensional changes in frameworks. Ceramill Sintron frameworks showed significantly greater transverse changes than the conventional frameworks.

scholarly journals History of Nursing and Health Knowledge Study Group: production of knowledge in the graduate program

2013 ◽  
Vol 22 (1) ◽  
pp. 71-78
Author(s):  
Roberta Costa ◽  
Miriam Süsskind Borenstein ◽  
Maria Itayra Padilha
Keyword(s):  
Graduate Program ◽  
Health Knowledge ◽  
Academic Community ◽  
Nursing Program ◽  
Study Group ◽  
Nursing History ◽  
Editorial Boards ◽  
History Of ◽  
History Of Nursing ◽  
Doctoral Dissertations

The History of Nursing and Health Knowledge Study Group linked to the Graduate Nursing Program at the Federal University of Santa Catarina, has been producing knowledge on this subject over the past 15 years. This documentary study presents an assessment of the group's master's theses and doctoral dissertations conducted between 1995 and 2010. A total of 23 master's theses and 12 doctoral dissertations were developed. The group has contributed on many fronts, whether with scientific production that embodies innovative content taught to students, or with the dissemination of its studies' results, which gives greater visibility to its members translates into invitations for them to participate in scientific events and on editorial boards. There is a need to move toward greater integration with other research groups in the field of history and sensitize the academic community to the importance of nursing history.

scholarly journals Geotecnologias e Ensino de Geografia: algumas aplicações práticas / Geotechnologies and Geography Teaching: some practical applications

2016 ◽  
Vol 26 (47) ◽  
pp. 656
Author(s):  
Vitor Hugo Campelo Pereira ◽  
Marco Tulio Mendonça Diniz
Keyword(s):  
High School ◽  
Elementary School ◽  
Spatial Representation ◽  
Basic Education ◽  
National Curriculum ◽  
Google Earth ◽  
Geography Education ◽  
Free Software ◽  
Practical Applications ◽  
Geography Teaching

<p>O presente artigo objetiva propor algumas formas de aplicação de geotecnologias no ensino de Geografia no âmbito da Educação Básica, tanto no Ensino Fundamental quanto Ensino Médio.  Para isso, a metodologia adotada se baseou na análise dos Planos Curriculares Nacionais (PCN) de Geografia e no uso de softwares que apresentam funções de representação espacial, bem como na indicação de projetos educacionais pautados no uso de geotecnologias. Diversos conteúdos previstos no ensino de Geografia podem ser abordados e dinamizados. Escala cartográfica, relevo e análise de mudanças na paisagem são exemplos de questões que podem ser trabalhadas com o uso de softwares livres como <em>Google Earth</em>, <em>Philcarto</em>, <em>ScapeToad</em> e a partir da sistematização proposta pelos projetos educacionais GEODEM, GEODEF e GEOIDEIA. Os resultados indicaram uma elevada aplicabilidade dos softwares e projetos testados pela pesquisa para o ensino de conteúdos de Geografia sugeridos pelos PCN, o que pode contribuir para uma aprendizagem mais consolidada dos mesmos.</p><p><strong>Abstract</strong></p><p>This article aims to propose some form of geo-technologies application in the teaching of Geography under the Basic Education, in elementary school and in high school. For this, the methodology adopted was based on the analysis of National Curriculum Plans of Geography and the use of software that present spatial representation of functions as well as the indication of guided educational projects in the use of geotechnologies. Several planned content in Geography education can be addressed and dinamized. Cartographic scale, relief and analysis of changes in the landscape are examples of issues that can be worked with the use of free software such as Google Earth, Philcarto, ScapeToad and from the systematization proposed by educational projects GEODEM, GEODEF and GEOIDEIA. The results indicated a high applicability of the software and projects tested by research for teaching Geography content suggested by PCN, which can contribute to a more consolidated learning them.</p><p><strong>Keywords</strong>: Basic Education. Spatial representation. Free softwares. National Curriculum Plans.</p>

A Remote Mobile Experiment in Brazilian Public Basic Education

TPACK ◽  
2019 ◽  
pp. 457-478
Author(s):  
Priscila Cadorin Nicolete ◽  
Juarez Bento da Silva ◽  
Marta Adriana da Silva Cristiano ◽  
Simone Meister Sommer Bilessimo ◽  
Giovanni Ferreira de Farias ◽  
...  
Keyword(s):  
Basic Education ◽  
Pilot Project ◽  
The Internet ◽  
Public High Schools ◽  
Theoretical Concepts ◽  
Pedagogical Content ◽  
Teachers And Students ◽  
And Mathematics ◽  
Remote Experimentation ◽  
The Impact

The STEM subjects (Science, Technology, Engineering, and Mathematics) are very important for education, but the lack of experimental laboratories for these subjects in a school might decrease the interest of its students in STEM fields. This chapter explores these issues in the Brazilian context where, in order to address this issue, remote experiments are used to share real experiments manipulated through the Internet. Teachers and students can use remote laboratories, equipped with real experiments, to put in practice theoretical concepts learned in class. This chapter presents a report on a pilot project that aims to explore the use of Mobile Remote Experimentation (MRE) by teachers and students of public high schools in Brazil. It involves the use of mobile devices to access remote experiments in STEM subjects through the Internet. The report demonstrates the effectiveness of using such educational resources to improve pedagogical results by applying the TPACK (Technological Pedagogical Content Knowledge) model to measure the impact of MRE by STEM teachers.

Technology and Student Achievement

2011 ◽  
pp. 854-862
Author(s):  
Lawrence A. Tomei
Keyword(s):  
No Child Left Behind ◽  
Education Reform ◽  
Basic Education ◽  
The United States ◽  
Educational Goals ◽  
Academic Level ◽  
National Priority ◽  
And Mathematics ◽  
President Bush ◽  
Nclb Act

Since the introduction of the No Child Left Behind (NCLB) Act of 2001, education in the United States has, in the words of President Bush, been seen as “a national priority and a local responsibility.” The first of the four basic education reform principles stated in the NCLB Act is local accountability for results. The second principle, flexibility and local control, empowers states to create their own standards and to test every student’s progress using tests aligned with these standards. In addition, there are also programs to promote the alignment of technology with educational goals within the NCLB legislation. In more and more states, school performance is assessed by means of a standardized assessment test which is designed to assess the academic level of students, schools, and districts. It is also intended to assist in identifying students’ strengths and weaknesses and to foster improvements in academic achievement. In one such state (that will remain anonymous) the reading and mathematics portions of the exam are administered to grades 5, 8, and 11.

scholarly journals O estado da arte da teoria dos registros de representação semiótica na educação matemática State of the art theory of semiotics representation registers in mathematics education

2017 ◽  
Vol 19 (1) ◽  
Author(s):  
Helaine Maria De Souza Pontes ◽  
Celia FIinck Brandt ◽  
Ana Luiza Ruschel Nunes
Keyword(s):  
Mathematics Education ◽  
Research Design ◽  
Basic Education ◽  
State Of The Art ◽  
Scientific Research ◽  
Mathematical Object ◽  
Art Theory ◽  
Methodological Procedures ◽  
Teaching Of Mathematics ◽  
Object Of Study

O objeto de estudo deste trabalho de investigação consiste em saber como a Teoria dos Registros de Representação Semiótica se evidencia nas pesquisas científicas brasileiras, portanto tem como objetivo revelar o nível de abrangência, objeto matemático, procedimentos metodológicos e aspectos da teoria de Duval mais recorrentes nestas pesquisas. Desta forma, trata-se de uma pesquisa bibliográfica com delineamento do estado da arte. Os resultados apresentados demonstram a predominância da Educação Básica; a variedade dos objetos matemáticos; o destaque tanto das Sequências Didáticas quanto das Atividades Matemáticas como procedimentos metodológicos utilizados e as transformações de tratamento e conversão como aspectos da teoria de Duval mais evidentes nas pesquisas mapeadas. The object of study of this research is how the Theory of Semiotics Representation Registers is evident in Brazilian scientific research therefore aims to reveal the level of coverage, mathematical object, methodological procedures and aspects of Duval most prevalent theory in these research. In this way, it is a bibliographical research design with state of the art. The results show the predominance of Basic Education; the variety of mathematical objects; the highlight of both sequences as Teaching of Mathematics activities as methodological procedures used and the treatment and conversion transformations as aspects of the more obvious Duval theory most evident in the mapped research. 

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