scholarly journals Saberes e Práticas do Professor que Ensina Matemática na Formação Continuada

2021 ◽  
Vol 14 (2) ◽  
pp. 192-198
Author(s):  
Maria das Graças Bezerra Barreto ◽  
Maria Elisabette Brisola Brito Prado
Keyword(s):  
Qualitative Methodology ◽  
Professional Competence ◽  
Theoretical Studies ◽  
Training Process ◽  
Multiplicative Structure ◽  
Mathematical Learning ◽  
Doctoral Research ◽  
Mathematical Problems ◽  
And Mathematics ◽  
Differentiated Learning

ResumoEste artigo refere-se a um recorte de pesquisa de doutorado e apresenta reflexões decorrentes da formação continuada de um grupo de professores, com diferentes titulações em Pedagogia e Matemática, sobre como pensam os problemas matemáticos e os veiculam em sala de aula. A trajetória investigativa contou com uma metodologia qualitativa e um papel de intervenção. Os dados coletados foram utilizados para compreender as reflexões dialógicas que dimensionaram o processo de treinamento e para analisar os registros obtidos pelos protocolos de atividades. Os estudos teóricos de Llinares, Shulman, Zeichner, Vergnaud, Ma e Ball Thames e Phelps orientaram a ação formativa e favoreceram a análise reflexiva. As análises demonstraram a importância de reconhecer a competência profissional de cada um e entender como suas atividades formativas se inter-relacionam e se complementam. Conclui-se que a ação formadora explora a diversidade de momentos e promove a constituição de grupos distintos, propicia uma aprendizagem diferenciada e a redefinição das competências profissionais dos professores que ensinam Matemática. Palavras chave: Problemas Aditivos. Projeto Observatório. Estrutura Multiplicativa. Aprendizagem Matemática. AbstractThis article refers to an excerpt from doctoral research and presents reflections resulting from the continued formation of a group of teachers, with different degrees in Pedagogy and Mathematics, about how they think about mathematical problems and convey them in the classroom. The investigative trajectory counted on a qualitative methodology and an intervention role. The data collected was used to understand the dialogical reflections that dimensioned the training process and to analyze the records obtained by the activity protocols. The theoretical studies of Llinares, Shulman, Zeichner, Vergnaud, Ma, Ball, Thames and Phelps guided the formative action and favored reflective analysis. The analyzes demonstrated the importance of recognizing each other's professional competence and understanding how their educational activities interrelate and complement each other. It is concluded that the formation-action explores the diversity of moments and promotes the constitution of distinct groups, provides a differentiated learning and the redefinition of the professional competences of teachers who teach Mathematics. Keywords: Additive Problems. Observatory Project. Multiplicative Structure. Mathematical Learning.

Mathematics, anxiety, and the brain

2017 ◽  
Vol 28 (4) ◽  
pp. 417-429 ◽  
Author(s):  
Ahmed A. Moustafa ◽  
Richard Tindle ◽  
Zaheda Ansari ◽  
Margery J. Doyle ◽  
Doaa H. Hewedi ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Cognitive Processes ◽  
Mathematics Anxiety ◽  
Mathematics Learning ◽  
Brain Network ◽  
Spatial Skills ◽  
Mathematical Learning ◽  
Mathematical Problems ◽  
And Mathematics ◽  
The Relationship

AbstractGiven that achievement in learning mathematics at school correlates with work and social achievements, it is important to understand the cognitive processes underlying abilities to learn mathematics efficiently as well as reasons underlying the occurrence of mathematics anxiety (i.e. feelings of tension and fear upon facing mathematical problems or numbers) among certain individuals. Over the last two decades, many studies have shown that learning mathematical and numerical concepts relies on many cognitive processes, including working memory, spatial skills, and linguistic abilities. In this review, we discuss the relationship between mathematical learning and cognitive processes as well as the neural substrates underlying successful mathematical learning and problem solving. More importantly, we also discuss the relationship between these cognitive processes, mathematics anxiety, and mathematics learning disabilities (dyscalculia). Our review shows that mathematical cognition relies on a complex brain network, and dysfunction to different segments of this network leads to varying manifestations of mathematical learning disabilities.

Working Memory and Number Sense as Predictors of Mathematical (Dis-)Ability

2015 ◽  
Vol 223 (2) ◽  
pp. 102-109 ◽  
Author(s):  
Evelyn H. Kroesbergen ◽  
Marloes van Dijk
Keyword(s):  
Working Memory ◽  
Learning Disabilities ◽  
Spatial Working Memory ◽  
Number Sense ◽  
Mathematical Learning ◽  
Visual Spatial ◽  
Mathematical Learning Disabilities ◽  
Visual Spatial Working Memory ◽  
And Mathematics

Recent research has pointed to two possible causes of mathematical (dis-)ability: working memory and number sense, although only few studies have compared the relations between working memory and mathematics and between number sense and mathematics. In this study, both constructs were studied in relation to mathematics in general, and to mathematical learning disabilities (MLD) in particular. The sample consisted of 154 children aged between 6 and 10 years, including 26 children with MLD. Children performing low on either number sense or visual-spatial working memory scored lower on math tests than children without such a weakness. Children with a double weakness scored the lowest. These results confirm the important role of both visual-spatial working memory and number sense in mathematical development.

scholarly journals Continued professional development of teachers to facilitate language used in numeracy and mathematics

2012 ◽  
Vol 59 (1) ◽  
Author(s):  
Anna-Maria Wium ◽  
Brenda Louw
Keyword(s):  
Professional Development ◽  
South African ◽  
Language Use ◽  
Learning And Teaching ◽  
Rural And Urban ◽  
Mathematical Problems ◽  
Standard Terminology ◽  
Urban Contexts ◽  
And Mathematics ◽  
Performance Teachers

Learners in South African schools have been found to perform poorly in mathematics because they do not understand the language used in solving mathematical problems. In order to improve academic performance teachers need to be made aware of the importance of language in the development of numeracy. A continued professional development (CPD) programme addressed this need. The purpose of the research was to understand how the participants implemented the strategies developed during the programme and how they perceived the support provided by the programme. The research was conducted over 2 years in semi-rural and urban contexts. As part of a more comprehensive mixed method study, the qualitative data referred to in this article were obtained through open-ended questions in questionnaires, focus groups, reflections in portfolios, and a research diary. Results showed that numeracy terminology was often used by learners that differed from standard terminology prescribed by the curriculum. The participants themselves did not necessarily understand the numeracy terminology and thus found it a challenge to implement curriculum outcomes. Issues related to language use of the participants in teaching numeracy were associated with the lack of resources available in the language of learning and teaching  (LoLT). Some of the participants taught numeracy in English, rather than LoLT. The results indicated low teacher expectations of the learners. The CPD programme was considered valuable and effective. SLPs in schools need to be expand their role to provide CPD opportunities for teachers.

scholarly journals Professional competence development when teaching computational informatics.

2021 ◽  
Vol 16 (5) ◽  
pp. 2575-2585
Author(s):  
Makhabbat Revshenova ◽  
Esen Bidaibekov ◽  
Victor Kornilov ◽  
Guldina Kamalova ◽  
Shirinkyz Shekerbekova ◽  
...  
Keyword(s):  
Graduate Students ◽  
Differential Equations ◽  
Professional Competence ◽  
Finite Difference Methods ◽  
Computational Thinking ◽  
Computational Algorithms ◽  
Mathematics Methods ◽  
Computational Mathematics ◽  
Solution Algorithms ◽  
Mathematical Problems

Bachelors and graduate students are offered in the course of teaching computational informatics, the ability to solve non-standard mathematical problems, which, as a rule, are not included in the content of teaching computational informatics. The article aimed to analyze the application effectiveness of non-standard mathematical problems in the course of teaching computational informatics, elaboration of constructive computational solution algorithms of inverse problems for differential equations, during which the bachelors and graduate students develop own professional competencies. The research conducted a review of previous literature on the topic. Formulation of the inverse problem for differential equations for the investigation of which the computational mathematics finite difference methods are applied, is presented. In the course of investigation, it was revealed that at elaborating the constructive computational algorithms of its solution, the bachelors and graduate students develop not only fundamental knowledge in the field of applied and computational mathematics, computational informatics methods, but also develop the professional competences, including computational thinking. Key words: professional competence; computational informatics; computational mathematics methods; non-standard.

scholarly journals Developing The Mathematics Conceptual Understanding and Procedural Fluency through Didactical Anticipatory Approach Equipped with Teaching AIDS

2018 ◽  
Vol 3 (2) ◽  
pp. 367
Author(s):  
Asmida Asmida ◽  
Sugiatno Sugiatno ◽  
Agung Hartoyo
Keyword(s):  
Conceptual Understanding ◽  
Junior High School ◽  
Mathematics Learning ◽  
Posttest Score ◽  
Mathematics Textbook ◽  
Teaching Aids ◽  
Procedural Fluency ◽  
Mathematical Problems ◽  
Epistemological Obstacles ◽  
And Mathematics

The students’ conceptual understanding and procedural fluency have not been yet integrated into the mathematics learning as the teachers’ common mathematics textbook has not explicitly explained the conceptual understanding and procedural fluency in solving the mathematical problems that the teachers have not yet connected it to the mathematics learning. The interview result shows that the students only memorize the procedures without understanding. If the procedure is continuously applied, it is predicted that the students may face the epistemological obstacles in solving the mathematical problems. This research aims at developing the students' mathematics conceptual understanding and procedural fluency through the Didactic Anticipatory Approach equipped with the teaching aids in learning the operations of integer multiplication at Junior High School in Grade VIII. This pedagogical action research involves 14 students. The research data are collected using tests, interviews, voice recorders and cameras. The result shows that learning mathematics through the Didactic Anticipatory Approach equipped with teaching aids may develop the students' conceptual understanding and mathematics procedural fluency marked by the reduced students’ epistemological obstacles. However, they are not yet been completely resolved. The students' conceptual understanding and mathematics procedural fluency also supported with the average posttest score higher than that of the pretest score.

Communication Media and Digital Literacy as Intervention Tools in Prisons

2019 ◽  
pp. 105-125
Author(s):  
Paloma Contreras-Pulido ◽  
Ignacio Aguaded
Keyword(s):  
Digital Literacy ◽  
Qualitative Methodology ◽  
Research Work ◽  
Personal Transformation ◽  
Social Intervention ◽  
Communication Media ◽  
Doctoral Research ◽  
Radio Programs ◽  
Depth Interviews

In Spain, there are a few projects that link communication with social intervention in prisons. These projects have remained invisible to society, and similar initiatives taking place in other prisons were even unknown amongst themselves. It is not common to find radio, programs of digital literacy, magazines, or even television and cinema in prisons. These are activities that remain within the walls and come about from the restlessness of the educators who voluntarily produce them. The work presented comes about the doctoral research work that for 4 years explored these initiatives. Through qualitative methodology, based on the use of in-depth interviews, the authors give voice to 20 prisoners and educators that participate in these projects in Spanish jails. Without claiming to be representative, the results show that these activities can become a powerful tool for social-educative integration and personal transformation.

How Many Cards? Let’s Ask the LCM

1996 ◽  
Vol 89 (4) ◽  
pp. 298-305
Author(s):  
Monte J. Zerger
Keyword(s):  
Card Games ◽  
Mathematical Problems ◽  
And Mathematics

Most of us love a good game of cards or a puzzling card trick. Students are certainly no exception. Playing cards can also be used to pose stimulating mathematical problems. A deck of cards has an aura of color and excitement about it that can spark a class to study the mathematics involved. Many fascinating ways to blend card games and mathematics can be found in the sources listed in the bibliography.

scholarly journals Communicating Mathematics and Science in the Classroom: Exploring the Interactive Route

2015 ◽  
Vol 1 (1) ◽  
pp. 30-43
Author(s):  
Landa Nhlanhla ◽  
◽  
Sindiso Zhou ◽  
Keyword(s):  
Teaching And Learning ◽  
Mathematical Problem ◽  
Structured Interview ◽  
Effective Teacher ◽  
Scientific Concepts ◽  
Teacher Needs ◽  
Mathematical Problems ◽  
Teaching Of Mathematics ◽  
And Mathematics ◽  
Mathematics And Science

Communicating mathematical problems and scientific concepts is considered as a complex and difficult endeavour. Teaching, whether of complex mathematical problems and scientific concepts or of 'straightforward and clear' ideas in the humanities, is a process of communication. This paper argues that communication skills are an integral part of the teaching of Science and Mathematics. Communicating Science and Mathematics in the classroom involves thorough explanations and, because the concepts dealt with are in themselves complex, this may involve going over the concepts repeatedly. This ability to put across the mathematical or scientific message is the ability by the teacher to communicate. Research has insisted that the ability to communicate and to pose questions are central attributes of an effective teacher. This paper argues that more than being able to communicate and ask questions, for effective teaching of Mathematics and Science the teacher needs to employ interactive teaching techniques to involve learners; this way the teacher actively involves learners in communication and therefore in both the teaching and learning process. The teacher and learner roles in the contemporary classroom need not be distinctively outlined as this creates an obstacle to understanding. This allows both the teacher and student to understand concepts from each other's perspective. Through interaction between teacher and student, the teacher is able to explain the mathematical problem to the student from the student's perspective. Through a semi-structured interview and observation the study involves a sample of 32 students from four secondary schools in the two provinces of Midlands and Bulawayo.

scholarly journals PROFIL KOMUNIKASI MATEMATIKA TULIS SISWA SMP DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI KEMAMPUAN MATEMATIKA SISWA

MATHEdunesa ◽  
2020 ◽  
Vol 9 (2) ◽  
pp. 442-454
Author(s):  
Nanda Wahyu Nurdiansyah
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High School Students ◽  
High Ability ◽  
School Students ◽  
Mathematical Communication ◽  
Mathematical Abilities ◽  
Mathematical Problems ◽  
And Mathematics

One factor in learning mathematics is the need for communication skills. Carpenter & Gorg (2000: 60) states "Communication is an essential part of mathematics and mathematics education", which means that communication is an important part of mathematics and mathematics education. Mathematical communication is related to problem solving, because with the existence of mathematical communication students will understand better in solving mathematical problems. This qualitative descriptive study aims to describe the written mathematics communication of junior high school students in solving mathematical problems in terms of students' mathematical abilities. The data obtained came from three subjects, namely VIII grade junior high school students who had received the material system of two-variable linear equations (SPLDV). The three subjects consisted of students with high mathematical abilities, students with moderate mathematical abilities, and students with low mathematical abilities. The results of this study are the accuracy of writing mathematics for high ability and medium ability students is declared accurate, but low abilities is not declared accurate. In the completeness aspect, high ability and medium ability students written mathematics communication is complete for any information that has been submitted. But, student with low abilities is not complete. In the aspect of fluency, students with high abilities are able to communicate fluently in mathematics, but students with moderate and low abilities cannot fluently. . Keywords: Mathematical Communication, Problem Solving, Mathematical Ability.

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