scholarly journals A Presença da Matemática nos Cadernos de Planejamento da Escola Primária na Década de 1980

2021 ◽  
Vol 22 (1) ◽  
pp. 123-130
Author(s):  
Laura Isabel Marques Vasconcelos de Almeida ◽  
Luiz Eduardo Brescovit
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Learning Process ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Methodological Approach ◽  
Cultural Perspective ◽  
Cultura Escolar ◽  
Object Of Study ◽  
The University

ResumoEste artigo é parte da pesquisa em desenvolvimento do Programa de Pós-Graduação de Mestrado em Ensino da Universidade de Cuiabá e tem como objeto de estudo os cadernos de planejamento da disciplina de Matemática, da escola primária, na década de 1980. Objetiva-se investigar a Matemática ensinada na escola primária, a partir dos Cadernos de Planos de Ensino utilizados pela professora em sala de aula. A abordagem metodológica se fundamenta na perspectiva histórico-cultural, tendo como fontes os cadernos escolares para se compreender como a Matemática era tratada, didaticamente, e ensinada em outros tempos. Os dados previamente analisados apontam que os conteúdos de Matemática, ministrados durante as aulas, se apoiavam na metodologia de resolução de problemas como um dos exercícios predominantes para os alunos do 4ª série da escola primária. Outro destaque são os testes avaliativos indicando vestígios de como eram as provas de Matemática e o processo de ensino e aprendizagem inerentes à cultura escolar disseminada na época. Palavras-chave: Cadernos Escolares. Ensino de Matemática. Escola Primária. AbstractThis article is part of the research in progress of the Undergraduate Program of the Master's Degree in Teaching at the University of Cuiabá and its object of study is the planning notebooks of the Mathematics subject of the primary school in the 1980s. The objective is to investigate the mathematics taught in primary school, from the notebooks of teaching plans used by the teacher in the classroom. The methodological approach is based on the historical-cultural perspective with school notebooks as sources to understand how Mathematics was didactically treated and taught in other times. The previously analyzed data indicate that the Mathematics contents, taught during classes, were supported by the problem-solving methodology as one of the predominant exercises for students in the 4th grade of primary school. Another highlight is the evaluative tests indicating traces of what the math tests were like and the teaching and learning process inherent in the school culture disseminated at the time. Keywords: School Notebooks. Mathematics Teaching. Primary School.

scholarly journals The Effectiveness of Smart Kit in Enhancing Students’ Mathematical Process Skills and Achievement in Mathematics

2019 ◽  
Vol 8 (2S3) ◽  
pp. 191-196
Keyword(s):  
Problem Solving ◽  
Treatment Group ◽  
Primary School ◽  
Teaching And Learning ◽  
Mathematical Achievement ◽  
Control Group ◽  
Process Skills ◽  
Teaching Aids ◽  
Significant Difference ◽  
Mathematical Process

The utilization of teaching aids is crucial in enhancing students’ mathematical process skills. However, teachers give less accentuation on this aspect of usage which leads to students’ low competence in mathematical process skills. The purpose of this study was to determine the effectiveness of a developed teaching aids, in particular, a Smart Kit in enhancing mathematical process skills and achievement among selected primary school students in Hulu Kinta, Perak. The experimental method was used in this study. Cluster sampling was used to select the samples. The samples were divided into two groups, the control and treatment groups which each consisted of 36 respondents. The treatment group was engaged with the developed Smart Kit while the students in the control group followed the conventional method of teaching and learning. Measurement and Geometry topics at primary school level were selected and students’ mathematical process skills were assessed based on Malaysia Assessment and Curriculum Standard Documents. The findings revealed that there was a significant difference in problem solving, reasoning and connecting skills between the control group and the treatment group. Furthermore, the mathematical achievement of the treatment group was higher than the control group. In conclusion, the utilization of the developed Smart Kit enhanced students’ problem solving, reasoning and connecting skills, and improved mathematical achievement. In implicative insinuation, the use of the developed Smart Kit can help teachers and students in teaching and learning processes specifically on the topics of Measurement and Geometry.

scholarly journals Em Foco a Aritmética do Curso Primário: Um Estudo de Cadernos Escolares e do Manual “Práticas Escolares”

2018 ◽  
Vol 11 (1) ◽  
pp. 47
Author(s):  
Rosimeire Aparecida Soares Borges ◽  
Cristiano José de Oliveira
Keyword(s):  
Primary School ◽  
Cultural History ◽  
Teaching And Learning ◽  
History Of Mathematics ◽  
Historical Study ◽  
School Practices ◽  
New School ◽  
Culture History ◽  
History Of ◽  
Cultura Escolar

Este estudo histórico investigou apropriações das propostas reformistas da Escola Nova no que tange ao ensino da Aritmética para a escola primária em cinco cadernos de um aluno, de terceiro e quarto anos do curso primário, dos anos de 1952 e 1953, respectivamente, e no primeiro volume do manual didático “Práticas Escolares” que teve sua primeira edição em 1940 e décima edição em 1965, de autoria de Antonio D’Ávila. Utiliza-se como base teórico-metodológica a História Cultural na direção de dar significado às apropriações que foram feitas em relação à aritmética da escola primária em tempos da Escola Nova. Há uma predominância da resolução de problemas aritméticos ligados ao cotidiano dos alunos, indicando uma preocupação com a abstração dos conceitos com foco em uma aritmética prática, que tinha por finalidade preparar o aluno para a vida fora da escola após quatro anos de estudo no curso primário. Observa-se uma valorização do aluno como indivíduo, com respeito ao seu ritmo e dificuldades apresentadas na aprendizagem da Aritmética, um dos aspectos marcantes da Escola Nova, o aluno considerado como protagonista do processo de ensino e de aprendizagem, podendo interagir no meio social em uma formação mais humana.Palavras-chave: Aritmética. Ensino Primário. Manual Didático para Professores. Cadernos de aluno. Cultura escolar. História da Educação Matemática.AbstractThis historical study investigated appropriations of the New School for the teaching of Arithmetic for the primary school in five books of a student, of the third and the fourth years of the primary course, of the years of 1952 and 1953, respectively, And in the first Volume of the didactic manual “School Practices” that had its first edition in 1940 and tenth edition in 1965, authored by Antonio D’Ávila. It is used as a theoretical-methodological basis for the Cultural History in the direction of provide meaning the appropriations that were made in relation to the primary school in times of the New School. There is a predominance of solving arithmetic problems related to students’ daily life, indicating a preoccupation with an abstraction of concepts with a focus on an arithmetic practice, whose purpose was to prepare a student for the life outside of school after four years of primary school. It is observed the evaluation of the student as an individual, with respect to its rhythm and difficulties presented in the learning of Arithmetic, one of the markers of the New School, the student considered the protagonist of the process of teaching and learning, being able To interact in the social environment in a more humane formation.Keywords: Arithmetic. Primary school. Didactic Manual for Teachers. Books of a student. School culture. History of Mathematics Education.

scholarly journals Um cenário de estudos envolvendo o ensino de Matemática através da Resolução de Problemas em periódicosA study scenario involving the teaching of mathematics through problem solving in journals

2020 ◽  
Vol 22 (2) ◽  
pp. 252-280
Author(s):  
Kaique Nascimento Martins ◽  
Jamille Vilas Bôas
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
The State ◽  
University Education ◽  
Teaching Mathematics ◽  
Mathematics Teaching And Learning ◽  
Teaching Of Mathematics

ResumoO presente estudo é uma pesquisa bibliográfica inspirada no Estado do Conhecimento, tendo como objetivo compreender focos temáticos nas produções acadêmicas que utilizam/abordam o ensino de matemática através da resolução de problemas. Para tanto, realizou-se um mapeamento das produções acadêmicas publicadas nos periódicos: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista e Educação Matemática Pesquisa, entre janeiro de 2011 e junho de 2019. De um modo geral, percebemos uma variedade de estudos contendo diferentes perspectivas discutidas e abordadas tanto na educação básica quanto no ensino superior.  A partir deste trabalho, é possível ampliar o entendimento sobre a temática, fortalecendo a ideia de que esta pode potencializar o processo de ensino e aprendizagem de matemática.Palavras-chave: Resolução de problemas, Mapeamento, Educação matemática.AbstractThe present study is a bibliographic research inspired by the state of knowledge, aiming to understand thematic focuses on academic productions that use/approach teaching mathematics through problem-solving. For this purpose, we mapped the academic productions published in journals: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista, and Educação Matemática Pesquisa, published between January 2011 and June 2019. We noticed a variety of studies containing different perspectives discussed and addressed both in basic and university education. From this work, it is possible to broaden the understanding of the theme, strengthening the idea that it can enhance the mathematics teaching and learning process.Keywords: Problem solving, Mapping, Mathematics education. ResumenEl presente estudio es una investigación bibliográfica inspirada en el estado del conocimiento, con el objetivo de comprender enfoques temáticos sobre producciones académicas que utilizan/abordan la enseñanza de las matemáticas a través de la resolución de problemas. Para ello, mapeamos las producciones académicas publicadas en las revistas: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista y Educação Matemática Pesquisa, publicadas entre enero de 2011 y junio de 2019. Notamos una variedad de estudios que contienen diferentes perspectivas discutidas y abordadas tanto en educación básica como en educación universitaria. A partir de este trabajo, es posible ampliar la comprensión del tema, fortaleciendo la idea de que puede potenciar el proceso de enseñanza y aprendizaje de las matemáticas.Palabras clave: Resolución de problemas, Mapeo, Educación matemática.

scholarly journals ACTIVE TEACHING THROUGH MATHEMATICAL PROBLEMS IN PRIMARY SCHOOL / AKTYVUSIS MOKYMAS SPRENDŽIANT MATEMATIKOS UŽDAVINIUS PRADINĖSE KLASĖSE

2020 ◽  
Vol 1 (41) ◽  
pp. 213
Author(s):  
Tamar Dograshvili
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Methodological Approach ◽  
Mathematical Education ◽  
Teaching Process ◽  
Active Teaching ◽  
Mathematical Problems ◽  
Methodological Approaches ◽  
Primary School Pupils

<p>Active teaching is a key component in the education system at all stages of education. In practice, introduction of active teaching in mathematics teaching in primary school poses significant challenges for teachers. To solve this problem, we have developed a methodological approach described in this article. In particular, we suggest an active teaching model whose realization is linked to the inclusion of problems with developmental and interdisciplinary content in the teaching process in mathematics classes. The solutions of these problems are associated with particular themes in mathematics classes. We discuss the methodology for constructing the systems of problems with developmental and interdisciplinary content in accordance with particular themes in mathematics classes in primary school, which is based on the scheme that we developed. We have also analyzed the indicators of including such problems in mathematics classes in primary school and the results of the educational experiment demonstrating that the author’s methodological approaches provide a high quality of mathematical education for primary school pupils, make the teaching process interesting and attractive, and ensure their involvement in the process of active teaching and learning through the systems of specially selected problems.</p><p>Aktyvusis mokymas yra pagrindinis ugdymo sistemos komponentas visais ugdymo etapais. Praktinis aktyviojo matematikos mokymo pradinėse klasėse įgyvendinimas mokytojams kelia rimtų iššūkių. Norėdami išspręsti šią problemą, mes sukūrėme metodinę prieigą, aprašytą šiame straipsnyje. Mes siūlome aktyviojo mokymo modelį, kurio įgyvendinimas yra susijęs su lavinamojo ir tarpdalykinio turinio uždavinių įtraukimu į mokymo procesą matematikos pamokose. Šių uždavinių sprendimai yra susiję su konkrečiomis temomis, nagrinėjamomis per matematikos pamokas. Mes aptariame lavinamojo ir tarpdalykinio turinio uždavinių sistemų konstravimo metodiką, pagrįstą mūsų sudaryta schema, pagal konkrečias pradinių klasių matematikos pamokų temas. Taip pat išanalizavome tokių uždavinių įtraukimo į matematikos pamokas pradinėse klasėse rodiklius ir edukacinio eksperimento rezultatus, parodydami, kad autorės metodinės prieigos lemia aukštą pradinių klasių mokinių matematinio ugdymo kokybę, mokymo procesą daro įdomų bei patrauklų ir užtikrina mokinių dalyvavimą aktyvaus mokymo bei mokymosi procese sprendžiant tikslingai parinktų uždavinių sistemas</p>

Discovering mathematical knowledge by students as the way to successful learning of mathematics

2020 ◽  
pp. 317-332
Author(s):  
Anna Rybak
Keyword(s):  
Problem Solving ◽  
Mathematics Teaching ◽  
Theoretical Background ◽  
Mathematics Problem Solving ◽  
Whole Process ◽  
Learning Mathematics ◽  
Creative Learning ◽  
Set Up ◽  
The University

Students in many countries have problems learning mathematics. Many students do not like mathematics. It is also a problem for teachers. The question has to be answered: Why does math education cause so many problems? We have set up the Centre for Creative Learning of Mathematics at the University of Bialystok (Poland). It is a place where we try to create appropriate athmosphere and circumstances for students of all ages to become active discoverers of mathematics, not just passive recipients of knowledge from books or teachers. As a theoretical background we took ideas from Tamás Varga, Zofia Krygowska, the theory of constructivism, the strategy of functional mathematics teaching and problem-solving method. Lessons and workshops for students in our Centre are based on the combination of the following ideas: The participants solve practical or theoretical problems (problem solving method) and carry out concrete, representative and abstract activities (strategy of functional mathematics teaching by Z. Krygowska) which help them discover and formulate knowledge (constructivism). The whole process corresponds very well to some of T. Varga's important ideas or his conviction of the main objectives of mathematics teaching: Students explore the knowledge themselves and think independently. The subject of mathematics is transformed into a thought formulation process in which students turn from the role of passive recipients to the active knowledge creation. Classification: A80. Keywords: T. Varga, Z. Krygowska, constructivism, strategy of functional teaching of mathematics, problem solving method, creative learning

New Perspectives on Communication During the COVID-19 Pandemic

2022 ◽  
pp. 76-94
Author(s):  
Nicoleta Duță
Keyword(s):  
Higher Education ◽  
Communication Skills ◽  
Learning Process ◽  
Teaching And Learning ◽  
Research Data ◽  
Learning Activities ◽  
Practical Approach ◽  
Research Findings ◽  
Teaching Learning ◽  
The University

This chapter approaches the problematic of communication in teaching-learning activities in higher education during the crisis generated by the COVID-19 pandemic. The authors have proposed to present a theoretical and practical approach to the effective communication in teaching, with the objective of knowing which are the opinions of students on communication skills and motivation of them in the classroom. The study included a total of 261 students from different faculties at the University of Bucharest, who were a Likert-scale survey in the period May -July 2020. Results of the analysis of research data shows that students have seen their ability to concentrate and motivation to perform tasks affected, but they did not leave university. In this respect, most difficulties were in carrying out teamwork than individual. The adaptations made by the university during confinement have been positively appreciated. The research findings coming according to recent studies confirm that without communication the teaching and learning process will not take place.

scholarly journals Comparison of E-Learning, M-Learning and Game-based Learning in Programming Education – A Gendered Analysis

2020 ◽  
Vol 15 (15) ◽  
pp. 133
Author(s):  
Sohail Iqbal Malik ◽  
Mostafa Al-Emran ◽  
Roy Mathew ◽  
Ragad M Tawafak ◽  
Ghaliya Alfarsi
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Teaching And Learning ◽  
Female Students ◽  
Male Students ◽  
Game Based Learning ◽  
Introductory Programming ◽  
Problem Solving Skills ◽  
Programming Education ◽  
E Learning

Learning to code is considered as a difficult and challenging task for a significant number of novice programmers in programming education. Novice programmers have to acquire different skills such as problem solving, program design, comprehension, and debugging at the same time. On the other hand, most introductory programming courses focus more on syntax of the programming language. In this study, we developed and introduced a ‘PROBSOL’ application in three different learning systems (E-learning, M-learning and Game-based learning) to enhance the problem solving skills of novice programmers in an introductory programming (IP) course. A survey was conducted with the IP students to determine their perception about all the three applications in the IP course. Gender differences were determined by comparing both female and male students’ responses for each question in the survey. The results of comparison show that male students were more satisfied with all the three applications compared to female students. Both female and male students perceived that all the three applications are user-friendly, enabled them to accomplish tasks more quickly, and enhanced their learning productivity. Overall, both male and female students appreciated all the three applications in the teaching and learning process of the IP course. This study implies that instructors can also use all the three applications as an additional teaching tool in the teaching and learning process of programming education.

Project-Based Learning

2020 ◽  
pp. 161-178
Author(s):  
María Pache-Durán ◽  
Esteban Pérez-Calderón ◽  
Alicia Fernanda Galindo-Manrique
Keyword(s):  
University Students ◽  
Teaching And Learning ◽  
Methodological Approach ◽  
Project Based Learning ◽  
Learning Processes ◽  
University Teachers ◽  
Quality Of Learning ◽  
The University ◽  
Academic Year

This study focuses on the results obtained from the teacher's assessment of Project-Based Learning, a methodological approach that implies a change in the university pedagogical paradigm that affects both the teaching and learning processes. To this end, a study is carried out taking as a sample university teachers during the academic year 2018-2019. Among the results obtained, it is worth mentioning that the teacher considers the Project-Based Learning a methodology that favours in the classroom, constituting a valid alternative to improve the quality of learning in university students.

Family Maths: Experiential Learning

2019 ◽  
pp. 145-149
Author(s):  
Pam Dorrington
Keyword(s):  
Problem Solving ◽  
Experiential Learning ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Inquiry Teaching ◽  
Positive Attitudes ◽  
Work Session ◽  
The Family ◽  
Mathematics Teaching And Learning

The international Family Maths programme adopts an inquiry teaching and learning approach and it encourages learners, often from diverse backgrounds, to participate fully in the learning process. The programme also aims to develop the vocabulary necessary for meaningful communication in mathematics, develop problem solving skills and increase confidence and enjoyment of mathematics. The programme has proven to be a powerful catalyst in this regard and holds important lessons for both curriculum development and developing positive attitudes towards mathematics teaching and learning. This experiential learning, interactive work-session focuses on primary school mathematics curricula (for pupils approximately 9 – 13 years of age) and aims at giving participating conference delegates an opportunity to engage with and experience some of the hands-on problem solving activities used in the Family Maths programme. Discussion will be encouraged around the relevance of these activities for the teaching and learning of mathematics. Our conference organisers encourage presenters to consider the relationship between research and classroom teaching, and how, and if, these relate to each other in practice. Can the Family Maths philosophy and practice be a catalyst in narrowing the divide between the theory and practice of effective mathematics teaching and learning?

scholarly journals Mobile in learning: Enhancement of information and communication technologies

2018 ◽  
Vol 7 (2.6) ◽  
pp. 98 ◽  
Author(s):  
Jossy P George ◽  
Vinay M
Keyword(s):  
Information And Communication Technologies ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Technological Advancement ◽  
Central System ◽  
Higher Education System ◽  
Digital Book ◽  
Teaching Learning ◽  
The University

The technological advancement in the world has changed the people’s life. The people view point towards the usage of technologies in different fields like business, tourism, communication, education etc. has changed. Mobile learning can give flexible learning environment for the user. It can also increase the participant number in the online teaching learning process. This paper discusses about the effectiveness of the current technologies used in higher education system. It profiles the advantages of using mobile in accessing the university central system for teaching and learning. It also discusses about mobile digital book with augmentation, which can be used to improve the teaching and learning process of the different departments in the university

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