scholarly journals O lúdico na aprendizagem: Promovendo a educação matemática

2016 ◽  
Vol 6 (1) ◽  
pp. 50
Author(s):  
Terezinha Beserra Sobrinha ◽  
José Ozildo dos Santos
Keyword(s):  
Personal Development ◽  
Teaching And Learning ◽  
New World ◽  
School Context ◽  
Font Size ◽  
Mathematical Concepts ◽  
Daily Lives ◽  
Childhood Education ◽  
Construction Of Knowledge ◽  
New Learning

<p style="margin: 0cm 0cm 0pt; text-align: justify; line-height: normal;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">A introdução da criança ao mundo dos números através de estímulos e quebra de paradigmas que rondam a matéria, que sempre foi alvo de discriminação por parte dos alunos, é sempre um desafio. A matemática sempre foi vista como uma matéria difícil e incompreensível, inclusive atentando para o uso em nosso cotidiano. O objetivo deste artigo é </span><span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: PT-BR;">analisar o uso das práticas lúdicas como estratégia pedagógica para a aprendizagem da matemática na educação infantil, através do desenvolvimento da ludicidade como caminho para a aprendizagem e a construção do conhecimento através de brincadeiras, jogos e brinquedos, c</span><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">ontribuindo para um novo aprendizado de conceitos matemáticos potencializando a aprendizagem e suprir deficiências detectadas nos aluno, tornando as aulas mais dinâmicas, possibilitando uma maior participação e envolvimento dos alunos nessas atividades. Tendo como foco a ludicidade</span><span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: PT-BR;"> fortalecendo o ensino-aprendizado matemático em sala de aula e contribui para uma melhor compreensão da disciplina. </span><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Os números são importantes e uma constante em nosso universo por isso ressalta-se urgência de envolvê-los nesse contexto escolar, assim sendo, a matemática não será mais uma obrigação escolar e sim um instrumento de prazer no processo da aprendizagem, uma forma de crescimento de desenvolvimento pessoal, a criança perceberá um novo mundo à sua volta, uma espécie de autonomia. </span></p><p style="margin: 0cm 0cm 0pt; text-align: justify; line-height: normal;"><strong><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> </span></strong></p><p align="center"><strong><em>The playful</em></strong><strong><em> </em></strong><strong><em>learning</em></strong><strong><em>: </em></strong><strong><em>promoting</em></strong><strong><em> </em></strong><strong><em>mathematics</em></strong><strong><em> </em></strong><strong><em>education</em></strong><strong><em></em></strong></p><p><strong>Abstract: </strong>The introduction of the child to the world of numbers by encouraging and breaking paradigms that surround the area, which has always been discriminated against by the students, it is always a challenge. Mathematics has always been seen as a difficult and incomprehensible matter, including paying attention to use in our daily lives. The objective of this paper is to analyze the use of leisure practices as a pedagogical strategy for the learning of mathematics in early childhood education through the development of playfulness as a path to learning and the construction of knowledge through play, games and toys, contributing to a new learning mathematical concepts enhancing learning and supply deficiencies in the student, making classes more dynamic, enabling greater participation and involvement of students in these activities. Focusing on the playfulness strengthening the mathematical teaching and learning in the classroom and contributes to a better understanding of the discipline. Numbers are important and a constant in our universe so it emphasizes urgency to involve them in the school context, therefore, the math is no longer a school obligation but an instrument of pleasure in the learning process, a form of growth personal development, the child will realize a new world around them, a kind of autonomy.</p>

scholarly journals PENERAPAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) DALAM UPAYA MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA SISWA

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Minarni Minarni
Keyword(s):  
Teaching And Learning ◽  
Real Life ◽  
Learning Approach ◽  
Abstract Concepts ◽  
Research Subjects ◽  
Mathematical Concepts ◽  
Daily Lives ◽  
Close Relationship ◽  
The Subject ◽  
Contextual Teaching

This research is motivated by the large number of students who find it difficult to understand the concept of mathematics because generally mathematics is an abstract subject so that the teacher must strive for learning to be concrete by applying learning that can relate the concept to the real life of students. One of the efforts is to apply a contextual teaching and learning approach to present learning that is full of abstract concepts to have a close relationship with students' daily lives. This type of research is a classroom action research conducted in class IV / A SDN 003 Sungai Salak. The number of research subjects was 24 students. The instrument used to analyze students' conceptual understanding used a multiple choice concept comprehension test. The results showed that students' understanding of mathematical concepts in the first cycle was 68.61 with 17 students who completed or 70.83%. In cycle II students' understanding of mathematical concepts increased to 71.11 with classical completeness of 83.33% where as many as 20 students were able to achieve the specified completeness. The conclusion based on the results of this study is that the application of the contextual teaching and learning approach can improve the understanding of the mathematical concepts of grade IV / A students of SDN 003 Sungai Salak on the subject of circumference and area of simple flat shapes.

Game Informed Virtual Patients

2011 ◽  
pp. 304-322
Author(s):  
Michael Begg ◽  
David Dewhurst ◽  
Michael Ross
Keyword(s):  
Medical Education ◽  
Personal Development ◽  
Teaching And Learning ◽  
Virtual Patients ◽  
Learning Tools ◽  
Online Learning Communities ◽  
Patient Resources ◽  
New Learning ◽  
University Of Edinburgh ◽  
The University

Modern medical education necessitates a complex interleaving of issues relating to practice, professional and personal development, teaching and learning. This complexity has led, in part, to medical education being persistently located in the vanguard of eLearning development. Here, the authors describe our approach to the development of virtual patient resources and in particular how this iterative dialogue arising from the allied processes of practice, reflection and pedagogy required to create new learning tools and resources has contributed to professional development of those engaged in teaching medical students and in building online learning communities at the University of Edinburgh.

Game Informed Virtual Patients

2010 ◽  
pp. 190-208
Author(s):  
Michael Begg ◽  
David Dewhurst ◽  
Michael Ross
Keyword(s):  
Medical Education ◽  
Personal Development ◽  
Teaching And Learning ◽  
Virtual Patients ◽  
Learning Tools ◽  
Online Learning Communities ◽  
Patient Resources ◽  
New Learning ◽  
University Of Edinburgh ◽  
The University

Modern medical education necessitates a complex interleaving of issues relating to practice, professional and personal development, teaching and learning. This complexity has led, in part, to medical education being persistently located in the vanguard of eLearning development. Here, the authors describe our approach to the development of virtual patient resources and in particular how this iterative dialogue arising from the allied processes of practice, reflection and pedagogy required to create new learning tools and resources has contributed to professional development of those engaged in teaching medical students and in building online learning communities at the University of Edinburgh.

New migrants, new challenges? – Activating multilingual resources for understanding mathematics: institutional and interactional factors

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Arne Krause ◽  
Jonas Wagner ◽  
Angelika Redder ◽  
Susanne Prediger
Keyword(s):  
Teaching And Learning ◽  
Video Data ◽  
Target Language ◽  
Mathematical Concepts ◽  
Multilingual Students ◽  
Academic Level ◽  
Long Run ◽  
Family Language ◽  
Face Complex ◽  
Arabic Speaking

Abstract New adolescent migrants from Arabic-speaking countries face complex challenges when participating in regular mathematics classes in Germany: They have been educated in their family language(s) and are obliged to adapt to a new (second or target) language and to different styles of teaching. In contrast, 3rd generation multilingual students, who usually are schooled in German only, have rarely ever used their family languages in mathematics. This poses different challenges for the introduction of multilingual teaching and learning. By comparing German-Turkish 3rd generation students and adolescent refugees from Arabic speaking countries, both in 7th grade, this paper argues for the epistemic importance of considering “multilingual profiles” (i.e. including individual languages and history of migration) for linguistic analyses as well as for didactical designs of learning opportunities. For this purpose, a functional pragmatic discourse analysis of transcribed video-data from bilingual mathematics sessions with up to four multilingual students was conducted. This allows to characterize discursive multilingual profiles and to distinguish different perspectives on and verbalizations of mathematical concepts (in this case: fractions) in classroom discourse. Furthermore, language-specific interfaces of mental and linguistic processes are unfolded which enable new insights into conceptual understanding. The analysis focusses on the languages German, Turkish and Arabic and on 7th grade mathematics classes. The paper shows that the activation of multilingual resources in mathematics classrooms sets a promising approach for a sustainable integration of migrants, since they are enabled to use their subject-related knowledge which, in the long run, holds the potential support for the acquisition of the target language on a pre-academic level.

scholarly journals Learning how to lead police investigations

2018 ◽  
Vol 20 (3) ◽  
pp. 185-195 ◽  
Author(s):  
Jon-Andre Nilsen ◽  
Terje Aaserud ◽  
Cathrine Filstad
Keyword(s):  
Leadership Development ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
Learning Activities ◽  
Learning Methods ◽  
Leadership Practice ◽  
Police Investigation ◽  
Police Investigations ◽  
Reflection Time ◽  
New Learning

The aim of this article was to investigate how police investigation leaders learn leadership and whether the facilitation of learning activities and learning methods might bridge the well-known gap between teaching and learning leadership. Using action research, we constructed an ‘i-leader’ learning pool consisting of police investigation leaders. The pool provided interactive and collaborative learning activities that included reflection, knowledge sharing and social support. Participants were receptive to this learning initiative, but also argued that ‘learning by doing’ is most important because it allows for communication and cooperation between colleagues in the context of their everyday leadership practice. They acknowledged the need for reflection and argued that the pool provides important reflection time, which they lack in their everyday practice. Participants also found the learning methods, particularly the ‘group support methodology’ and the new network useful for their own leadership development. However, using these new learning methods ‘back home’ was more challenging. Participants did not have time to prioritize and develop this new network. Providing learning methods and building a network takes time and must be relevant to everyday leadership practice. The significance of their leadership practice and how to accumulate experience as the basis for reflection was acknowledged, but still needs to be applied within leadership practice. Bridging the gap between teaching and learning is not just about providing learning and reflection methods, but also about learning how to apply new knowledge through experience, where reflection ensures that learning in practice is not ‘due to change’.

scholarly journals Music in Informal and formal learning situations in ECEC

2016 ◽  
Vol 13 ◽  
Author(s):  
Morten Sæther
Keyword(s):  
Informal Learning ◽  
Teaching And Learning ◽  
Formal Learning ◽  
Outdoor Activities ◽  
Childhood Education ◽  
Professional Educators ◽  
Theoretical Perspectives ◽  
Education And Care ◽  
Practical Experiences ◽  
Theory Research

The aim of this article is, through theory, research and practical experiences, to discuss how informal teaching and learning situations exemplified by activities including music plays a part in Early Childhood Education and Care (ECEC). The theoretical frame in this article is based on perspectives on informal teaching and learning in music and in general (Green 2002, 2008; Henze, 2009; Folkestad, 2006; Mak, 2007). The tradition in Norwegian ECEC centers has been based on informal learning processes mainly through social interaction, play, dialogs, aesthetical and outdoor activities in everyday life. ECEC teachers challenged to articulate Informal teaching and learning as professional educators. In light of that statement it is introduced, theoretical perspectives and studies of professions (Abbott, 1988; Grimen, 2008; Heggen, 2008; Polanyi, 2002). The author describes and discusses opportunities of music in ECEC centers and how music can contribute learning in informal learning situations. The discussion refers narrative episodes from observations of ECEC practice. Methodology is based on thematic analysis inspired of  Riessman (2008) and Polkinghorne (1995).

scholarly journals Biography, policy and language teaching practices in a multilingual context: Early childhood classrooms in Mauritius

2014 ◽  
Vol 4 (2) ◽  
pp. 16
Author(s):  
Aruna Ankiah-Gangadeen ◽  
Michael Anthony Samuel
Keyword(s):  
Early Childhood ◽  
Teacher Development ◽  
Teaching And Learning ◽  
English Language ◽  
African Country ◽  
Language Teaching ◽  
Primary Teachers ◽  
Language Policies ◽  
Childhood Education ◽  
Implementation Level

Language policies in education in multilingual postcolonial contexts are often driven by ideological considerations more veered towards socio-economic and political viability for the country than towards the practicality at implementation level. Centuries after the advent of colonisation, when culturally and linguistically homogenous countries helped to maintain the dominion of colonisers, the English language still has a stronghold in numerous countries due to the material rewards it offers. How then are the diversity of languages – often with different statuses and functions in society – reconciled in the teaching and learning process? How do teachers deal with the intricacies that are generated within a situation where children are taught in a language that is foreign to them? This paper is based on a study involving pre-primary teachers in Mauritius, a developing multilingual African country. The aim was to understand how their approach to the teaching of English was shaped by their biographical experiences of learning the language. The narrative inquiry methodology offered rich possibilities to foray into these experiences, including the manifestations of negotiating their classroom pedagogy in relation to their own personal historical biographies of language teaching and learning, the policy environment, and the pragmatic classroom specificities of diverse, multilingual learners. These insights become resources for early childhood education and teacher development in multilingual contexts caught within the tensions between language policy and pedagogy.

scholarly journals A Teaching Experience through the use of Tasks: Limits and possibilities for learning Mathematics in a university context

2020 ◽  
Vol 22 (2) ◽  
Author(s):  
Alessandro Ribeiro ◽  
Juliana Paulin
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Analysis Data ◽  
University Teaching ◽  
Mathematical Tasks ◽  
Integral Calculus ◽  
Mathematical Concepts ◽  
Fundamental Theorem Of Calculus ◽  
The University

Context: Rethinking mathematics teaching practices in a university context is an emerging research theme. Objectives: In this article, we aim to discuss the limits and possibilities of using mathematical tasks in the teaching and learning processes of the concepts of Derivative, Integral and the Fundamental Theorem of Calculus. Design: The study is based on a qualitative-interpretative perspective of research, with methodological procedures inspired by a Design-Based Research. Environment and participants: The research was developed with students attending a Functions of a Variable class in a public university in the state of São Paulo. Data collection and analysis: Data were collected through mathematical tasks on Differential and Integral Calculus solved by students. The protocols produced were analysed, pointing out the main aspects identified, which led us to organize categories of analysis and dimensions (i) knowledges mobilized and developed by students in relation to mathematical concepts; (ii) main errors and difficulties presented by students in the development of tasks; (iii) limits and possibilities of the practice of exploratory teaching in the university context. Results: The results reveal aspects that characterize a process of resignifying the mathematical concepts discussed with the students and a deepening of their knowledge about the concepts of the DIC. Conclusions: As future notes, we suggest rethinking university teaching practice, since the study indicated possibilities and potentialities of the use of exploratory tasks in the teaching of Differential and Integral Calculus.

Sign in / Sign up

Export Citation Format

Share Document