scholarly journals Aporte da teoria antropológica do didático numa análise institucional sobre o saber probabilidade para o ensino médio Support of anthropological theory of teaching in an institutional analysis of knowledge probability for high school

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Cecilia Manoella Carvalho Almeida ◽  
Luiz Marcio Santos Farias
Keyword(s):  
High School ◽  
Institutional Analysis ◽  
Anthropological Theory ◽  
Epistemological Model ◽  
Analysis Of Knowledge ◽  
Different Levels

Neste artigo, apresentamos o saber Probabilidade nos documentos oficiais do ensino médio, assim como em um livro didático aprovado pelo PNLD 2015. Esta pesquisa decorre da análise de um modelo epistemológico de referência e visa observar as incompletudes existentes na abordagem do conceito de Probabilidade. Assim, discutiremos, de acordo com a Teoria Antropológica do Didático, como estas instituições apresentam suas organizações matemáticas para o ensino deste saber, sobre seus diversos níveis de co-determinação didática. Pretendemos averiguar a hipótese de que se faz necessário apresentar aos professores sequências didáticas que primem pelo ensino de Probabilidade de maneira integrada.<BR>In this article, we present the Knowledge Probability in official high school documents, as well as in a textbook approved by the PNLD 2015. This research is based on the analysis of a reference epistemological model and aims to observe the incompleteness in the approach to the concept of Probability. Thus, we will discuss, according to the Anthropological Theory of Didactic, how these institutions present their mathematical organizations for the teaching of this knowledge, about their different levels of didactic co-determination. We intend to investigate the hypothesis that it is necessary to present to the teachers didactic sequences that excel by the teaching of Probability in an integrated way.

scholarly journals Newman’s Error Analysis Dalam Geometri Ruang Ditinjau dari Kecerdasan Visual Siswa SMA

2019 ◽  
Vol 3 (2) ◽  
pp. 447-461
Author(s):  
Ardina Fahriyanti Maharani ◽  
Erlina Prihatnani
Keyword(s):  
High School ◽  
Error Analysis ◽  
Transformation Process ◽  
Intelligence Test ◽  
Solid Geometry ◽  
Visual Intelligence ◽  
The Difference ◽  
Point Distance ◽  
Different Levels ◽  
Geometry Test

In solid geometry needed the ability to visualize space that cannot be seen so differences in visual intelligence can trigger errors in solving geometry problems. Therefore, this study aimed to determine the types of errors made by students and the factors that cause errors in working on geometry problems based on Newman's Error Analysis (NEA) in terms of visual intelligence. This research chose the subjects of class XII high school who had studied the material distance points to lines in space with different levels of visual intelligence, namely high and low. The process of collecting data used visual intelligence test questions, geometry test questions, and interviews. The results of this study indicated that the level of students' visual intelligence affects the difference in location and the factor that causes errors in the stage of transformation especially on determining the distance in dimension 3. Students with high visual intelligence made mistakes at the stage of transformation and encoding that caused by the students’ carelessness. However, students with low visual intelligence made mistakes at the stage of comprehension, transformation, process skills, and encoding due to the concept of the point distance to the line and the concept of the Pythagorean theorem.

scholarly journals APPLICATION OF THE PRINCIPLES OF ACCELERATION, COMPLICATION AND DEEPENING IN THE ASSESSMENT PROCESS IN MATHEMATICS LESSONS

2021 ◽  
pp. 67-75
Author(s):  
B. T. Yessingeldinov ◽  
N. K. Ashirbaye ◽  
T. Y. Smirnova
Keyword(s):  
High School ◽  
Literature Review ◽  
Necessary Conditions ◽  
Point Of View ◽  
Assessment Process ◽  
Learning Goals ◽  
Depth Study ◽  
Approach To Teaching ◽  
Teaching Of Mathematics ◽  
Different Levels

A differentiated approach to teaching is one of the necessary conditions for humanization in education and plays a crucial role in the development of abilities, skills, and cognition of students. The teaching of Mathematics has extensive global experience of differentiated instruction. Differentiation was considered from the point of view of in- depth study of Mathematics in high school, the provision of assignments of different levels of complexity, resources, the pace of learning by students, individualization and personalization of teaching, etc. Modern pedagogy in the context of the humanization of teaching considers differentiation through orientation to the student, his needs and abilities to achieve the learning goals by all students in the classroom. There are three main principles for applying differentiation: acceleration, complication, and deepening. This article provides the literature review on differentiation in the classroom, its principles. An example of the application of the principles of differentiation in the lesson, examples of assignments in the process of formative assessment, and the results of the study are provided in the article.

A Mathematical Approach to Designing Insulators

2020 ◽  
pp. 244-257
Author(s):  
Kathryn Electa Pedings-Behling
Keyword(s):  
Mathematical Modeling ◽  
High School ◽  
Rate Of Change ◽  
Hot Water ◽  
Mathematical Approach ◽  
Aesthetic Value ◽  
Advanced Students ◽  
Extension Activity ◽  
The Aesthetic ◽  
Different Levels

How do we keep hot drinks hot and cold drinks cold? Companies such as Tervis, YETI, and Thermos spend their time researching and designing products around that very question. In this lesson, students will discover, through mathematical modeling, which materials provide the best insulation and be tasked with designing their own insulator. This lesson has been designed at two different levels for students from grade three through high school with an optional extension activity for more advanced students. Students will use technology to explore the rate of change of the temperature of hot water over two minutes using different insulation materials. After this exploration, students will use the data they have collected to determine the best materials for designing their own insulator. This insulator will then be judged based on the ability to keep a hot drink hot and on the aesthetic value.

scholarly journals Learning density in Vanuatu high school with computer simulation: Influence of different levels of guidance

2016 ◽  
Vol 22 (4) ◽  
pp. 1947-1964 ◽  
Author(s):  
Lemuel Moli ◽  
Alice Pedregosa Delserieys ◽  
Maria Antonietta Impedovo ◽  
Jeremy Castera
Keyword(s):  
High School ◽  
Computer Simulation ◽  
Different Levels

scholarly journals DE QUE FORMA UMA BRINCADEIRA COOPERATIVA, NUM CONTEXTO TRANSDISCIPLINAR, PODE CONTRIBUIR PARA A FORMAÇÃO DE INDIVÍDUOS?

2018 ◽  
Vol 1 ◽  
pp. 54
Author(s):  
Sabrina Isis Brugnarotto Dopico ◽  
Mônica Da Silva Gallon ◽  
João Bernardes Rocha Filho ◽  
Lucius Rafael Sichonany Samuel
Keyword(s):  
High School ◽  
Rio Grande ◽  
Role Playing ◽  
Rio Grande Do Sul ◽  
Porto Alegre ◽  
School Class ◽  
Complex Thinking ◽  
High School Class ◽  
Second Year ◽  
Different Levels

Este artigo apresenta e analisa os resultados de uma pesquisa sobre possíveis contribuições para o desenvolvimento de capacidades cognitivas de uma atividade baseada em Roleplaying Gamings (RPGs) como geradora de atitudes transdisciplinares. A atividade foi aplicada em alunos de uma turma de segundo ano de Ensino Médio de uma escola de Porto Alegre, Rio Grande do Sul, perfazendo dez aulas. Ao final de cada aula foram redigidas anotações, em um diário, pertinentes ao objetivo da pesquisa. Estas anotações compuseram o corpus de pesquisa analisado por meio da Análise Textual Discursiva (MORAES; GALIAZZI, 2007). Posteriormente, no intuito de triangular as observações realizadas, anotações no diário de campo e as percepções dos estudantes que participaram da atividade, foi realizada uma entrevista com estudantes selecionados (um representante por grupo, totalizando cinco entrevistados), para verificar o quanto as ideias emergentes a partir da análise condiziam com a realidade investigada. Foram encontrados indícios de que os estudantes, em algum momento no processo da atividade lúdica, evidenciaram capacidades de reflexão, criatividade, cooperação, autonomia, além de apresentarem evidências do uso do pensamento complexo. Percebe-se a existência de diferentes níveis de realidade e do terceiro termo incluído nas discussões e resoluções dos problemas propostos pela atividade.Palavras-chave: Transdisciplinaridade. Cooperação. Cooperative Role Playing. Lúdico na educação. ABSTRACTThis paper presents and analyze the results of a research about the possible contribuitions for the development of cognitive capacities of an activity base on Roleplaying Gamings (RPGs) as the creator of transdiciplinary attitude. The activity was applied on students from a second year high school class on a scholl of Porto Alegre, on a total of 10 lectures. Notes were taken at the end of every lecture, on a dairy, concerning with the research's objectives. This notes became the data which made the research's corpus analyzed by the Análise Textual Discursiva (MORAES; GALIAZZI, 2007). Afterwards, with the intention of triangulate the observations made, notes on the diary and the student's persception of the activity, enterviews were made with some of the students selected (a representative from the group), to verify if the emergent ideas from the analysis matched with the student's reality. It was found evidence that the students, in some point of the game process, evidentiated reflective, creative, cooperative and autonomy capacities, in addition to showing evidence of the complex thinking. They realized the different levels of realitu and the included third therm in the discussions and resolutions of the problems proposed by the activityKeywords: Transdisciplinary. Cooperation. Cooperative Role Playing. Playful in education.

scholarly journals Reference epistemological model: what form and function in school institutions?Modelo epistemológico de referencia: ¿qué forma y función en las instituciones escolares?

2020 ◽  
Vol 22 (4) ◽  
pp. 240-249
Author(s):  
Ignasi Florensa ◽  
Marianna Bosch ◽  
Josep Gascon
Keyword(s):  
Teacher Education ◽  
Reference Model ◽  
Form And Function ◽  
Anthropological Theory ◽  
Partial Representation ◽  
Epistemological Model ◽  
And Function ◽  
Education Courses ◽  
Anthropological Theory Of Didactics

ResumenMuchos problemas docentes están relacionados con la ausencia, en las instituciones escolares, de herramientas epistemológicas para diseñar, gestionar y evaluar procesos de estudio. Proponemos incluir entre dichas herramientas los mapas de cuestiones y respuestas que constituyen una representación parcial del modelo epistemológico de referencia. En este artículo resumimos las conclusiones de cuatro estudios experimentales que incluyen formación del profesorado y recorridos de estudio e investigación. Los resultados muestran las potencialidades de los mapas de cuestiones y respuestas y las nuevas cuestiones que se abren.Palabras clave: Teoría antropológica de la didáctica, Modelo epistemológica de referencia.AbstractMany teaching problems are related with the lack in the school institutions of epistemological tools to design, manage and evaluate study processes. We propose to include within these tools the question-answer maps as a partial representation of the reference epistemological models. In this paper we summarize the conclusions of four experiences including teacher education courses and study and research paths. The results show the potentialities of question – answer maps and new open questions.Keywords: Anthropological Theory of Didactics, Epistemological Reference Model

scholarly journals Medidas de Tendência Central: Análise da Qualidade das Questões do ENEM de 2016 a 2018

2021 ◽  
Vol 14 (1) ◽  
pp. 119-128
Author(s):  
Talita Emidio Andrade Soares ◽  
Denilson Junio Marques Soares ◽  
Wagner Dos Santos
Keyword(s):  
High School ◽  
Quality Evaluation ◽  
Basic Education ◽  
Item Analysis ◽  
Arithmetic Mean ◽  
Central Tendency ◽  
Weighted Arithmetic ◽  
Evaluation Policies ◽  
Teaching Learning ◽  
Different Levels

ResumoO Exame Nacional do Ensino Médio (ENEM) tem se constituido como uma das principais políticas de avaliação da qualidade da educação básica brasileira. A expansão do exame e as atribuições a ele investidas tornaram imprescindíveis as discussões acerca da sua estrutura e qualidade. Com o intuito de contribuir para esta temática, este artigo tem o objetivo de analisar a qualidade de 11 itens de Matemática das provas do ENEM de 2016 a 2018, que se referem às Medidas de Tendência Central: média aritmética simples e ponderada, mediana e moda. Para isto, adotou-se uma metodologia predominantemente quantitativa e exploratória, desenvolvida a partir da aplicação de técnicas psicométricas a uma amostra representativa de participantes do exame. Os resultados apontaram para itens adequados e bem estruturados, que privilegiam o raciocínio lógico e a interpretação. A análise pedagógica indicou para a comum confusão entre os conceitos de média aritmética simples e ponderada, que representam a grande maioria dos itens analisadas. Espera-se que os resultados obtidos possam esclarecer alguns conceitos da psicometria e auxiliar no processo de ensino e aprendizagem de estatística na educação básica. Palavras-chave: Medidas de Tendência Central. Psicometria. Análise de Itens. ENEM. AbstractThe National High School Examination (ENEM) has become one of the most of the main Brazilian quality evaluation policies in the field of basic education. The expansion and attributions invested in the test make indispensable the discussions about its structure and quality. In order to contribute to this theme, we propose to analyze 11 Maths questions to ENEM from 2016 to 2018 and related to Measures of Central Tendency: arithmetic mean; weighted arithmetic mean, median and mode. It was used a quantitative and exploratory methodology, developed through psychometrics methods applied to a significant sample of students that made the exam. The results pointed to well-structured items, that favor logical reasoning and interpretation and that have an excellent ability discriminate groups with different levels of. Its highlight the confusion between concepts of arithmetic mean and weighted arithmetic mean, that represent the most of the questions analyzed. It is hoped that this research may help clarify some concepts of psychometry and can assist in the teaching-learning process of statistics in basic education.Keywords: Measures of Central Tendency. Psychometry. Item Analysis. ENEM.

scholarly journals Paradigmas didácticos y reforma curricular: el caso de la teoría antropológica de lo didácticoDidactic paradigms and curricular reform: the case of the anthropological theory of the didactic

2020 ◽  
Vol 22 (4) ◽  
pp. 423-437
Author(s):  
Josep Gascón Pérez ◽  
Pedro Nicolás
Keyword(s):  
Curriculum Reform ◽  
Curricular Reform ◽  
Anthropological Theory ◽  
The World ◽  
Epistemological Model ◽  
Anthropological Theory Of Didactics

ResumenCaracterizamos un paradigma didáctico, sustentado en cierto modelo epistemológico de los conocimientos que están en juego, mediante tres elementos concurrentes: los fenómenos a los que responde; los fines que propugna, que son los que determinan la dirección del cambio que persigue; y los medios que propone para alcanzar dichos fines. Como medios para evitar las consecuencias del fenómeno global del «monumentalismo», la teoría antropológica de lo didáctico propone ciertas organizaciones didácticas (tanto a nivel pedagógico y disciplinar como en las diferentes áreas y sectores de la matemática escolar) compatibles con los paradigmas fundados en la indagación. Esta estrategia constituye una forma de avanzar hacia el paradigma del cuestionamiento del mundo y plantea una propuesta de cambio curricular.Palabras-clave: Paradigmas didácticos, Reforma curricular, Teoría antropológica de lo didáctico.Abstract.We characterize a didactic paradigm, based on a given epistemological model concerning the knowledge at stake, according to three concurrent elements: the phenomena to which this paradigm reacts; the proposed ends, which determine the direction of the pursued change; and the means offered to reach these ends. As means to overcome some consequences of the global phenomenon called “monumentalism”, the Anthropological Theory of the Didactic offers certain didactic organizations (living at the pedagogical and disciplinary level, area or sector of the scholar mathematics) compatible with inquiry-based paradigms. This strategy is a way to advance towards the paradigm of questioning the world and it sets out a curriculum shift.Keywords: Didactic paradigms, Curriculum reform, Anthropological theory of didactics.

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