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 A contextualização no ensino de matemática: concepções e práticas Contextualizationin the teaching of mathematics: conceptions and practices

2017 ◽  
Vol 19 (2) ◽  
Author(s):  
Ana Queli Reis ◽  
Cátia Maria Nehring
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Public Policies ◽  
Teaching Of Mathematics

Resumo Este artigo objetiva apresentar um panorama sobre a contextualização através de uma meta análise de pesquisas que tratam deste conceito. Consideramos pesquisas que abordam a contextualização a partir de sua proposição pelas políticas públicas, através de documentos, livros didáticos e avaliações, bem como as concepções e práticas desenvolvidas por professores e pesquisadores da educação matemática. As análises evidenciam um distanciamento entre o que é compreendido epistemologicamente e a prática em sala de aula. A fragilidade de entendimentos sobre o que é contextualização tem limitado o ensino à resolução de problemas e aplicação, simplificando conceitos no processo de ensino e aprendizagem por não enfatizarem o processo de abstração decorrente da contextualização. Abstract This paper aims to present an overview of the contextualization through a meta-analysis of researches, which deal with this concept. We consider researches that address the contextualization from its proposition by public policies through documents, textbooks and assessments, as well as the conceptions and practices developed by teachers and researchers of mathematics education. The analyses have shown a gap between what is epistemologically understood and practice in the classroom. The weakness in understanding what is contextualization has limited teaching to problem solving and application, simplifying concepts in the process of teaching and learning due to not emphasizing the abstraction process arising from the contextualization.

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?

A Problem is Something You Don't Want to Have: Problem Solving by Kindergartners

2005 ◽  
Vol 12 (3) ◽  
pp. 146-154
Author(s):  
Lynne Outhred ◽  
Sarah Sardelich
Keyword(s):  
Problem Solving ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Social Process ◽  
Mathematical Concepts ◽  
Mathematics Teaching And Learning ◽  
Mental Actions

Although Adrian, when asked by his teacher what a problem is, was adamant that problems are to be avoided, educators believe problem solving is central to mathematics teaching and learning (NCTM 2000). Problem solving supports students as they apply their skills and their knowledge of mathematical concepts and processes to a range of different contexts and as they construct knowledge by reflecting on their own physical and mental actions. When children solve problems together, learning is a social process in which they learn not only from the teacher but also by discussing, arguing, and negotiating with their peers.

Standards-Based Teaching: Alive and Well in Portugal

2001 ◽  
Vol 6 (9) ◽  
pp. 538-542
Author(s):  
Iris DeLoach Johnson
Keyword(s):  
Mathematics Teaching ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Large Scale ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Mathematics Reform ◽  
Reform Movements ◽  
Mathematics Teaching And Learning ◽  
Principles And Standards

NCTM'S Professional Standards for Teaching Mathematics (1991) emphasizes that teachers are “the key” to changing mathematics teaching and learning. Given that mathematics reform movements have never brought about “large-scale changes in teachers' behavior and teaching practices” (Hitch 1990, p. 2), Willis (1992) lamented that “whether the standards will actually produce sweeping changes in the way mathematics is taught and learned in U.S. classrooms remains to be seen” (p. 1). With Principles and Standards for School Mathematics (NCTM 2000), we continue to ask the vital question, How can we induce teachers to implement the Standards?

scholarly journals A imagem mental processada por estudantes com autismo no ensino e na aprendizagem de matemática: uma investigação sobre as pesquisas realizadas na PUC-SP

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
ELTON DE ANDRADE VIANA ◽  
ANA LÚCIA MANRIQUE
Keyword(s):  
Autism Spectrum Disorder ◽  
Mathematics Education ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Document Analysis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Academic Production ◽  
Students With Autism ◽  
Mathematics Teaching And Learning

ResumoO trabalho é uma socialização de resultados parciais de uma pesquisa de Doutorado na área da Educação Matemática em desenvolvimento. Com o objetivo de identificar institucionalmente a atual produção acadêmica de caráter Stricto Sensu envolvendo estudantes com autismo e que contribui para uma primeira reflexão sobre o ensino e a aprendizagem da matemática em situações que envolvam estudantes com autismo, realizamos uma pesquisa por meio de uma análise documental de dissertações e teses que de alguma forma contribuem para uma reflexão sobre o processamento da imagem mental realizado por estudantes com autismo nas diferentes situações de ensino e de aprendizagem da matemática. Os resultados apontam que existem, mesmo que timidamente, contribuições importantes para a reflexão, no entanto, é necessária uma mobilização maior em estudos envolvendo estudantes com autismo. Palavras-Chave: Educação Especial; Imagem Mental; TEA.AbstractThe present study is a socialization of partial results of a doctor’s degree in mathematics education under development. The objective is institutionally identifying the current academic production involving students with autism spectrum disorder and contributing to a first reflection on the teaching and learning of mathematics in situations involving students with autism. We conducted a research through a document analysis of dissertations and theses that somehow contribute to a reflection on the processing of the imagery realized by students with autism spectrum disorder in the different situations of mathematics teaching and learning. The current research thus identifies that there are, even if timidly, important contributions to reflection, however, a greater mobilization is required in studies involving students with autism.Keywords: Special Education; Imagery; ASD.   

Research Advisory Committee: Reflecting on Practice: New Directions for NCTM Research Sessions

1994 ◽  
Vol 25 (4) ◽  
pp. 371-374
Keyword(s):  
Mathematics Education ◽  
Advisory Committee ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Classroom Teachers ◽  
College Teachers ◽  
Teachers College ◽  
New Directions ◽  
Staff Developers ◽  
Mathematics Teaching And Learning

There are many communities that are vital to the improvement of mathematics education—among them, classroom teachers, college teachers, staff developers, curriculum supervisors, mathematicians, and researchers. These communities all have important contributions to make to the ongoing reform of mathematics teaching and learning, but they do not always have language, mechanisms, or opportunities to communicate with each other.

Asset-Based Approaches to Equitable Mathematics Education Research and Practice

2018 ◽  
Vol 49 (4) ◽  
pp. 373-389 ◽  
Author(s):  
Sylvia Celedón-Pattichis ◽  
Lunney Lisa Borden ◽  
Stephen J. Pape ◽  
Douglas H. Clements ◽  
Susan A. Peters ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Public Perception ◽  
Mission Statement ◽  
Mathematics Learning ◽  
National Council ◽  
Learning And Teaching ◽  
Mathematics Teaching And Learning ◽  
And Mathematics

In July 2017, the National Council of Teachers of Mathematics (NCTM) released a new mission statement that shifts the organization's primary focus to supporting and advocating for the highest quality mathematics teaching and learning for all students. A key strategy for achieving this goal is to advance “a culture of equity where each and every person has access to high quality teaching and is empowered as a learner and doer of mathematics” (NCTM, 2017, “Strategic Framework,” para. 2). Increasing equity and ensuring the highest quality mathematics teaching and learning for all students requires systemic change (National Council of Supervisors of Mathematics [NCSM] & TODOS: Mathematics for ALL, 2016). As educators are called to enact NCTM's new mission, we acknowledge that such change is complex. We also acknowledge that our own experiences conducting equity work that is grounded in an asset-based approach are at different stages of development, ranging from beginning levels to lived experiences as diverse mathematics learners and mathematics education researchers. We see this change in mission as a call to both act politically (Aguirre et al., 2017) and to change story lines (i.e., “broad, culturally shared narrative[s]”; Herbel-Eisenmann et al., 2016, p. 104) that dominate the public perception of mathematics learning and teaching. We acknowledge that systemic barriers are part of a larger educational issue, but for the purposes of this commentary, we focus on mathematics.

scholarly journals Pembelajaran Sifat-Sifat Grafik Fungsi Eksponen dan Logaritma dengan Software Geogebra

2020 ◽  
Vol 7 (2) ◽  
pp. 70-79
Author(s):  
Rizka Azizatul Latifah
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
Mathematics Teaching ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Graph Analysis ◽  
Logarithmic Function ◽  
Mathematics Teaching And Learning ◽  
The Way

Mathematics teaching and learning is expected to raise 21st century skills called the 4C’s (critical thinking and problem solving, communication, collaboration, and creative and innovative). One of the activities to reach the mentioned skills is doing graph analysis. The characteristics of graph of exponential and logarithmic function is one of topics in which an analysis is needed. To analysis a graph, students need a right media. Geogebra is software that visualizes mathematics object including graphic function. This paper discusses the way how teach characteristics of graphs of exponential and logarithmic function using Geogebra.

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