scholarly journals Formação para a pesquisa científica: trajetórias híbridas, ativas e colaborativas em um Programa de Pós-Graduação em Educação MatemáticaEducation for scientific research: hybrid, active and collaborative trajectories in a Postgraduate Program in Mathematics Education

2021 ◽  
Vol 22 (3) ◽  
pp. 105-137
Author(s):  
Gerson Pastre Oliveira
Keyword(s):  
Mathematics Education ◽  
Active Learning ◽  
Scientific Research ◽  
Mathematical Education ◽  
Face To Face ◽  
Theory Of Didactic Situations ◽  
Hybrid Teaching ◽  
Postgraduate Studies ◽  
Didactical Situations ◽  
Virtual Interactions

ResumoO presente artigo descreve uma investigação que ocorreu no âmbito de um grupo de mestrandos em Educação Matemática que cursavam a disciplina “Metodologia da Pesquisa” do Programa de Estudos Pós-Graduados em Educação Matemática da PUC-SP. A estratégia aplicada no desenvolvimento das aulas foi criada a partir de um planejamento que previa o uso de metodologias ativas, ensino híbrido e que tinha, como referência para as atividades propostas, a Teoria das Situação Didáticas. O principal objetivo era o de criar um contexto de discussões e um espaço de trabalho com interações presenciais e virtuais de modo a fornecer elementos para que os alunos iniciassem suas trajetórias como pesquisadores e começassem a escrever as respectivas dissertações, movimento classificado por eles como de grande dificuldade. O texto detalha as intervenções, em regime colaborativo, que os estudantes construíram, as discussões realizadas, os progressos alcançados, além de detalhes relativos à estrutura da disciplina que foram criados para incentivar o processo de formação pretendido.Palavras-chave: Colaboração, metodologias ativas, ensino híbrido, formação de pesquisadores, teoria das situações didáticas. AbstractThis article describes an investigation that occurred within a group of masters´ degree students in Mathematics Education that studied the discipline "Methodology of Research" of the Program of Postgraduate Studies in Mathematical Education of PUC-SP. The strategy applied in the development of classes was created from a planning that predicted the use of active learning methodologies, hybrid teaching and that had, as a reference for the proposed activities, the Theory of Didactic Situations. The main objective was to create a context of discussions and a workspace with face-to-face and virtual interactions in order to provide elements for the students to begin their trajectories as researchers as well as to begin to write the respective dissertations, a movement classified by them as very difficult. The text details the collaborative interventions the students have built, the discussions held, the progress made, as well as details of the discipline structure that were created to encourage the intended education process.Keywords: Collaboration, active learning methodologies, hybrid teaching, researchers’ education, didactical situations theory. ResumenEste artículo describe una investigación que se desarrolló en el ámbito de un grupo de estudiantes de maestría en Educación Matemática que cursaban la asignatura "Metodología de la Investigación" del Programa de Estudios de Postgrado en Educación Matemática de la PUC-SP. La estrategia aplicada en el desarrollo de las clases se creó a partir de una planificación que preveía el uso de metodologías activas, docencia híbrida y que tenía como referencia para las actividades propuestas, la Teoría de Situaciones Didácticas. El objetivo principal fue crear un contexto de discusiones y un espacio de trabajo con interacciones presenciales y virtuales con el fin de brindar elementos para que los estudiantes iniciasen sus trayectorias como investigadores y empezasen a escribir sus respectivas disertaciones, movimiento que calificaron como de gran dificultad. El texto detalla las intervenciones colaborativas que construyeron los estudiantes, las discusiones realizadas, los avances logrados, así como detalles relacionados con la estructura de la disciplina que se crearon para incentivar el proceso de formación pretendido.Palabras clave: Colaboración, metodologías activas, docencia híbrida, formación de investigadores, teoría de situaciones didácticas.

scholarly journals Persepsi Mahasiswa Pendidikan Matematika terhadap Perkuliahan Online

2018 ◽  
Vol 7 (3) ◽  
pp. 337-344
Author(s):  
Erin Erin ◽  
Anggita Maharani
Keyword(s):  
Mathematics Education ◽  
Case Study Research ◽  
Private University ◽  
Mathematical Education ◽  
Research Subjects ◽  
Education Students ◽  
Descriptive Case Study ◽  
Face To Face ◽  
Online Lectures ◽  
Positive Statements

AbstrakArtikel ini membahas mengenai hasil penelitian yang bertujuan untuk mengetahui persepsi mahasiswa pendidikan matematika terhadap pelaksanaan perkuliahan online menggunakan aplikasi Edmodo. Penelitian ini menggunakan pendekatan kualitatif. Penelitian deskriptif studi kasus ini melibatkan 80 subjek penelitian yang merupakan mahasiswa Pendidikan Matematika Tingkat 3 pada salah satu Perguruan Tinggi swasta di Cirebon Tahun Akademik 2015/2016. Hasil penelitian ini diperoleh melalui lembar angket, wawancara, dan observasi. Analisis data berfokus pada Seleksi, Interpretasi dan Reaksi mahasiswa. Hasil angket menunjukkan terdapat 85% mahasiswa cenderung pada pernyataan positif sedangkan yang cenderung pada pernyataan negatif hanya 25%. Hasil triangulasi data dari penyebaran angket, wawancara dan observasi dapat diketahui bahwa rata-rata dari mahasiswa menyukai perkuliahan online dan mahasiswa sudah mengetahui dan bisa menggunakan aplikasi yang mendukung perkuliahan online seperti Edmodo. Menurut mahasiswa, perkuliahan online sangat nyaman dan efektif ketika mahasiswa mendapatkan jaringan internet yang baik. Akan tetapi, mahasiswa merasa perlu mendapat perkuliahan konvensional (tatap muka) untuk meyakinkan pemahaman mereka. Abstract (Mathematical Education Students’ Perception on Online Course)This article discusses the results of research that aims to determine the perception of mathematics education students to the implementation of online lectures using Edmodo application. This research uses qualitative approach. This descriptive case study research involves 80 research subjects who are students of Mathematics Education Level 3 at one private university in Cirebon Academic Year 2015/2016. The results of this study were obtained through questionnaires, interviews, and observations. Data analysis focuses on Student Selection, Interpretation and Reaction. The questionnaire results show that 85% of students tend to be positive statements, while those that tend to negative statements are only 25%. Triangulation of data from questionnaires, interviews and observations can be seen that the average of the students liked the lectures online and students already know and can use applications that support online lectures such as Edmodo. According to students, online lectures are very convenient and effective when students get a good internet network. However, students feel the need to get a conventional lecture (face-to-face) to convince their understanding.

Proceedings of the 14th Engineering Mathematics and Applications Conference

2020 ◽  
Vol 61 ◽  
Author(s):  
Christopher C Tisdell ◽  
Zlatko Jovanoski ◽  
William Guo ◽  
Judith Bunder
Keyword(s):  
Saudi Arabia ◽  
New Zealand ◽  
Mathematics Education ◽  
Interest Group ◽  
Applied Mathematics ◽  
Special Section ◽  
Mathematical Education ◽  
Mathematical Methods ◽  
Engineering Mathematics ◽  
Technology Group

  EMAC 2019 UNSW Canberra, Australia 26th Nov–29th Nov 2019 This Special Section of the ANZIAM Journal (Electronic Supplement) contains the refereed papers from the 14th Engineering Mathematics and Applications Conference (EMAC2019), which was held at the UNSW Canberra, Australia from 26th November to 29th November 2019. EMAC is held under the auspices of the Engineering Mathematics Group (EMG), which is a special interest group of the Australian and New Zealand Industrial and Applied Mathematics division of the Australian Mathematics Society. This conference provides a forum for researchers interested in the development and use of mathematical methods in engineering and applied mathematics, and aims to foster interactions between mathematicians and engineers, from both academia and industry. A further theme of the conference is the mathematical education of applied mathematicians and engineers. The event attracted participants from around the globe, including: New Zealand, Saudi Arabia, United Kingdom, Japan and Australia. The invited speakers at the 2019 meeting crossed the spectrum of specialities in engineering, mathematics, education and industry. They were: Alexander Kalloniatis (Defence Science and Technology Group), Robert K. Niven (UNSW Canberra), Katherine Seaton (La Trobe University) and Antoinette Tordesillas (University of Melbourne). All of the articles included in the EMAC 2019 Proceedings have been critically peer reviewed to the usual standards of the ANZIAM Journal. EMAC 2019 Organising Committee The conference organising committee were Fiona Richmond, Zlatko Jovanoski (Director), Leesa Sidhu, Duncan Sutherland, Fangbao Tian, Isaac Towers, Timothy Trudgian and Simon Watt. The invited speakers were chosen by a committee of experts including Alys Clark, Jennifer Flegg, Bronwyn Hajek (EMG Chair), Zlatko Jovanoski, Dann Mallet, Robert Niven, Brandon Pincombe, Melanie Roberts (Chair) and Harvinder Sidhu.

A Qualitative Analysis of Factors Affecting the Successful Completion of Postgraduate Studies

2021 ◽  
Vol 12 (3) ◽  
pp. 152-161
Author(s):  
Abdul Munir Ismail Et.al
Keyword(s):  
Interpersonal Relationships ◽  
Relevant Information ◽  
Learning Approaches ◽  
Successful Completion ◽  
Structured Interviews ◽  
Postgraduate Students ◽  
Factors Affecting ◽  
Face To Face ◽  
Postgraduate Studies ◽  
Research Findings

The study aims to highlight the current learning approaches used by postgraduate students to complete their postgraduate studies on time, as studies have shown many students have failed to finish their studies as planned. In particular, this study focuses on factors and methods that are perceived to be most effective by students to help them complete their studies on time.  Methodology: Thisstudy was based on a qualitative approach involving semi-structured interviews. The study sample consisted of 14 postgraduate students and one lecturers as respondents. The research instrument was based on interview questions to elicit relevant information on their demography and learning practices. Data were collected and organized into four themes and were subsequently analyzed descriptively.     Findings: The findings showed that face-to-face discussions were the most popular practice adopted by the respondents. The findings also showed several factors had significant impacts on student learning, such as interpersonal relationships between students and supervisors, commitment, financial commitment, and moral support, which needs to be taken into account in helping students to complete on time.     Significance: The research findings can inform all the stakeholders, notably students, supervisors, and administrative officers, factors that have profound impacts on postgraduate students’ efforts to graduate on time.

Active Learning Online

2022 ◽  
Vol 12 (1) ◽  
pp. 1-13
Author(s):  
Viktor Wang ◽  
Leslie Hitch ◽  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Experience ◽  
Thinking Skills ◽  
Strategic Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Current Century ◽  
Teaching Goal ◽  
Current Article

Preparing graduates for the present and future workforce is an important strategic learning and teaching goal of higher education. Towards realizing this goal, institutions are expending significant effort promoting active learning as an institution-wide teaching approach. Active learning defined as learners deeply participating in the learning process are being increasingly used in face-to-face contexts, but can it be used just as effectively in the online environments now common in higher education? In their 2017 paper, the authors established that active learning online is certainly possible. In this current article the authors assert that not only is active learning online possible, but that it is a necessity to bolster workforce and higher order thinking skills needed in this current century. Importantly, the faculties have a crucial role to play in implementing active learning online, and active learning online permeate the whole of the online learning experience within courses.

Constitutional bases of the procedure for the formation and activity of representative bodies in the Russian Federation

2021 ◽  
Author(s):  
Mariya Varlen ◽  
Konstantin Mazurevskiy
Keyword(s):  
Law Enforcement ◽  
Russian Federation ◽  
Legal Status ◽  
Scientific Research ◽  
Representative Democracy ◽  
Controversial Issues ◽  
Scientific Analysis ◽  
Postgraduate Studies ◽  
The Russian Federation ◽  
Points Of View

The textbook provides an in-depth comprehensive scientific analysis of the legal status of representative bodies at the federal, regional, and municipal levels, taking into account the results of the ongoing reform of constitutional legislation and law enforcement practice, various points of view on controversial issues. Special attention is paid to the problems of the implementation of the powers and the procedure for the formation of representative bodies; the legal status of a deputy of a representative body is studied in detail, the forms of activity of deputies are characterized. For students of master's and postgraduate studies in the field of "Jurisprudence". It can be useful for undergraduate and specialist students, as well as for studying the problems of representative democracy and conducting relevant theoretical and applied scientific research.

scholarly journals Educação matemática e educação técnica agrícola na década de 1980Mathematics education and technical agricultural education in the 1980s

2018 ◽  
Vol 20 (2) ◽  
Author(s):  
Neila De Toledo Toledo
Keyword(s):  
Discourse Analysis ◽  
Mathematics Education ◽  
Michel Foucault ◽  
Agricultural Education ◽  
John Dewey ◽  
Theoretical Framework ◽  
Mathematical Education ◽  
Research Material

O artigo examina como o princípio pedagógico “aprender a fazer fazendo” se expressava no âmbito da educação matemática no curso Técnico em Agropecuária da Escola Agrotécnica Federal de Sertão (EAFS/RS) nos anos de 1980. Os aportes teóricos encontram-se, principalmente, nas formulações de Michel Foucault e John Dewey. O material de pesquisa é composto por entrevistas realizadas com egressos, além de cadernos, provas e trabalhos da disciplina de Matemática. O exercício analítico sobre esse material, realizado na perspectiva da análise do discurso foucaultiano e por meio da abordagem de Storytelling, possibilitou concluir que a educação matemática da disciplina de Matemática era pouco vinculada ao princípio pedagógico “aprender a fazer fazendo”, priorizando-se o uso da escrita e o formalismo. The paper examines how the “learning to make by making” pedagogical principle was present in the context of mathematical education at Federal Agrotechnical School of Sertão (EAFS/RS) in the 1980s. The theoretical framework is based mainly on the works of Michel Foucault and John Dewey. The research material is composed of interviews with egresses, as well as Mathematics notebooks, tests and schoolwork from that period. The analytical exercise concerning this material, undertaken in the perspective of foucauldian discourse analysis and by means of the Storytelling approach, demonstrated that mathematical education in Mathematical classes was hardly related to the "learning to make by making" pedagogical principle, prioritizing formalism and the use of writing.

scholarly journals Aspectos metodológicos da pesquisa em Educação Matemática: rumos e perspectivasMethodological aspects of research in Mathematics Education: directions and perspectives

2021 ◽  
Vol 22 (3) ◽  
pp. 65-83
Author(s):  
Bernardete Angelina Gatti
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Empirical Research ◽  
Mathematical Education ◽  
Research Methodologies ◽  
Mathematic Education Research ◽  
School Learning ◽  
Mathematic Education ◽  
Methodological Aspects ◽  
Research In Mathematics Education

ResumoNeste artigo são apresentadas algumas das concepções que se observam, explicitamente ou subjacentemente, no relato de pesquisas na área da educação matemática, as quais orientam seu desenvolvimento, fins e resultados. As concepções destacadas se entrelaçam com várias formas e caminhos possíveis para levantar dados e analisar o que é obtido em investigações no que se refere às situações de ensino e de aprendizagem escolar, ou, a processos formativos de diferentes naturezas e níveis. Não há hierarquização entre elas, não são necessariamente mutuamente excludentes, e, cada uma traz contribuições a serem consideradas nos limites de suas perspectivas.Palavras-chave:  Educação matemática, Metodologias de pesquisa, Concepções de pesquisa, Formação do pesquisador. AbstractIn this article, is exposed an analytic view of conceptions that we can observe in reports of research in the field of mathematical education. They guide the purpose, proceedings and results of the investigation and they interweave the ways and research means of obtaining data. This analysis is done by observing reports of empirical research on school learning or about process of teachers’ education. There are no hierarchy between then and they are not mutually exclusive. Each one brings their contribution that can be considered in their perspectives and limits.Keywords: Mathematic education, Research methodologies, Research conceptions, Researchers’ education. ResumenEn este artículo se analizan concepciones observables, directamente o no, en relatos de investigaciones científicas en el campo de la educación matemática. Esas concepciones orientan los procedimientos investigativos, los análisis de los resultados y sus fines. Ellas están entrelazadas con los caminos de búsqueda de datos y conclusiones. Las investigaciones tratadas dicen respecto a situaciones de la enseñanza y del aprendizaje en la escuela o a procesos de formación de varios tipos, mayormente, la formación de docentes. No hay jerarquía entre ellas, no son mutuamente excluyentes, y cada una aporta su contribución específica.Palabras-clave: Educación matemática; metodologías de la investigación; concepciones de investigación; formación de investigadores. 

scholarly journals Scientific research and training of foreign languages in universities in Vietnam today

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Nguyen Quang Thuan
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Questionnaire Survey ◽  
Scientific Research ◽  
Language Teachers ◽  
Foreign Languages ◽  
Foreign Language Teachers ◽  
Face To Face ◽  
Comprehensive Picture ◽  
And Training

This research aims to describe the situation of scientific research and the teaching of foreign languages ​​in universities. A questionnaire survey and a series of face-to-face interviews were conducted with a sample of 488 foreign language teachers from 201 universities. The research results describe a comprehensive picture of the training and scientific research related to the teaching of foreign languages ​​in higher education institutions in Vietnam.

scholarly journals Formation of mathematical education and science at the Belarusian State University (1919–1920s)

2021 ◽  
pp. 19-32
Author(s):  
Aleh A. Yanouski
Keyword(s):  
Scientific Research ◽  
General Character ◽  
Mathematical Education ◽  
State University ◽  
University Mathematics ◽  
Complex Process ◽  
The Future ◽  
Significant Stage ◽  
High Level ◽  
First Time

On the basis of archival materials and other sources, the complex process of formation at the Belarusian State University of mathematical education and scientific research in various fields of science is considered. Particular attention is paid to the years that did not stop in 1919–1921 discussions among officials and scientists about the legality of creating a separate mathematics faculty specifically for the opening of the Belarusian State University. In this case, for the first time, the position of an outstanding mathematician and organiser of mathematical education, a native of Belarus, I. R. Braitsev, is presented in detail. The author defines the 1920s as an undoubtedly significant stage not only in the formation of the mathematical component in the general character of Belarusian State University, but also in the formation of the foundations of the future high level of university mathematics.

Sign in / Sign up

Export Citation Format

Share Document