scholarly journals Relações macro e micro na pesquisa em Educação MatemáticaMacro and micro relationships in research about Mathematics Education

2021 ◽  
Vol 22 (3) ◽  
pp. 315-342
Author(s):  
Maria Isabel Ramalho Ortigao ◽  
Carlos Augusto Aguiar Junior
Keyword(s):  
Mathematics Education ◽  
Quantitative Approach ◽  
Qualitative And Quantitative ◽  
Palabras Clave ◽  
Frequency Counting ◽  
Theses And Dissertations ◽  
Research In Mathematics Education ◽  
Quantitative Approaches

ResumoO texto analisa as relações entre abordagens qualitativa e quantitativa ou relações macro e micro na pesquisa em Educação Matemática desenvolvida em programas de pós-graduação nos últimos dez anos. A discussão é feita a partir de busca ao acervo da Capes, com o intuito de perceber articulações entre essas modalidades de pesquisa. A busca de teses e dissertações foi realizada a partir de palavras-chave e resultou em cinco dissertações e duas teses, defendidas entre 2010 e 2019. A análise evidenciou fraca articulação em cinco dos sete textos. Nestes, a abordagem quantitativa é vinculada à ideia de contagem de frequência e usada para descrever os dados. Nos outros dois trabalhos, as análises evidenciaram forte articulação entre abordagens macro e micro da pesquisa, em que se evidencia um diálogo entre o observado em um e em outro espaço, desenvolvendo um processo de hibridização nas abordagens metodológicas.Palavras-chave: Pesquisa em Educação Matemática, Abordagem qualitativa-quantitativa, Relações macro-micro.AbstractThe aim of the current study is to analyze the relationships between qualitative and quantitative approaches, or macro and micro relationships, in research about Mathematics Education developed in postgraduate programs in the last ten years. The discussion was based on a search carried out in Capes’ collection in order to better understand articulations between these research spaces. The search carried out in the Bank of theses and dissertations was based on keywords and resulted in five dissertations and two theses produced between 2010 and 2019. Analysis has shown weak articulation between macro and micro research spaces in five of the seven texts, whose quantitative approach was linked to the idea of frequency counting and used to describe the analyzed data. In two, the analyzes showed a strong articulation between macro and micro research approaches, in which a dialogue between what was observed in one and another space is evident, developing a process of hybridization in methodological approaches.Keywords: Research in Mathematics Education, Qualitative-quantitative approach, Macro-micro relationships.ResumenEnel presente texto se analizalas relaciones entre los enfoques cualitativo y cuantitativo o relaciones macro y micro eninvestigaciónenel área de Educación Matemática desarrolladasen programas de posgradoenlos últimos diezaños. La discusión es desarrollada a partir de labúsquedadel acervo Capes, conelfin de percibirarticulaciones entre estosespacios de investigación. La búsquedaenel Banco de tesis y monografías se llevó a cabo a partir de palabras clave y se hallaron cinco monografías y dos tesis, producidas entre 2010 y 2019. El análisismostró una articulación débil en cinco de lossiete textos. Enestos textos, el enfoque cuantitativo está vinculado alaidea de conteo de frecuencias y se utiliza para describirlosdatos. Endos, losanálisismostraron una fuertearticulación entre enfoques macro y micro de investigación, enlos que se evidencia un diálogo entre lo observado en uno y otroespacio, desarrollandounproceso de hibridaciónen enfoques metodológicos.Palabras clave: Investigación en Educación Matemática, Enfoque cualitativo-cuantitativo, Relaciones macro y micro

scholarly journals Conhecimento Especializado do Professor de Matemática em Dissertações e Teses Brasileiras

2021 ◽  
Vol 22 (3) ◽  
pp. 310-316
Author(s):  
André Lima Rodrigues ◽  
Bruno Rodrigo Teixeira
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Specialized Knowledge ◽  
Face To Face ◽  
Education Personnel ◽  
New Research ◽  
Teacher's Knowledge ◽  
Theses And Dissertations ◽  
Made In ◽  
Research In Mathematics Education

Resumo O conhecimento do professor é fundamental para o ensino e para a aprendizagem dos estudantes e possui, em suas características, o fato de ser especializado. Tendo isso em vista, o presente artigo tem por objetivo investigar a utilização do modelo denominado Conhecimento especializado do Professor de Matemática (MTSK) em dissertações e teses brasileiras. Para isso, foi realizada uma busca no Catálogo de Dissertações e Teses da Coordenadoria de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) e na Biblioteca Digital Brasileira de Teses e Dissertações (BDTD) e o corpus foi composto por sete trabalhos. Os resultados permitiram evidenciar a utilização analítica do modelo para identificar e caracterizar conhecimentos de professores e futuros professores relacionados aos diferentes assuntos; a utilização do modelo para a realização de um trabalho de metassíntese; e também para a proposição de um modelo de conhecimento semelhante para a disciplina de Física. Ainda, destaca-se a predominância de sua utilização em contextos de formação continuada e no ensino a distância, e a ausência de trabalhos que investigam o MTSK na modalidade presencial da formação inicial. Com isso, considera-se que o estudo pode provocar questionamentos que orientem o desenvolvimento de novas pesquisas em Educação Matemática, indicando possibilidades do uso do modelo e a necessidade de valorização da profissionalização docente e da defesa de políticas públicas que reafirmem que o conhecimento do professor é especializado. Palavras-chave: Educação Matemática. Formação de Professores. Conhecimentos Profissionais Docentes. MTSK. AbstractTeacher’s knowledge is fundamental for the studentss’ teaching and learning and has in its characteristics the fact of being specialized. With this in view, this article aims to investigate the use of the Mathematics Teacher’s Specialized Knowledge (MTSK) model in Brazilian dissertations and theses. For this purpose, a search was made in the Dissertations and Thesis Catalogue of the Coordination for the Improvement of Higher Education Personnel (CAPES) and the Brazilian Digital Library of Theses and Dissertations (BDTD) and the corpus comprised seven papers. The results highlighted the analytical use of the model to identify and characterize the teachers’ and future teachers’ knowledge related to different subjects; the use of the model for performing a meta-synthesis work; and also, for proposing a similar knowledge model for the Physics subject. Additionally, the predominance of its use is highlighted in contexts of continuous education and in distance education, and the absence of works that investigate MTKS in face-to-face modality of initial formation. Therefore, it is considered that the study may bring about questions that may guide the development of new research in Mathematics Education, indicating possibilities of using the model and the need to value teaching professionalization and the defense of public policies reaffirming that the teacher’s knowledge is specialized. Keywords: Mathematics Education. Teacher’s education. Teacher’s professional knowledge. MTSK.

scholarly journals O PLANO DE CARREIRA DOS TÉCNICOS ADMINISTRATIVOS DE UNIVERSIDADES FEDERAIS: o caso de uma Universidade Federal do norte do Brasil

2017 ◽  
Vol 3 (3) ◽  
pp. 584
Author(s):  
Ana Lúcia Medeiros ◽  
Erica Lissandra Bertolossi Dantas ◽  
Mônica Aparecida da Rocha Silva
Keyword(s):  
Quantitative Approach ◽  
Development Plan ◽  
Qualitative And Quantitative ◽  
Level Of Satisfaction ◽  
Palabras Clave ◽  
Northern Brazil ◽  
Trained Staff ◽  
The University ◽  
And Training

O objetivo do artigo é compreender a percepção dos técnicos administrativos sobre a política de capacitação, qualificação e treinamento de uma universidade federal do Norte do Brasil. A metodologia adotada foi a de estudo de caso, com abordagem qualitativa e quantitativa. As informações foram coletadas por meio da aplicação de questionários, respondidos por 323 servidores. As categorias analisadas foram: política de capacitação e qualificação, grau de conhecimento dos servidores técnico-administrativos no tocante à carreira, e nível de satisfação destes servidores com o seu plano de desenvolvimento. Os dados apontaram que a universidade pesquisada tem um quadro de pessoal jovem bem capacitado, porém insatisfeito quanto à política de qualificação e capacitação da instituição. PALAVRAS-CHAVE: Universidade; carreira; qualificação. ABSTRACT The objective of the article is to understand administrative technicians´ perception about the politics of capacitation, qualification and training of a Federal University of Northern Brazil (FUNB). The methodology used was the case study with the qualitative and quantitative approach. The collection of the information was through questionnaires that 323 servers answered. The categories analyzed were the capacitation and qualification policy, the degree of administrative technicians´ knowledge regarding career and the level of satisfaction of these servers with their development plan. The data showed that the University has a young and well-trained staff, however, dissatisfied about the qualification and the capacitation policy of the institution. KEYWORDS: career; University; qualification. RESUMEN El objetivo de este artículo es comprender la percepción del personal administrativo en la formación de la política, la cualificación y la formación de una universidad federal del norte de Brasil. La metodología utilizada fue el estudio de caso con un enfoque cualitativo y cuantitativo. Los datos fueron recolectados a través de cuestionarios, que fueron contestadas por 323 servidores. Las categorías analizadas fueron: formación y cualificación política, el grado de conocimiento del personal técnico y administrativo con respecto a la carrera, y el nivel de satisfacción de estos servidores con su plan de desarrollo. Los datos mostraron que la universidad encuestados cuenta con una plantilla joven y bien entrenado, pero descontentos con la política de cualificación y formación de la institución. PALABRAS CLAVE: Universidad; carrera; cualificación.

scholarly journals Um panorama de teses e dissertações sobre Educação Matemática no contexto de Escolas do Campo

Revemop ◽  
2019 ◽  
Vol 1 (3) ◽  
pp. 441
Author(s):  
Bruna Silva ◽  
Eliane Matesco Cristovão
Keyword(s):  
Mathematics Education ◽  
Teacher Training ◽  
Rural Schools ◽  
Specific Area ◽  
Educational Practices ◽  
Historical Survey ◽  
Palabras Clave ◽  
Education School ◽  
Theses And Dissertations ◽  
Made In

<p>O objetivo deste artigo é identificar e analisar as produções acadêmicas sobre Educação Matemática no contexto da Educação do Campo. Assim, optou-se por uma pesquisa bibliográfica do tipo estado do conhecimento. Para constituir o <em>corpus</em> de análise, realizaram-se buscas no Banco de Teses e Dissertações da CAPES, adotando como critério as palavras-chave “escola rural” e “escola do campo”. Depois de um refinamento, selecionou-se 20 pesquisas. Para a análise, foram criadas quatro categorias: Levantamento Histórico, Práticas Educativas, Práticas Formativas e Estudo Documental. Foi possível identificar a escassez de pesquisas relacionadas aos contextos rurais na área específica da Educação Matemática, especialmente aquelas que discutam a formação de professores voltada para este contexto ou que apresentem práticas educativas a serem adotadas, sendo assim, este artigo reforça a necessidade de mais pesquisas nesta área.</p><p><strong>Palavras-chave: </strong>Educação Matemática. Escola do Campo. Formação de Professores.</p><p><strong><br /></strong></p><p><strong>A panorama of</strong> <strong>theses and dissertations on Mathematics Education in the context of Rural Schools</strong></p><p align="center"> </p><p><strong>Abstract: </strong>The objective of this article is to identify and analyze academic productions in mathematics education in the context of the field of education. Thus, we chose to do bibliographic research related to the state of knowledge. In order to constitute the corpus of analysis, a search was made in the CAPES bank of theses and dissertations, adopting as a criterion the keywords “escola rural” and “escola do campo”. After refinement, we selected 20 works. For the analysis, four categories were created: historical survey, educational practices, formative practices and documentary study. It was possible to identify the lack of research related to rural contexts in the specific area of mathematics education, especially those that discuss the formation of teachers focused on this context or that present educational practices to be adopted, thus, this article reinforces the need for further research in this area.<strong></strong></p><p><strong>Keywords:</strong> Mathematics Education. School of the Field. Teacher Training.</p><p><strong><br /></strong></p><p><strong>Un panorama</strong> <strong>de tesis y disertaciones sobre Educación Matemática en el contexto de Escuelas del Campo</strong></p><p align="center"> </p><p><strong>Resumen: </strong>El objetivo de este artículo es identificar y analizar las producciones académicas sobre Educación Matemática en el contexto de la Educación del Campo. Así, se optó por una investigación bibliográfica del tipo estado del conocimiento. Para constituir el corpus de análisis se realizaron búsquedas en el Banco de Tesis y Disertaciones de la CAPES, adoptando como criterio las palabras clave "escuela rural" y "escuela del campo". Después de un refinamiento, se seleccionaron 20 encuestas. Para el análisis, se crearon cuatro categorías: Levantamiento Histórico, Prácticas Educativas, Prácticas Formativas y Estudio Documental. Es posible identificar la escasez de investigaciones relacionadas a los contextos rurales en el área específica de la Educación Matemática, especialmente aquellas que discutan la formación de profesores orientada hacia este contexto o que presenten prácticas educativas a ser adoptadas, siendo así, este artículo refuerza la necesidad de más investigaciones en esta área.<strong></strong></p><strong>Palavras chave: </strong>Educación Matemática. Escuela de Campo. Formación de Profesores.

scholarly journals Reflexión sobre algunos conceptos clave de la investigación en educación Matemática: didáctica, concepto, competencia, esquema y situación

2017 ◽  
pp. 61-67
Author(s):  
Bruno D’Amore ◽  
Martha Isabel Fandiño Pinilla
Keyword(s):  
Mathematics Education ◽  
Learning Processes ◽  
Production Of Knowledge ◽  
Palabras Clave ◽  
Disciplinary Field ◽  
Teaching Learning ◽  
Key Terms ◽  
Research In Mathematics Education

La Educación Matemática, como campo disciplinario para la producción de conocimientos en torno a los procesos de enseñanza-aprendizaje de la Matemática, se consolida cada vez más en el ámbito internacional. Múltiples son los estudios que se llevan a cabo en los diferentes países; esto ha generado el uso con diferentes significados de varias expresiones, tales como Didáctica, Concepto, Competencia, Esquema, Situación, entre otros. En este breve ensayo, el autor lleva a cabo algunas reflexiones que pretenden clarificar, desde cierta perspectiva, los significados de estos términos clave que aparecen a menudo en los textos que se ocupan de la investigación en Educación Matemática.   Palabras clave: didáctica de la matemática, concepto, competencia, esquema, situación.   Abstract Mathematics Education, as a disciplinary field for the production of knowledge around the teaching-learning processes of Mathematics, is increasingly consolidated in the international arena. There are multiple studies that are carried out in different countries; this has generated the use with different meanings of several expressions, such as Didactics, Concept, Competence, Scheme, Situation, among others. In this brief essay, the author carries out some reflections that seek to clarify, from a certain perspective, the meanings of these key terms that often appear in the texts that deal with research in Mathematics Education. Keywords: mathematics didactics, concept, competence, scheme, situation.   Resumo A Educação Matemática, como campo disciplinar para a produção de conhecimento em torno dos processos de ensino-aprendizagem da Matemática, está cada vez mais consolidada na arena internacional. Existem vários estudos que são realizados em diferentes países; Isso gerou o uso de diferentes significados de várias expressões, como Didática, Conceito, Competência, Esquema, Situação, entre outros. Neste breve ensaio, o autor realiza algumas reflexões que procuram esclarecer, de certa perspectiva, os significados desses termos fundamentais que geralmente aparecem nos textos que lidam com a pesquisa em Educação Matemática. Palavras-chave: didática de matemática, conceito, competência, esquema, situação.

scholarly journals Future themes of mathematics education research: an international survey before and during the pandemic

2021 ◽  
Vol 107 (1) ◽  
pp. 1-24
Author(s):  
Arthur Bakker ◽  
Jinfa Cai ◽  
Linda Zenger
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Teacher Professional Development ◽  
Mathematics Education Research ◽  
International Survey ◽  
Teaching Approaches ◽  
Education Teacher ◽  
Development Technology ◽  
Teacher Professional ◽  
Research In Mathematics Education

AbstractBefore the pandemic (2019), we asked: On what themes should research in mathematics education focus in the coming decade? The 229 responses from 44 countries led to eight themes plus considerations about mathematics education research itself. The themes can be summarized as teaching approaches, goals, relations to practices outside mathematics education, teacher professional development, technology, affect, equity, and assessment. During the pandemic (November 2020), we asked respondents: Has the pandemic changed your view on the themes of mathematics education research for the coming decade? If so, how? Many of the 108 respondents saw the importance of their original themes reinforced (45), specified their initial responses (43), and/or added themes (35) (these categories were not mutually exclusive). Overall, they seemed to agree that the pandemic functions as a magnifying glass on issues that were already known, and several respondents pointed to the need to think ahead on how to organize education when it does not need to be online anymore. We end with a list of research challenges that are informed by the themes and respondents’ reflections on mathematics education research.

Mixed Research Design in Cartography: A Combination of Qualitative and Quantitative Approaches

2014 ◽  
Vol 64 (5) ◽  
pp. 262-269 ◽  
Author(s):  
Zbyněk Štěrba ◽  
Čeněk Šašinka ◽  
Zdeněk Stachoň ◽  
Petr Kubíček ◽  
Sascha Tamm
Keyword(s):  
Research Design ◽  
Qualitative And Quantitative ◽  
Quantitative Approaches

Evaluation of science and mathematics books used for students with visual impairment in inclusive classrooms in Tanzania

2021 ◽  
pp. 026461962110364
Author(s):  
Francis William
Keyword(s):  
Secondary Schools ◽  
Visual Impairment ◽  
Special Needs ◽  
Three Dimensional ◽  
3D Models ◽  
Inclusive Classrooms ◽  
Qualitative And Quantitative ◽  
Limited Knowledge ◽  
And Mathematics ◽  
Quantitative Approaches

This study evaluated the adapted science and mathematics books for students with visual impairment in inclusive classrooms in Tanzania secondary schools. It was conducted in 14 regions using qualitative and quantitative approaches. Data were generated from a sample of 19 heads of school, 103 students, and 77 teachers. The findings of the study show that the books are appropriate for students with visual impairment. However, they lacked enough tactile illustrations and pictures. Further findings revealed that lack of braille knowledge among some teachers limited them from using the books. As such, a few teachers who had braille knowledge had started to use the books while those with limited knowledge did not. Most teachers reported lack of appropriate pedagogy for handling special needs in inclusive classrooms. Therefore, although the books are appropriate, a lot needs to be desired in building teachers’ capacity to use the books. Various inclusive methodological knowledge to teachers needs to be ensured. Furthermore, the books must be improved to include more tactile graphics and pictures to make them more reader-friendly for students with visual impairment. Other educational books, including three-dimensional (3D) models, should be part of the adapted books.

Mixed qualitative–quantitative approach for bidding decisions in construction

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Emad Mohamed ◽  
Parinaz Jafari ◽  
Ahmed Hammad
Keyword(s):  
Expert System ◽  
Expert Knowledge ◽  
The Body ◽  
Decision Makers ◽  
Quantitative Approach ◽  
Rule Based ◽  
Content Type ◽  
Factors Affecting ◽  
Qualitative And Quantitative ◽  
Mixed Approach

PurposeThe bid/no-bid decision is critical to the success of construction contractors. The factors affecting the bid/no-bid decision are either qualitative or quantitative. Previous studies on modeling the bidding decision have not extensively focused on distinguishing qualitative and quantitative factors. Thus, the purpose of this paper is to improve the bidding decision in construction projects by developing tools that consider both qualitative and quantitative factors affecting the bidding decision.Design/methodology/approachThis study proposes a mixed qualitative-quantitative approach to deal with both qualitative and quantitative factors. The mixed qualitative-quantitative approach is developed by combining a rule-based expert system and fuzzy-based expert system. The rule-based expert system is used to evaluate the project based on qualitative factors and the fuzzy expert system is used to evaluate the project based on the quantitative factors in order to reach the comprehensive bid/no-bid decision.FindingsThree real bidding projects are used to investigate the applicability and functionality of the proposed mixed approach and are tested with experts of a construction company in Alberta, Canada. The results demonstrate that the mixed approach provides a more reliable, accurate and practical tool that can assist decision-makers involved in the bid/no-bid decision.Originality/valueThis study contributes theoretically to the body of knowledge by (1) proposing a novel approach capable of modeling all types of factors (either qualitative or quantitative) affecting the bidding decision, and (2) providing means to acquire, store and reuse expert knowledge. Practical contribution of this paper is to provide decision-makers with a comprehensive model that mimics the decision-making process and stores experts' knowledge in the form of rules. Therefore, the model reduces the administrative burden on the decision-makers, saves time and effort and reduces bias and human errors during the bidding process.

Nepal’s Role in Strengthening SAARC

2021 ◽  
Vol 1 (1) ◽  
pp. 171-187
Author(s):  
Kamal Dev Bhattarai
Keyword(s):  
South Asian ◽  
Regional Cooperation ◽  
Secondary Data ◽  
The South ◽  
Qualitative And Quantitative ◽  
Quantitative Approaches

This study seeks to examine the overall efforts undertaken by Nepal to activate the South Asian Association for Regional Cooperation (SAARC), particularly after the indefinite postponement of its 19th Summit that was scheduled to take place in Islamabad, Pakistan, on November 9-10, 2016. As a strong proponent of regionalism and regional cooperation, Nepal’s position has always been making the regional body vibrant and result-oriented; and Nepal has been relentlessly working for the same since its very inception. Much has been written about SAARC and Nepal, still very little literature is available that sincerely digs out the concrete efforts made by Nepal to strengthen the SAARC process. Therefore, this study tries to fulfill this gap. Additionally, this aims to make policy prescriptions for the revival and strengthening of SAARC. The study consists of both primary and secondary data collected from books, seminar papers, policy briefs and newspapers. It applies both qualitative and quantitative approaches while analysing Nepal’s efforts in strengthening the SAARC process.

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