scholarly journals Estratégias didático-metodológicas com GeoGebra para o ensino e a aprendizagem de quadrantes no plano cartesianoDidactic-methodological strategies for teaching and learning Cartesian quadrants using GeoGebra

2021 ◽  
Vol 23 (1) ◽  
pp. 355-390
Author(s):  
Sarah Souto dos Santos ◽  
Aleandra Da Silva Figueira-Sampaio ◽  
Eliane Elias Ferreira dos Santos
Keyword(s):  
Middle School ◽  
Public Schools ◽  
Elementary Education ◽  
Middle School Teachers ◽  
Teaching And Learning ◽  
School Teachers ◽  
9Th Grade ◽  
Teachers And Students ◽  
Cartesian Plane ◽  
Investigación Cualitativa

ResumoNa educação básica, as primeiras noções sobre o plano cartesiano iniciam com a identificação dos eixos coordenados e com a compreensão de que estes dividem o plano em quatro regiões chamadas de quadrantes. Esse entendimento se estende com a compreensão das noções relativas à posição, localização de figuras e deslocamentos no plano cartesiano. O objetivo do trabalho foi propor estratégias didático-metodológicas com o GeoGebra na abordagem matemática de quadrantes no plano cartesiano. Trata-se de uma pesquisa qualitativa, de caráter exploratório, desenvolvida com professores de matemática do ensino fundamental II (do 6º ao 9º ano) de escolas públicas. A escolha do GeoGebra foi pelas funcionalidades que podem contribuir para o entendimento da temática. As estratégias didático-metodológicas foram elaboradas em fichas padronizadas e detalhadas para que professores e alunos tenham um roteiro de orientação durante a atividade.Palavras-chave: Software gratuito, Ensino fundamental (6º ao 9º ano), Educação matemática.AbstractIn elementary education, initial notions of the Cartesian plane start with identification of coordinate axes and the recognition that these divide planes into four quadrants.  This initial understanding extends to notions related to position, location, and displacement in the Cartesian plane. Our objective was to propose didactic-methodological strategies to introduce Cartesian quadrants using GeoGebra.  This qualitative study had an exploratory nature and was developed with middle-school teachers (6th to 9th grades) from public schools. GeoGebra was chosen because of features that contribute to building an understanding of the topic. The didactic-methodological strategies were standardised and detailed so that teachers and students would be guided throughout the activity.Keywords: Free software, Middle school (6th to 9th grade), Mathematics education.ResumenEn la educación básica, las primeras nociones sobre el plano cartesiano comienzan con la identificación de los ejes coordinados y con la comprensión de que dividen el plano en cuatro regiones llamadas cuadrantes. Ese entendimiento se extiende con la comprensión de nociones relativas de posición, ubicación de figuras y desplazamientos en el plano cartesiano. El objetivo del trabajo fue proponer estrategias didáctico-metodológicas con el GeoGebra para el enfoque matemático de cuadrantes en el plano cartesiano. Trátase de una investigación cualitativa, de carácter exploratoria, desarrollada con maestros de matemáticas del liceo (del 6º al 9º grado) de la enseñanza pública. La elección del GeoGebra fue por sus funcionalidades poder contribuir para la comprensión del tema. Las estrategias didáctico-metodológicas fueron elaboradas en formularios estándares y detallados para que profesores y alumnos tengan una guía de orientación durante la actividad.Palabras clave: Software libre, Liceo (6º al 9º grado), Educación matemática.

iPads in the Classroom

2017 ◽  
Vol 13 (4) ◽  
pp. 74-86 ◽  
Author(s):  
Janet M. Ferguson ◽  
James N. Oigara
Keyword(s):  
Middle School ◽  
New York ◽  
Middle School Teachers ◽  
Teaching And Learning ◽  
Online Survey ◽  
New Technologies ◽  
Positive Impact ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Teaching Learning

In education, new technologies are used to improve the process of teaching and learning. This study examined middle school teachers' perceptions regarding the use of iPads for instruction. The participants, 53 middle school teachers in Western New York, responded to an online survey, asking them questions about how they felt about the 1:1 iPad initiative at their school. Data analysis included open and axial coding for identification of themes and patterns, as well as quantitative statistical analysis. The results showed mixed findings, as some teachers believed that iPads had a positive impact on the teaching-learning process by improving student engagement and communication, while some responded with concerns that iPads caused student distraction and allowed off-task behaviors in the classroom. The findings also suggest that teachers need targeted professional development on pedagogical and practical use of this technology to be able to successfully integrate it into their practice.

scholarly journals What Graduate Students from Diverse Disciplines Learn about Teaching from Working with Middle School Teachers and Students

2016 ◽  
Vol 2 (1) ◽  
pp. 79
Author(s):  
Christopher Marc Roemmele ◽  
Jon Harbor ◽  
Daniel Nelson Moore
Keyword(s):  
Middle School ◽  
Graduate Students ◽  
Middle School Teachers ◽  
Nonprofit Sector ◽  
Positive Culture ◽  
School Teachers ◽  
Post Secondary ◽  
The Public ◽  
Teaching Knowledge ◽  
Teachers And Students

We investigated how a program (GK-12) that engages diverse graduate students with middle school teachers and children impacts the participants’ teaching knowledge over a period of one day a week over ten-weeks. The experience includes graduate students developing and delivering a standards-based, hands-on and inquiry-infused lesson centered around their research interests. Qualitative analysis of reflective journals of the participants show that this intensive engagement with teachers and students increased their understanding and experience with pedagogical techniques and strategies to promote and improve student learning and understanding, developing and enhancing personality traits that encourage a positive culture for learning, and acquiring strategies and the fortitude needed to meet and deal with multiple priorities in a complex teaching environment. These results suggest that GK-12 type programs provide graduate students with skills and experiences that can be valuable when seeking employment in industry, the public or nonprofit sector, or as faculty at post-secondary institutions. Continued research of the program is necessary to determine how past participants have utilized these skills as a competitive advantage in their careers.

The Important Thing about Teaching Problem Solving

2010 ◽  
Vol 16 (2) ◽  
pp. 104-108
Author(s):  
Sally K. Roberts
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Teachers ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
School Teachers ◽  
Learning Practices ◽  
Teaching Problem ◽  
Math Problems ◽  
New Strategies

I teach a content course in problem solving for middle school teachers. During the course, teacher candidates have the opportunity to confront their insecurities as they actively engage in solving math problems using a variety of strategies. As the semester progresses, they add new strategies to their problem-solving arsenal and explicitly reflect on teaching and learning practices that are conducive to this process.

Teaching and Learning Mathematics through Hurricane Tracking

2008 ◽  
Vol 13 (9) ◽  
pp. 500-512
Author(s):  
Maria L. Fernández ◽  
Robert C. Schoen
Keyword(s):  
Middle School Teachers ◽  
Teaching And Learning ◽  
Real Life ◽  
School Teachers ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Hurricane Season ◽  
Teachers And Students ◽  
Life Context ◽  
Hurricane Tracking

During hurricane season, maps that track predicted storm paths are commonly seen on television and the Internet. The Weather Channel often receives number-one viewership ratings in regions encountering a major weather event, such as a hurricane or tornado (Kloer 2001). Mathematics teachers can tap into students' curiosity and interest about hurricanes to develop their understanding of mathematical ideas within a real-life context. In this article, we discuss observations and findings after implementing mathematics tasks based on data about hurricanes. Finding patterns and relationships, creating and interpreting graphs, and examining rates of change are just a few of the topics that can be studied. We developed these tasks as part of the Students' Transition Toward Algebra project and have used them with both middle school teachers and students.

Introduction to Volume 11: A Second Decade of Mathematics

2005 ◽  
Vol 11 (1) ◽  
pp. 3
Author(s):  
Joe Zilliox
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Mathematics Teaching ◽  
School Teachers ◽  
The Future ◽  
Teachers And Students ◽  
Editorial Decisions ◽  
Specific Interests

Volume 11 marks the beginning of a second decade for Mathematics Teaching in the Middle School (MTMS). The journal has continued to grow since NCTM initially responded to readers' concerns and developed a publication addressing the specific interests and needs of middle school teachers and students. This focus on teachers and students that guided editorial decisions throughout the first ten years will continue to influence the contents and quality of the journal into the future.

scholarly journals Peningkatan Semangat Belajar dengan Peta Konsep dan Media Pembelajaran menggunakan Program Mindmapple

2019 ◽  
Vol 7 (2) ◽  
pp. 178-181
Author(s):  
Sri Endang Wahyuni ◽  
Fita Widiyatun ◽  
Halleyna Widyasari ◽  
Puji Suharmanto
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Community Service ◽  
Middle School Teachers ◽  
Teaching And Learning ◽  
Concept Maps ◽  
Learning Motivation ◽  
School Teachers ◽  
Service Program ◽  
School Students

Abstract. A community service program has been carried out which aims to introduce MindMapple software in making concept maps and learning media in increasing the learning motivation of TRAMPIL Middle School students. The activity participants were all Trampil Middle School teachers. Mindmapple software can be downloaded for free or paid. This software can be used by teachers in creating concept maps in the teaching and learning process. Besides being easy to use, this program can also train creativity from the teacher in making concept maps. After doing activities around 80% of teachers who are accustomed to operating laptops can easily operate the MindMapple program. While 20% of teachers who are constrained to operate a laptop still need guidance in applying mindmapple software. The output of this community service is a module on the introduction of software.Abstrak. Telah dilakukan program kegiatan pengabdian kepada masyarakat  yang bertujuan memperkenalkan software MindMapple dalam pembuatan peta konsep dan media pembelajaran dalam meningkatkan motivasi belajar siswa SMP TRAMPIL. Peserta kegiatan adalah seluruh guru SMP Trampil. Software MindMapple dapat diunduh secara gratis maupun berbayar. Software ini dapat digunakan oleh guru dalam membuat peta konsep dalam proses belajar mengajar. Selain mudah penggunaannya, program ini juga dapat melatih kekreatifitasan dari  guru dalam pembuatan peta konsep. Setelah melakukan kegiatan sekitar 80 % guru yang terbiasa mengoperasikan laptop dapat dengan mudah mengoperasikan program MindMapple. Sedangkan 20% guru yang terkendala mengoperasikan laptop masih perlu bimbingan dalam mengaplikaskan software MindMapple. Luaran dari kegiatan pengabdian kepada masyarakat ini adalah modul tentang pengenalan software.

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