scholarly journals A construção de cenários animados no GeoGebra e o ensino e a aprendizagem de funções

2020 ◽  
Vol 9 (1) ◽  
pp. 43-58
Author(s):  
Maria Ivete Basniak
Keyword(s):  
Sixth Grade ◽  
First Year ◽  
Elementary Student ◽  
Angular Coefficient ◽  
Mathematical Education ◽  
Mathematical Functions ◽  
Mathematical Concepts ◽  
Linear Coefficient ◽  
Role Learning ◽  
Correct Application

RESUMONeste relato, discutiremos especificamente quanto à aprendizagem de funções, salientando nossa experiência com os alunos com altas habilidades/superdotação. abordamos aspectos relacionados ao conceito de funções e a como compreendemos que a tecnologia, mais especificamente o GeoGebra, pode favorecer a aprendizagem destes conceitos. Relatamos alguns aspectos de nossa experiência que evidenciam como a construção de cenários animados no GeoGebra pode implicar na compreensão de conceitos sobre função, por meio das explicações de uma aluna do sexto ano do Ensino Fundamental que revelam que por meio dos cenários animados construídos ela compreendeu conceitos matemáticos de funções importantes, como coeficiente angular, coeficiente linear, funções crescente, decrescente e constante e os relatórios de uma aluna do primeiro ano do Ensino Médio utilizam linguagem matemática e sugerem que o trabalho por um tempo maior com a construção de cenários animados para a aprendizagem de funções, pode favorecer a compreensão e aplicação correta de conceitos matemáticos.Palavras-chave: tecnologia; educação matemática; altas habilidades/superdotação. RESUMENEn este informe, discutiremos específicamente el aprendizaje de roles, destacando nuestra experiencia con estudiantes con altas habilidades / talento. Cubrimos aspectos relacionados con el concepto de funciones y cómo entendemos que la tecnología, más específicamente GeoGebra, puede favorecer el aprendizaje de estos conceptos. Reportamos algunos aspectos de nuestra experiencia que muestran cómo la construcción de escenarios animados en GeoGebra puede implicar la comprensión de conceptos sobre la función a través de las explicaciones de un estudiante de primaria de sexto grado que revela que a través de los escenarios animados construidos ella entendió los conceptos. Las funciones matemáticas, como el coeficiente angular, el coeficiente lineal, el aumento, la disminución y las funciones constantes, y los informes de un estudiante de primer año de secundaria usan lenguaje matemático y sugieren trabajar más tiempo con la construcción de escenarios animados para Las funciones de aprendizaje pueden favorecer la comprensión y la correcta aplicación de los conceptos matemático.Palabras claves: tecnología; educación matemática; altas habilidades / superdotación. ABSTRACTIn this report, we will specifically discuss role learning, highlighting our experience with students with high skills/giftedness. We cover aspects related to the concept of functions and how we understand that technology, more specifically GeoGebra, can favor the learning of these concepts. We report some aspects of our experience that show how the construction of animated scenarios in GeoGebra can imply the understanding of concepts about function through the explanations of a sixth grade elementary student who reveal that through the constructed animated scenarios she understood concepts. Mathematical functions such as angular coefficient, linear coefficient, increasing, decreasing, and constant functions, and the reports of a first-year student in high school use mathematical language and suggest working longer with the construction of animated scenarios for Learning functions can favor the understanding and correct application of mathematical concepts. The abstract can be done in English, with a maximum of 10 lines, single spaced, Times 12, in italics, followed by three keywords. The abstract should contain the purpose of the discussion, the methodology and highlight some of the results observed in the research, but without providing reference authors: they shall come only through the text.Keywords: technology; mathematical education; high skill /giftedness.

scholarly journals Pedagogical conditions for implementing value and sense direction of training mathematics at higher school

2020 ◽  
pp. 80-92
Author(s):  
Larisa V. Zhuk
Keyword(s):  
Creative Thinking ◽  
Educational Process ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
Search Activity ◽  
Mathematical Concepts ◽  
Teaching Aids ◽  
Semantic Orientation ◽  
Cognitive Information ◽  
The University

The article actualizes the issue of updating the content, methods and means of teaching mathematics at the university within the sociocultural paradigm. A significant contradiction characterizing the crisis situation in the field of higher mathematical education is the mismatch between the traditional organization of the educational process and the powerful developing potential of mathematical disciplines. Being overloaded with a lot of information, altogether with its insufficiently developed anthropological, cultural-like and communicative components, mathematical education hinders the mental development of the learner’s personality in relation to such important qualities as search activity, creativity, and creative thinking. The solution to this problem can be the transformation of the cognitive-information model of learning, the introduction of pedagogical technologies that actualize the sociocultural aspect of mathematical education. The aim of the study is to develop methodological foundations for the implementation of the value-semantic orientation of teaching mathematics at the university, expressed in providing a set of pedagogical conditions related to the selection of content, determination of teaching aids and methods, ways of organizing the interaction of students and a teacher, in which students intelligently master mathematical concepts, and freely operate with them. The didactic conditions for the implementation of the value-semantic orientation of teaching mathematics at the university are: the transformation of mathematical content, expressed in learning from sociocultural experience; the psychodidactic approach, focused on building the students’ self-motivation; the use of teaching methods that provide cognitive and emotional empathy (educational mathematical discourse), the activization of productive mental activity (technology of problematic dialogue); inclusion of non-standard, creative tasks, training cases. Providing these conditions will allow to realize the humanitarian potential of mathematics, to reveal the social, practical and personal significance of the subject matter.

scholarly journals Validation of Diagram Scale for Leaf Spot Caused by Pestalotiopsis sp. in Coconut Seedlings

2020 ◽  
Vol 8 (2) ◽  
pp. 32
Author(s):  
Aline Figueiredo Cardoso ◽  
Fernanda Sarmento de Oliveira Louzano ◽  
Cássia Cristina Chaves Pinheiro ◽  
Paulo Manoel Pontes Lins ◽  
Gisele Barata Da Silva
Keyword(s):  
Linear Regression ◽  
Disease Severity ◽  
Cocos Nucifera ◽  
Linear Regression Analysis ◽  
Management Program ◽  
Coefficient Of Determination ◽  
Angular Coefficient ◽  
Linear Coefficient ◽  
Cocos Nucifera L ◽  
Diagrammatic Scale

The absence of a methodology to quantify Pestalotiopsis sp. in coconut plants (Cocos nucifera L.) justified the elaboration and validation of a diagrammatic scale containing seven values (2%, 5%, 10%, 15%, 20%, 40% and 60%) of disease severity, in a sampling under natural conditions of occurrence in the field. To elaborate the diagrammatic scale, 100 leaves of Cocos nucifera L. were obtained from an experimental field of Fazenda Reunidas Sococo in Santa Isabel, Pará. The images of these leaves were obtained with the aid of a digital camera. Subsequently, with the aid of Assess 2.0 APS software, the actual disease severity values were obtained in percentage terms. The validation of the proposed diagrammatic scale was performed by ten inexperienced evaluators who evaluated the projected images without the aid of the suggested scale, and later, with the aid of the scale. From the data obtained from the evaluators with and without scale, linear regression analysis was performed, relating the real severity and the estimated severity. The accuracy of the estimates was evaluated by the regression determination coefficient (R2) and the variance of the absolute errors. The accuracy of each evaluator was determined by the t-test applied to the angular coefficient of line (b) and the linear coefficient of line (a), both obtained by linear regression. Through the coefficient of determination values, It is possible to verify that the use of the scale gave greater accuracy to 100% of the evaluators with an average of 0.94 and 94% repeatability. The use of the diagrammatic spot scale for Pestalotiopsis sp. it enables future work with accuracy and precision, as well as optimizing disease control practices within a coconut tree nursery management program.

The development of academic coping across late elementary and early middle school: Do patterns differ for students with differing motivational resources?

2020 ◽  
Vol 44 (4) ◽  
pp. 339-353 ◽  
Author(s):  
Ellen A. Skinner ◽  
Emily A. Saxton
Keyword(s):  
Middle School ◽  
Sixth Grade ◽  
First Year ◽  
Developmental Patterns ◽  
Ways Of Coping ◽  
Fifth Grade Students ◽  
School Year ◽  
Academic Coping ◽  
Learning School ◽  
Motivational Resources

The way that students cope with the difficulties and setbacks they encounter daily in their academic work can make a material difference to their learning, school success, and capacity to re-engage with challenging educational activities. Because of their potential importance to students’ everyday academic resilience, educators and researchers are interested in the development of adaptive and maladaptive ways of coping—both how they improve or deteriorate over students’ educational careers and the factors that underlie their differential development. Using information on self-reports of 5 adaptive and 6 maladaptive ways of coping, collected from 1,018 American third through sixth graders in fall and spring of the same school year, this study examined (1) the normative progression of these 11 ways of coping across fall of third to spring of sixth grade, and (2) whether developmental patterns differed for students with differing motivational resources. A generally stable profile of constructive coping was evident during Grades 3 and 4 (in which adaptive strategies were high and maladaptive responses low), followed by modest improvements across fourth to fifth grades. Marked shifts were apparent across the transition to middle school. Compared to spring of fifth grade, students in fall of sixth grade reported lower levels of all adaptive and higher levels of all maladaptive ways of coping, and this trend persisted across the first year of middle school. Although motivational resources did not produce differing developmental trends, they did seem to organize coping. Highest levels of adaptive coping were found for students high in both personal and interpersonal assets, just as the highest levels of maladaptive coping were found for students high in both personal and interpersonal liabilities. Findings suggest that both motivational and developmental approaches are needed to fully account for patterns of age-graded trends in academic coping across late elementary and early middle school.

Interaction and Communication: An Examination of Gender Differences in Elementary Student Mathematics and Science Learning Using CMC

2002 ◽  
Vol 30 (4) ◽  
pp. 403-426 ◽  
Author(s):  
Qing Li
Keyword(s):  
Gender Differences ◽  
Science Learning ◽  
Sixth Grade ◽  
Female Students ◽  
Male Students ◽  
Elementary Student ◽  
Interaction Patterns ◽  
Male And Female ◽  
Language Functions ◽  
Mathematics And Science

In this study, gender difference is explored from two perspectives: 1) student interaction patterns, and 2) communication patterns. The data used is collected from a fifth- and sixth- grade classroom in an inner city elementary school in Toronto, Ontario. There were 24 students (12 male students and 12 female students) in the class. First, the interaction patterns of students' mathematics and science learning were examined in terms of turn taking, conversation initiating, and conversation following. The results of the analysis show that male students still take more turns in this CMC setting. Male and female students are equally likely to initialize topics. Those male generated messages were significantly less likely to be followed than those female generated messages. But male and female students are just as likely to follow and support previous messages in this CMC setting. Based on these results, gender differences are then examined with respect to student communication pattern. Communication is explored in terms of language functions. The analysis of the data indicates that female students tend to request more information, but offer fewer explanations and opinions than male students do. With respect to connected initiating messages, female students are found to be similar to male students in the use of the five language functions. However, moving to conversation development, two significant gender differences are found in student use of language functions: female students tend to request more information but offer fewer explanations than male students do in those followed-up messages.

Charged particles: a model for teaching operations with directed numbers

1969 ◽  
Vol 16 (5) ◽  
pp. 349-353 ◽  
Author(s):  
Stanley Cotter
Keyword(s):  
Physical Interpretation ◽  
Elementary Mathematics ◽  
Charged Particles ◽  
Good Deal ◽  
Sixth Grade ◽  
College Level ◽  
Mathematical Concepts ◽  
First Time

In preparing to teach mathematical concepts, a good deal of a teacher's time is spent in finding suitable models for the concrete stage of learning. In no other area of elementary mathematics is this more critical than in the presentation of operations with directed numbers. Whether the topic is presented for the first time in the sixth grade or occurs in a remedial course in algebra at the college level, there is always a need for some students to relate directed number operations with a physical interpretation. Many such models have been devised, and the literature abounds with helpful suggestions in this area.1 The usefulness of any particular model is directly related to the success of the student in conjuring a vision of the model when it is needed. It is also helpful to the teacher when he can evoke the image of the model with a simple verbal reminder.

Microcomputers in a Sixth-Grade Classroom

1983 ◽  
Vol 31 (2) ◽  
pp. 22-24
Author(s):  
Janet P. Morris
Keyword(s):  
Mathematics Curriculum ◽  
Sixth Grade ◽  
Mathematical Concepts ◽  
The Core ◽  
Grade Classroom

How should computer be used in the classroom? An Agenda for Action state that “computers should be integrated into the core mathematics curriculum,” that they “should be used in imaginative ways for exploring, discovering, and developing mathematical concepts,” and that the computer activities should “fit the goals or objectives of the program” (NCTM 1980, p. 9).

Students as Textbook Authors

1994 ◽  
Vol 1 (2) ◽  
pp. 108-111
Author(s):  
Fanny Sosenke
Keyword(s):  
Assessment Tools ◽  
Learning Activity ◽  
First Year ◽  
Mathematical Concepts ◽  
Algebra Students ◽  
New Concepts ◽  
Added Benefit ◽  
Problem Solving Strategies ◽  
First Time

Writing in mathematics has already been recognized as a very meaningful learning activity. Johnson (1983) suggests that if students can write clearly about mathematical concepts, then they probably understand them. In my classes, I frequently give students opportunities to write. Students write about their problem-solving strategies and about their understanding of new concepts; they also try their hand at writing word problems. Last year, my eighth-grade first-year-algebra students worked in groups writing a chapter on factoring polynomials for an algebra textbook. This was the first time I had used writing as an integral part of a long-term assignment. The two-week project described in this article was designed as a response to the students' need for new learning experiences and my need for new assessment tools. As an added benefit, the activity proved to be an excellent way for students to review material in a way that made them think in fresh terms.

scholarly journals USING THE POTENTIAL OF A TOY BOOK IN THE PREPARATION OF BACHELOR STUDENTS IN THE FIELD OF MATHEMATICAL EDUCATION OF PRESCHOOL CHILDREN

2021 ◽  
Vol 2 ◽  
pp. 671-686
Author(s):  
Tatiana Alekseeva ◽  
Irina Mikhailova
Keyword(s):  
Preschool Children ◽  
Creative Thinking ◽  
Statistical Data ◽  
Preschool Teachers ◽  
Theoretical Description ◽  
Mathematical Education ◽  
Mathematical Concepts ◽  
Mathematical Content ◽  
Internet Resources ◽  
Literary Sources

The article outlines the problem of using the potential of toy books in preparing bachelor students for purposeful work on the formation of mathematical concepts in preschool children and suggests the idea of organizing the creative activity of students to design toy books with mathematical content.The article contains an overview of classifications of toy books, pedagogically characterized and methodically described examples-constructs of various types of toy books created by bachelor students. The pedagogical potential of these constructs allows us in this work to consider a toy book as a means of mathematical education for preschool children.The purpose of the study is a theoretical description and empirical understanding of the advantages of using the potential of a toy book with mathematical content in the educational activities of a university for the development of creative thinking of future preschool teachers. To achieve the goal, the following methods were used: theoretical analysis of literary sources, Internet resources, analysis of statistical data and a pedagogical experiment.The results of the study showed difficulties in mastering the method of designing a toy book with mathematical content, revealed the preferences of future educators-educators in choosing one or another type of toy book that dominates in its content a mathematical topic and methodological features of its implementation in the presented design form.The conducted research and analysis of the results allowed us to obtain data on the importance of including in the process of training future teachers-educators a creative technique - the design of toy books with mathematical content. 

scholarly journals Multimodality and New Materialism in Science Learning: Exploring Insights from an Introductory Physics Lesson

2022 ◽  
Vol 25 ◽  
Author(s):  
Delia Marshall ◽  
Honjiswa Conana
Keyword(s):  
The Body ◽  
Pedagogical Practices ◽  
New Materialism ◽  
First Year ◽  
Mathematical Concepts ◽  
Theoretical Perspectives ◽  
And Mathematics ◽  
Physics Course ◽  
Mathematics And Science ◽  
Science Disciplines

Science disciplines are inherently multimodal, involving written and spoken language, bodily gestures, symbols, diagrams, sketches, simulation and mathematical formalism. Studies have shown that explicit multimodal teaching approaches foster enhanced access to science disciplines. We examine multimodal classroom practices in a physics extended curriculum programme (ECP) through the lens of new materialism. As De Freitas and Sinclair note in their book, Mathematics and the Body, there is growing research interest in embodiment in mathematics (and science) education—that is, the role played by students’ bodies, in terms of gestures, verbalisation, diagrams and their relation to the physical objects with which they interact. Embodiment can be viewed from a range of theoretical perspectives (for example, cognitive, phenomemological, or social semiotic). However, they argue that their new materialist approach, which they term “inclusive materialism”, has the potential for framing more socially just pedagogies. In this article, we discuss a multimodal and new materialist analysis of a lesson vignette from a first-year extended curriculum physics course. The analysis illuminates how an assemblage of bodily-paced steps-gestures-diagrams becomes entangled with mathematical concepts. Here, concepts arise through the interplay of modes of diagrams, gestures and bodily movements. The article explores how multimodal and new materialist perspectives might contribute to reconfiguring pedagogical practices in extended curriculum programmes in physics and mathematics. 

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