scholarly journals A abordagem dos recursos no processo de ensino do conceito de derivada

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
DANILO DOS SANTOS CHRISTO ◽  
SONIA BARBOSA CAMARGO IGLIORI
Keyword(s):  
Mathematics Education ◽  
Collective Action ◽  
Literature Review ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Difficulties ◽  
Mathematical Concept ◽  
Documentational Approach ◽  
Research In Mathematics Education

ResumoNeste artigo apresentamos ideias preliminares de nossa tese de doutorado e elementos de um novo campo de pesquisa em educação matemática: The ‘Resources’ Approach to Mathematics Education (RAME) – A Abordagem dos “Recursos” para a Educação Matemática (TROUCHE, GUEUDET E PEPIN, 2019). A Abordagem Documental do Didático (GUEUDET e TROUCHE, 2010) desempenha um papel particular neste novo campo. Na revisão da literatura verificamos que o conceito de derivada, inserido em um campo conceitual (VERGNAUD, 1990), apresenta dificuldade de aprendizagem para os estudantes, sendo que esses se saem melhores no uso da técnica do que no entendimento e atribuição de significado a esse conceito matemático. A proposta da pesquisa é de efetivar um estudo de caso com estudantes de Licenciatura em Matemática de uma universidade brasileira, desenvolvendo uma ação coletiva entre pesquisador e professor na concepção de recursos para o processo de ensino e aprendizagem do conceito de derivada no Ensino Superior. Palavras-chave: Abordagem dos Recursos; Abordagem Documental do Didático; Conceito de Derivada; Campo Conceitual; Estudo de Caso.AbstractIn this article we present preliminary ideas for our doctoral thesis and elements of a new field of research in mathematics education: The ‘Resources’ Approach to Mathematics Education - RAME - (TROUCHE, GUEUDET & PEPIN, 2019). The Documentational Approach to Didacts (GUEUDET & TROUCHE, 2010) has a particular role in this new field. In the literature review, we found that the concept of derivative, inserted in a conceptual field (VERGNAUD, 1990), presents learning difficulties for students, because they do better in the use of the technique than in the understanding and attribution of meaning to this mathematical concept. The research proposal is to carry out a case study with Mathematics undergraduate students from a brazilian university, developing a collective action between researcher and professor in the conception of resources for the process of teaching and learning the concept of derivative in Higher Education.Keywords: Resource Approach; Documentational Approach to Didacts; Concept of Derivative; Conceptual Field; Case Study.   

Blended Learning Support for Undergraduate Students’ Research and Writing Skills Development

2014 ◽  
pp. 341-368
Author(s):  
Asako Yoshida
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Learning Support ◽  
Learning Practices ◽  
University Of Manitoba ◽  
Main Barrier ◽  
The University

In this exploratory study, a subject librarian and a writing instructor investigated the potential of designing blended learning around research paper assignments in the context of two foundational courses in the Faculty of Human Ecology at the University of Manitoba, Canada. The objective was to explore alternative, more embedded learning support for undergraduate students. The significance of blended learning support was situated in the broader literature of the teaching and learning practices in higher education. In this case study, descriptions of blended learning support for facilitating student learning, and of the main barrier to its implementation are provided. Based on what was learned in the exploratory study, the chapter provides working guidelines for designing and developing blended learning support, mainly drawing from Butler and Cartier’s (2004) research on academic engagement.

(Mis)Taken Identities: Reclaiming Identities of the “Collective Black” in Mathematics Education Research Through an Exercise in Black Specificity

2017 ◽  
Vol 41 (1) ◽  
pp. 228-252 ◽  
Author(s):  
Maisie L. Gholson ◽  
Charles E. Wilkes
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Black Children ◽  
Research Literature ◽  
Mathematics Education Research ◽  
Social Identities ◽  
Identity Based ◽  
Mathematics Teaching And Learning ◽  
Research In Mathematics Education

This chapter reviews two strands of identity-based research in mathematics education related to Black children, exemplified by Martin (2000) and Nasir (2002). Identity-based research in mathematics education is a burgeoning field that is disrupting narratives around the meanings of mathematical competence and brilliance. We argue that the identities of Black children as doers and knowers of mathematics are often confused (or mistaken) with stereotypical images of various social identities, as well as wrongly confiscated (or mis-taken), in order to perpetuate persistent narratives of inferiority, criminality, and general ineducability of these children. We use Black children as a particular example within the mathematics education research literature and argue that children within a so-called “collective Black” are subject to the same racial scripts that organize mathematics teaching and learning. While we acknowledge that important lines of identity-based research have emerged to reclaim the rightful identities of Black children and those within the collective Black, we conclude with a critique of this recent literature in which we note the troubling exclusion of girls and young children.

scholarly journals Online Instruction Based on Task-based Language Teaching

2021 ◽  
Vol 5 (3) ◽  
pp. p30
Author(s):  
Liu Zhixuan
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Language Teaching ◽  
Innovative Teaching ◽  
English Class ◽  
Teachers And Students

The outbreak of the COVID-19 caused many Chinese universities to initiate online teaching. This paper aimed to develop Task-based Language Teaching (TBLT) practices in online courses to enable teachers and students in China to employ TBLT appropriately and effectively. This research made a case study which was conducted as an online English class with a total of 28 undergraduate students at a university in Guangdong, China. The findings show that the transition from the traditional classroom to online education was successful. This innovative teaching mode promotes students to become the initiator of learning. Besides, the switched roles between students and teachers, advantages as well as problems of this approach have been pointed out. This case study could provide pedagogical implicatures for online English teaching and learning practically and theoretically, which helps to develop new forms that could assist teachers and students to adopt TBLT in class.

scholarly journals Instructional Media in the XV Century (A Case Study of Widodaren, Gerba, and Pasrujambe Inscriptions)

2020 ◽  
Vol 40 (1) ◽  
pp. 121-142
Author(s):  
Raka Rakai Hino
Keyword(s):  
Structural Analysis ◽  
Literature Review ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Moral Values ◽  
Tool Support ◽  
Instructional Media

This study was aimed at analyzing and interpreting the instructional media existing in the classical period of the Hindu - Buddhist kingdoms. The object of the study was inscriptions found on the Semeru Slope, inclduing Widodaren, Pasrujambe, and Gerba. This study employed a qualitative method with an archeological-historical framework. The data was collected through a literature review and in-situ research of the inscriptions. The collected data was analyzed using a structural analysis in the forms of transliteration of the contents and meaning written at the inscriptions. The study found that there is evidence of the use of instructional media in teaching process. This finding is also supported by the Nāgarakṛtâgama and Bujaņga Manik manuscripts which narrate educational and moral values as one of the characteristics of instructional media. In addition, the instructional media serve as a tool support the teaching and learning process at that time.

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 Em busca de compreensões sobre os objetos de aprendizagem na educação matemática por meio de uma revisão sistemática de literaturaIn search of understanding about learning objects in mathematics education through a systematic literature review

2021 ◽  
Vol 23 (1) ◽  
pp. 140-170
Author(s):  
Marcelo Souza Motta ◽  
Marco Aurélio Kalinke
Keyword(s):  
Mathematics Education ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Teaching And Learning ◽  
Learning Objects ◽  
Learning Processes ◽  
Mathematical Education ◽  
Research Protocols ◽  
Palabras Clave ◽  
Revisión Sistemática

ResumoA proposta deste artigo é apresentar um panorama das dissertações, realizadas nos programas stricto sensu brasileiros que versam sobre a utilização de objetos de aprendizagem na educação matemática. A pesquisa é qualitativa e utiliza como procedimento inventariante uma revisão sistemática de literatura (RSL). O cenário da pesquisa foi constituído pelos trabalhos disponibilizados no Catálogo de Teses e Dissertações da Capes no período de 2013 a 2018. A busca inicial ocorreu no mês de maio de 2020 e, após a aplicação dos protocolos de pesquisa, resultou na identificação de 25 dissertações, que foram organizadas, por meio da leitura flutuante de seus títulos, resumos, palavras-chaves ou capítulos. Os resultados apontam a relevância das pesquisas, destacando as contribuições dos objetos de aprendizagem (AO) nos processos de ensino e aprendizagem e demonstram a possibilidade de construção dos próprios artefatos digitais pelos professores, adequando-os aos seus contextos pedagógicos específicos. Apesar disso, notamos a baixa realização de pesquisas dessa temática, em detrimento de outras relacionadas com o uso das tecnologias na educação matemática e a não existência de uma uniformização dos autores sobre o que se entende por OA. Por fim, destacamos que a metodologia adotada não é rígida, podendo ser remodelada por outros pesquisadores, sendo capaz de apresentar outros portifólios bibliográficos.Palavras-Chave: Objetos de aprendizagem, Educação matemática, Revisão sistemática de literatura, Tecnologias digitais.AbstractThe purpose of this article is to present an overview of the research, carried out in the Brazilian stricto sensu programmes that talk about the use of learning objects in mathematics education. The research is qualitative and uses a systematic literature review (SLR) as the inventory procedure. The research landscape was constituted by the works available in the Catálogo de Teses e Dissertações da Capes/Capes Dissertations and Theses Catalogue from 2013 to 2018. The initial search happened in May 2020 and, after applying the research protocols, we identified 25 thesis, which we organised, through skimming through their titles, abstracts, keywords, or chapters. The results point out the relevance of the research, highlighting OA’s contributions to the teaching and learning processes and demonstrating the teachers’ possibility of constructing their own digital artefacts, adapting them to their specific pedagogical contexts. Despite this, we noticed there were few studies on this topic, to the detriment of others about the use of technologies in mathematics education and the lack of authors’ consistency on what is meant by OA. Finally, we emphasise that the methodology adopted is not rigid. It can be remodelled by other researchers and present other bibliographic portfolios.Keywords: Learning Objects, Mathematical Education, Systematic Literature Review, Digital TechnologiesResumenEl propósito de este artículo es presentar una visión general de las disertaciones, realizadas en los programas stricto sensu brasileños que se ocupan del uso de objetos de aprendizaje en la educación matemática. La investigación es cualitativa y utiliza una revisión sistemática de la literatura (RSL) como procedimiento de inventario. El escenario de investigación estuvo constituido por los trabajos dispuestos en el Catálogo de Teses e Dissertações da Capes/Catálogo de Tesis y Disertaciones de Capes de 2013 a 2018. La búsqueda inicial se dió en mayo de 2020 y luego de la aplicación de los protocolos de investigación, se identificaron 25 disertaciones, que se organizaron a través de la lectura flotante de sus títulos, resúmenes, palabras clave o capítulos. Los resultados señalan la relevancia de la investigación, destacando las contribuciones de los objetos de aprendizaje (OA) en los procesos de enseñanza y aprendizaje y demuestran la posibilidad de que los profesores construyan sus propios artefactos digitales, adaptándolos a sus contextos pedagógicos específicos. A pesar de esto, observamos el bajo nivel de investigación sobre este tema, en detrimento de otros relacionados con el uso de tecnologías en la educación matemática y la falta de uniformidad de los autores sobre lo que se entiende por OA. Finalmente, enfatizamos que la metodología adoptada no es rígida, puede ser remodelada por otros investigadores y presentar otras carteras bibliográficas.Palabras clave: Objetos de aprendizaje, Educación matemática, Revisión sistemática de literatura, Tecnologías digitales.

Blended Learning Support for Undergraduate Students' Research and Writing Skills Development

2015 ◽  
pp. 537-564
Author(s):  
Asako Yoshida
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Learning Support ◽  
Learning Practices ◽  
University Of Manitoba ◽  
Main Barrier ◽  
The University

In this exploratory study, a subject librarian and a writing instructor investigated the potential of designing blended learning around research paper assignments in the context of two foundational courses in the Faculty of Human Ecology at the University of Manitoba, Canada. The objective was to explore alternative, more embedded learning support for undergraduate students. The significance of blended learning support was situated in the broader literature of the teaching and learning practices in higher education. In this case study, descriptions of blended learning support for facilitating student learning, and of the main barrier to its implementation are provided. Based on what was learned in the exploratory study, the chapter provides working guidelines for designing and developing blended learning support, mainly drawing from Butler and Cartier's (2004) research on academic engagement.

Editorial

1984 ◽  
Vol 15 (5) ◽  
pp. 322
Author(s):  
Laurie Hart Reyes
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Social Aspects ◽  
Research In Mathematics Education

Mathematics learning is essentially cognitive in nature, and much of the research in mathematics education has focused on cognitive aspects of teaching and learning. Few would disagree with this focus, but researchers may want to expand their view to include social aspects of mathematics learning.

scholarly journals Uma investigação sobre a inserção da Educação Financeira em um Curso de Serviço de Matemática Financeira para graduandos de um curso de Administração A research about the insertion of Financial Education in a Course of Service of Financial Mathematics for undergraduate students of an Administration course

2017 ◽  
Vol 19 (1) ◽  
Author(s):  
Marco Aurélio Kistemann ◽  
Wesley Carminati Teixeira
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Financial Education ◽  
Mathematical Finance ◽  
Financial Mathematics ◽  
Qualitative Research Methodology ◽  
Educational Product ◽  
Qualitative Nature

A pesquisa descrita neste artigo, de caráter qualitativo, tem como temática central a Educação Financeira. O objetivo nele proposto é o de investigar se a aplicação de um Curso de Serviço de Matemática Financeira, para estudantes do Ensino Superior, de um curso de Administração, que inclua em seu bojo temas da Educação Financeira, pode despertar um espírito crítico, nas tomadas de decisões e posturas, destes futuros administradores inseridos numa sociedade de consumo. Nos inspiramos teoricamente nas ideias da Educação Matemática Crítica, nas pesquisas em Educação Financeira de Kistemann Jr. (2011), sobre a produção de significados e as tomada de decisão de indivíduos-consumidores. Foi utilizado o Estudo de Caso como metodologia de pesquisa qualitativa, embasado nos trabalhos de Ponte e de Yin, que validaram as análises dos perfis dos sujeitos de pesquisa e das respostas encontradas nas atividades desenvolvidas. The research described in this article, of a qualitative nature, has as its central theme the Financial Education. The goal of this study was to investigate whether the application for a course of service of Financial Mathematics, with themes of financial education for students in higher education from a course of the Administration, could awaken a critical spirit, in decision making, these future administrators. Our theoretical inspirations are the ideas of Mathematics Education criticism, in research on Financial Education of Kistemann Jr. (2011), Costa (2012), Hermínio (2008), Campos (2013), Barroso (2013), Resende (2013) and Teixeira (2015). We used the Case Study as a qualitative research methodology, based on the work of Ponte and Yin, which validated the analyses of the profiles of the study subjects and the responses found in the activities undertaken. As the main result of this research highlights the educational product "the insertion of financial education in a course of service of Financial Mathematics, for students of a course in Administration" which had as main objective to propose an alternative to the teaching and learning of mathematical finance in higher education, with the presentation of scenarios for research, with themes concerning the consumption and use of financial instruments

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