scholarly journals Uma abordagem de matrizes na perspectiva de resolução de problemas

2019 ◽  
Vol 3 (3) ◽  
pp. 854
Author(s):  
Dulcyene Maria Ribeiro ◽  
Lucas Campos Araujo ◽  
Evandro Sozo de Oliveira ◽  
Alexandre Carissimi ◽  
Elisangela Cristina Ribeiro
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Problem Solving ◽  
The State ◽  
State University ◽  
Teaching Learning

Resumo: Este trabalho tem por objetivo apresentar o relato e as reflexões referentes a uma experiência vivenciada com alunos do 2º ano do Ensino Médio, no desenvolvimento de atividades para o ensino- aprendizagem do conteúdo Matriz. A Resolução de Problemas, conforme Onuchic e Allevato (2011), Onuchic e Allevato (2004), Onuchic (1999), foi a metodologia de ensino-aprendizagem adotada. A elaboração e a implementação ocorreram no contexto de duas disciplinas do curso de licenciatura em Matemática da Universidade Estadual do Oeste do Paraná (Unioeste). Como principal resultado da prática realizada destacamos a participação e o envolvimento dos estudantes na relização das atividades propostas, bem como a oportunidade dos professores em formação experenciarem e refletirem sobre a realização de atividades em sala de aula, por meio da Resolução de Problemas.Palavras-chave: Resolução de problemas; Matrizes; Educação Matemática; Ensino Médio. An approach of matrices in the perspective of problem solvingAbstract: This paper aims to present a report and the reflections related to an experience with students of the 2nd year of High School, in the development of activities for the teaching-learning about Matrix concepts. Problem Solving, according to Onuchic and Allevato (2011), Onuchic and Allevato (2004), Onuchic (1999), was the teaching-learning methodology adopted. The elaboration and implementation became of in the context of two subjects of the Mathematics Degree Course in the State University of Western Paraná (Unioeste). As a main result of the practice we highlight the participation and involvement of students in the realization of the proposed activities, as well as the opportunity for teachers in formation to experience and reflect about the aplication of activities in the classroom, through Problem Solving.Keywords: Problem solving; Matrices; Mathematics Education; High School. 

scholarly journals Um cenário de estudos envolvendo o ensino de Matemática através da Resolução de Problemas em periódicosA study scenario involving the teaching of mathematics through problem solving in journals

2020 ◽  
Vol 22 (2) ◽  
pp. 252-280
Author(s):  
Kaique Nascimento Martins ◽  
Jamille Vilas Bôas
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
The State ◽  
University Education ◽  
Teaching Mathematics ◽  
Mathematics Teaching And Learning ◽  
Teaching Of Mathematics

ResumoO presente estudo é uma pesquisa bibliográfica inspirada no Estado do Conhecimento, tendo como objetivo compreender focos temáticos nas produções acadêmicas que utilizam/abordam o ensino de matemática através da resolução de problemas. Para tanto, realizou-se um mapeamento das produções acadêmicas publicadas nos periódicos: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista e Educação Matemática Pesquisa, entre janeiro de 2011 e junho de 2019. De um modo geral, percebemos uma variedade de estudos contendo diferentes perspectivas discutidas e abordadas tanto na educação básica quanto no ensino superior.  A partir deste trabalho, é possível ampliar o entendimento sobre a temática, fortalecendo a ideia de que esta pode potencializar o processo de ensino e aprendizagem de matemática.Palavras-chave: Resolução de problemas, Mapeamento, Educação matemática.AbstractThe present study is a bibliographic research inspired by the state of knowledge, aiming to understand thematic focuses on academic productions that use/approach teaching mathematics through problem-solving. For this purpose, we mapped the academic productions published in journals: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista, and Educação Matemática Pesquisa, published between January 2011 and June 2019. We noticed a variety of studies containing different perspectives discussed and addressed both in basic and university education. From this work, it is possible to broaden the understanding of the theme, strengthening the idea that it can enhance the mathematics teaching and learning process.Keywords: Problem solving, Mapping, Mathematics education. ResumenEl presente estudio es una investigación bibliográfica inspirada en el estado del conocimiento, con el objetivo de comprender enfoques temáticos sobre producciones académicas que utilizan/abordan la enseñanza de las matemáticas a través de la resolución de problemas. Para ello, mapeamos las producciones académicas publicadas en las revistas: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista y Educação Matemática Pesquisa, publicadas entre enero de 2011 y junio de 2019. Notamos una variedad de estudios que contienen diferentes perspectivas discutidas y abordadas tanto en educación básica como en educación universitaria. A partir de este trabajo, es posible ampliar la comprensión del tema, fortaleciendo la idea de que puede potenciar el proceso de enseñanza y aprendizaje de las matemáticas.Palabras clave: Resolución de problemas, Mapeo, Educación matemática.

scholarly journals LUDICIDADE NO ENSINO MÉDIO:

2020 ◽  
Vol 10 (20) ◽  
pp. 455-474
Author(s):  
Joélica Pereira de Lima
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Teaching Practice ◽  
The State ◽  
Economic Systems ◽  
State University ◽  
Geography Teaching ◽  
Teaching Resource

Nossa comunicação é rica em imagens, sejam estáticas ou animadas. Considerá-las na prática docente é relevante a aprendizagem. Assim, os Desenhos Animados podem servir de aporte rico para uma linguagem lúdica nas aulas de Geografia. O presente estudo é uma síntese do trabalho de conclusão de curso apresentado na Especialização em Fundamentos da Educação, da Universidade Estadual da Paraíba-UEPB. Foram utilizados Clássicos da Disney e As Espiãs como recurso didático nas aulas de Geografia em uma turma de 2o ano do Ensino Médio, não apenas como forma de ilustrar, mas também de dinamizar o conteúdo estudado - Sistemas Econômicos -, levantando debates e realizando atividades, para o desenvolvimento do senso crítico diante das imagens. Além de fornecer uma ferramenta lúdica ao Ensino Médio, tal estudo aponta a relevância do professor mediador no desenvolvimento do pensamento crítico, para que o aluno se torne um protagonista de suas vivências e cidadão participativo. PALAVRAS-CHAVE Recurso didático, Ensino de Geografia, Animações.   LUDICITY IN HIGH SCHOOL: Geography lesson through animated drawigs ABSTRACT Our communication is rich in images, whether static or animated. Considering them in teaching practice is relevant to learning. Thus, Cartoons can serve as a rich contribution to a playful language in Geography classes. The present study is a synthesis of the course conclusion work presented in the Specialization in Fundamentals of Education, of the State University of Paraíba-UEPB. Disney Classics and The Spies were used as a teaching resource in Geography classes in a 2nd degree of High School, not only as a way to illustrate, but also to streamline the content studied - Economic Systems -, raising debates and carrying out activities, for the development of critical sense from images. In addition to providing a recreational tool for high school, this study points out the relevance of the mediating teacher in the development of critical thinking, so that the student becomes a protagonist of his experiences and a participative citizen. KEYWORDS Didactic resource, Geography teaching, Animations.

Problem Solving Within the Mathematics Classroom: Challenges and Recommendations

2021 ◽  
Vol 19 (2) ◽  
pp. 101-111
Author(s):  
Avalloy McCarthy-Curvin ◽  
Camella Buddo ◽  
Lois George
Keyword(s):  
High School ◽  
Problem Solving ◽  
High School Teachers ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
School Teachers ◽  
Is Implementation ◽  
Professional Development For Teachers ◽  
Mathematics Teaching And Learning ◽  
Teaching Learning

This research (the second part of a 2-part study) sought to investigate selected high school teachers’ knowledge and use of a problem solving approach to mathematics teaching and learning. It also examined the challenges that they experienced in implementing this pedagogical approach. A survey research design was used for this research whereby data were collected using a questionnaire with closed- and open-ended items. Thirty-one high school teachers from Jamaica participated in the study. The findings indicated that the teachers generally used a problem solving approach during instruction very regularly and felt extremely competent when using the approach. Some of the most frequently reported challenges included students’ lack of interest and tenacity in solving problems; teachers’ heavy workload; and the time consuming nature of the approach. One key recommendation to address the challenges raised is implementation of professional development for teachers to guide them in effectively incorporating problem solving as a teaching/learning approach in the mathematics classroom.

When and How Can We Use Modeling?

1989 ◽  
Vol 82 (9) ◽  
pp. 722-726
Author(s):  
Frank Swetz
Keyword(s):  
Mathematical Modeling ◽  
Mathematics Education ◽  
Problem Solving ◽  
Secondary School ◽  
North American ◽  
The State ◽  
The Past ◽  
School Classroom ◽  
Mathematical Applications

Increasingly over the past ten years, national conferences and committees investigating the state of North American mathematics education have urged an increased instructional emphasis on problem solving and mathematical applications (CBMS 1975; NCTM 1989). But despite these repeated recommendations and exhortations, in general, little progress has been made on the introduction and use of mathematicalmodeling techniques in the secondary school classroom. In part, teachers are unsure about just what mathematical modeling is and why and how it should be incorporated into the curriculum. Let's examine each one of these issues separately.

An initiation into teaching for graduate students.

1989 ◽  
Vol 257 (6) ◽  
pp. S3 ◽  
Author(s):  
H D Van Liew
Keyword(s):  
New York ◽  
Graduate Students ◽  
Problem Solving ◽  
Communication Skills ◽  
Learning Process ◽  
State University ◽  
Teaching Learning

The Physiology Department at State University of New York at Buffalo offers a one-credit course that is intended to improve communication skills and to foster a problem-solving approach to the teaching/learning process. In the course, students practice lecturing, prepare examination questions, and participate in discussions of various teaching problems.

scholarly journals Karakteristik Pemahaman Mahasiswa dalam Mengonstruksi Bukti Matematis

2017 ◽  
Vol 2 (2) ◽  
pp. 131-143
Author(s):  
Syamsuri Syamsuri ◽  
Cecep Anwar Hadi Firdos Santosa
Keyword(s):  
Mathematics Education ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Mathematical Proof ◽  
Qualitative Approach ◽  
The State ◽  
Axiomatic System ◽  
State University ◽  
Education Department

The teaching and learning process in the mathematics undergraduate program emphasizes on the use of an axiomatic system and formal deduction. In this process, the students learn continuously about mathematical evidence, which can be referred to as the ability to build arguments based on their mathematical understanding. This article aims at describing the characteristics of students' comprehension in constructing a mathematical evidence. A qualitative approach is applied in this study, which involves third-year students of Mathematics Education Department at the state university in Banten. Interviews are conducted to find out and clarify how the students construct and build mathematical evidence. The result shows that the students' mathematical proof of comprehension can be classified into three types: holistic-global, partial-global, and partial-local. It is expected that the result of the study can be used as a source of consideration in determining appropriate learning strategies that can overcome students' difficulties in constructing a mathematical evidence.

scholarly journals O uso da calculadora científica nas aulas de Matemática do Ensino Médio: explorando a resolução de problemas

Revemop ◽  
2019 ◽  
Vol 1 (3) ◽  
pp. 345
Author(s):  
José Edivam Braz Santana ◽  
Kátia Maria de Medeiros
Keyword(s):  
High School ◽  
Problem Solving ◽  
Semistructured Interview ◽  
High School Mathematics ◽  
School Class ◽  
Problem Resolution ◽  
High School Class ◽  
Teaching Learning ◽  
Scientific Calculator

<p>Esta pesquisa teve por objetivo investigar a influência do uso da calculadora científica no processo de resolução de problemas matemáticos com alunos de uma turma do 3º ano do Ensino Médio. Foi utilizada entrevista semiestruturada e realizadas seis sessões de resolução de problemas matemáticos em sala de aula. Os resultados apontam para a não utilização da calculadora na sala de aula, pela professora de Matemática da turma pesquisada. Os alunos consideram que usar a calculadora faz com que desaprendam a fazer cálculos manuscritos e os tornem dependentes da máquina. Esperamos que este trabalho contribua para a discussão em torno do assunto e possa, dessa forma, melhorar a qualidade do ensino e da aprendizagem em Matemática.</p><p><strong>Palavras-chave: </strong>Calculadora Cientifica. Resolução de Problemas. Ensino Médio.</p><p><strong><br /></strong></p><p><strong>The use of the scientific calculator in High School Mathematics classes: exploring problem solving</strong></p><p align="center"> </p><p><strong>Abstract: </strong>The purpose of this research was to investigate the influence of the use of scientific calculators in the process of mathematical solving problems with students in a High School class. It was carried out in a class of students in the 3rd year, through the use of a semistructured interview and six sessions of mathematical classroom problem resolution. The results point to the non-use of the calculator in the classroom, by the mathematics teacher in the class under study. Students found that using the calculator causes them to unlearn their handwritten calculations and become dependent on the calculator. We hope that this work contributes to the discussion around the subject and can, in this way, improve the quality of teaching / learning in Mathematics.<strong></strong></p><p><strong>Keywords:</strong> Scientific calculator. Problem Solving. High School.</p><p><strong><br /></strong></p><p><strong>El uso de la calculadora científica en las clases de Matemáticas de la Enseñanza Media: explorando la resolución de problemas</strong></p><p align="center"> </p><p><strong>Resumen: </strong>Esta investigación tuvo por objetivo investigar la influencia del uso de la Calculadora Científica en el proceso de resolución de problemas matemáticos con alumnos de una clase del 3º Año de la enseñanza secundaria. Se realizó en una clase de alumnos del 3º año de la Enseñanza Media, a través de la utilización de entrevista semiestructurada y de la realización de 6 (seis) sesiones de resolución de problemas matemáticos en el aula. Los resultados apuntan a la no utilización de la calculadora en el aula, por la profesora de Matemáticas de la clase investigada. Los alumnos consideran que usar la calculadora hace que desaprendan a hacer cálculos manuscritos, se vuelvan dependientes de la máquina. Esperamos que este trabajo contribuya a la discusión en torno al asunto y pueda, de esa forma, mejorar la calidad de la enseñanza/aprendizaje en Matemáticas.<strong></strong></p><p><strong>Palavras chave: </strong>Calculadora científica. Resolución de problemas matemáticos. Enseñanza secundaria.</p>

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