scholarly journals Laboratório de ensino de matemática no âmbito do PARFOR: um olhar à luz da Orquestração Instrumental / Mathematics teaching laboratory under PARFOR: a look in the light of Instrumental Orchestration

2021 ◽  
Vol 7 (8) ◽  
pp. 76620-76641
Author(s):  
Francisco Eteval da Silva Feitosa ◽  
Ana Acácia Pereira Valente
Keyword(s):  
Mathematics Teaching ◽  
Teaching Laboratory ◽  
Instrumental Orchestration

scholarly journals Combinatory thinking: an approach from the password game

2020 ◽  
Vol 9 (11) ◽  
pp. e86391110662
Author(s):  
Breno Gabriel da Silva ◽  
Sthefany Caroline Volpato ◽  
Lorena Carolina Rosa Biffi ◽  
Sandra Regina D'Antônio Verrengia
Keyword(s):  
Elementary School ◽  
Mathematics Teaching ◽  
Fundamental Principle ◽  
The State ◽  
Target Audience ◽  
State University ◽  
Teaching Methodologies ◽  
Teaching Laboratory ◽  
Problem Situations ◽  
Mathematical Discussions

The purpose of this article is to present the paths outlined for the development of combinatorial reasoning and the fundamental principle of counting through problem situations arising from the game. The conception of this work arose from the contact with games at the Mathematics Teaching Laboratory (LEM) and from discussions about new teaching methodologies in the Supervised Internship IV discipline of the Full Mathematics Degree course at the State University of Maringá. In this way, in partnership with LEM, this activity proposal was developed, whose target audience was students from the 8th and 9th years of Elementary School. The Password Game was used as a methodological resource, in order to work the multiplicative principle in a playful way and different from the traditional one. The realization of this activity with the students made us realize that it is possible, through the use of games, to trigger very rich mathematical discussions, as well as to promote learning situations in the classroom.

scholarly journals Uso de jogos matemáticos como proposta pedagógica num contexto de formação intercultural para professores indígenas

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Keli Cristina Conti ◽  
Nayara Katherine Duarte Pinto ◽  
Danielle Alves Martins
Keyword(s):  
Teacher Education ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Indigenous Education ◽  
Learning Opportunities ◽  
Initial Teacher Education ◽  
Teaching Laboratory ◽  
Palabras Clave ◽  
The University ◽  
Indigenous Teachers

<p><strong>Resumo</strong></p><p>O presente trabalho foi desenvolvido com o objetivo de descrever a utilização do jogo Trinca-Espinhas e a criação do jogo Cabo de Guerra Numérico. Essas atividades foram desenvolvidas em um curso de formação de professores indígenas de uma universidade federal e fizeram parte de um projeto de pesquisa intitulado Contribuições do Laboratório de Ensino de Matemática para a formação inicial do professor que ensina matemática. As descrições dos jogos foram realizadas a partir de alguns momentos que analisamos serem produtivos durante as aulas na universidade e no território indígena. Nesse sentido, consideramos que essas atividades oportunizaram momentos de aprendizagem a partir de uma abordagem criativa, lúdica e divertida. Além disso, acreditamos que as reflexões produzidas aqui poderão contribuir para a formação de professores e futuros professores de matemática.</p><p><strong>Palavras-chave</strong></p><p>Educação matemática. Jogos. Uso do computador. Formação inicial de professores. Educação indígena.</p><p> </p><p><strong>Using Mathematical Games as a Pedagogical Proposal in a Context of Intercultural Education for Indigenous Teachers </strong></p><p><strong>Abstracts</strong></p><p>The goal of the present paper is to describe the use of the TrincaEspinhas game, as well as the creation of the ‘Numerical Tug of War’. These activities were developed in a training course for indigenous teachers at a federal university and were part of a research project titled Contribuições do Laboratório de Ensino de Matemática para a formação inicial do professor que ensina matemática [Contributions of the Mathematics Teaching Laboratory to Initial Education for Teachers who Teach Mathematics]. Our description of the games focused on points that we considered productive during the classes at the university and in an indigenous territory. Therefore, we consider that these activities provided participants with learning opportunities through a creative, playful and fun approach. In addition, we believe that the reflections presented here may contribute to the education of teachers and future mathematics teachers of mathematics.</p><p><strong>Keywords</strong></p><p>Mathematics education. Games. Computer use. Initial teacher education. Indigenous education.</p><p> </p><p><strong>Uso de juegos matemáticos como propuesta pedagógica en un contexto de formación intercultural para profesores indígenas </strong></p><p><strong>Resumen</strong></p><p>El presente trabajo se desarrolló con el objetivo de describir la utilización del juego «Trinca-Espinhas» y la creación del juego «Cabo de Guerra Numérico». Estas actividades se desarrollaron en un curso de formación de profesores indígenas de una universidad federal de Brasil y fueron parte de un proyecto de investigación titulado Contribuições do Laboratório de Ensino de Matemática para a formação inicial do professor que ensina matemática [Contribuciones del Laboratorio de Enseñanza de Matemáticas para la formación inicial del profesor que enseña matemáticas]. Las descripciones de los juegos se realizaron a partir de algunos momentos que, según nuestro análisis, fueron productivos durante las clases en la universidad y en el territorio indígena. En este sentido, consideramos que tales actividades propiciaron momentos de aprendizaje a partir de un enfoque creativo, lúdico y divertido. Además, creemos que las reflexiones aquí realizadas podrán contribuir a la formación de profesores y futuros profesores de matemáticas.</p><p><strong>Palabras clave</strong></p><p>Educación matemática. Juegos. Uso de la computadora. Formación inicial de profesores. Educación indígena.</p>

Expectancies and Values in Mathematics Teaching

2011 ◽  
Author(s):  
Nayssan S. Safavian ◽  
Stuart Karabenick ◽  
Annemarie Conley
Keyword(s):  
Mathematics Teaching

Pengembangan Bahan Ajar Matematika Bisnis Berbasis Komputer Untuk Mahasiswa Jurusan Akuntansi Politeknik Negeri Bali

Epigram ◽  
2019 ◽  
Vol 16 (2) ◽  
pp. 99-110
Author(s):  
I Made Wijana ◽  
Anak Agung Putri Suardani ◽  
I Gede Made Karma
Keyword(s):  
Small Group ◽  
Mathematics Teaching ◽  
Needs Analysis ◽  
Average Score ◽  
Teaching Materials ◽  
Initial Product ◽  
Large Group ◽  
Computer Based ◽  
Large Groups ◽  
Expert Validation

This research aims to produce prototype of computer-based business mathematics teaching materials to improve student achievement of Accounting Department, Politeknik Negeri Bali (PNB). In this research, to reach the target of teaching materials of computer-based business mathematics, the development using Borg and Gall method with some modifications into five steps: needs analysis and curriculum majoring in accounting, initial product development, education expert validation, small group trial , and large group trials. Trial of small group and large group by involving first semester student of Diploma IV Managerial Accounting Study Program, Accounting Department, PNB. Based on curriculum analysis and needs analysis, teaching materials are developed in the form of modules with Microsoft Excel application and the result of the initial product are five modules with topics of Formula, Linear and Non Linear Functions, Interest Calculation, Annuity, and Linear Programming. Education expert validation using five aspects resulted in an average score of 4.13 (good). Trial of the teaching materials by measuring student perceptions using three aspects for small groups resulted in an average score of 3.81 (good) and for large groups resulted in an average score of 4.23 (good). Furthermore, results of evaluation in large groups indicate a significant increase in mean of student scores from before and after using computer-based Business Mathematics teaching materials 

PENERAPAN PENDEKATAN PEMBELAJARAN PAKEM DALAM MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS IV SDN 002 BAGAN BESAR

2017 ◽  
Vol 5 (3) ◽  
pp. 411
Author(s):  
Elvi Zahara
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Teaching ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Average Value ◽  
Increased Activity

The background of this research is the lack of students' mathematics learning outcomes. Thelow yield caused by the learning of mathematics teaching is so very boring, monotonous,stressful and meaningless. Departing from the problems that occur in the field, especially ingrade IV SDN 002 Bagan Besar then there needs to be a strategy that can provide learningmathematics is expected to show active learning, creative, effective and fun. This research istindaan class (PTK), instrument collecting data observation and test learning outcomes. Theresults obtained: Increased activity of the students from the first cycle to the second cycle arevery significant. The increase in active learning, creative, and fun efekif the students alsofollowed by an increase in student learning outcomes. This is evidenced by the increase in thelearning outcomes of the first cycle to the second cycle. Namely, from the average value of 88,27 (cycle I) increased to an average value of 97, 59 (cycle II).

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