scholarly journals TECNOLOGIAS CONFESSIONAIS: CORPOS QUE SE FAZEM NAS VIRTUALIDADES

2018 ◽  
Vol 2 (4) ◽  
pp. 61-71
Author(s):  
Alexandre Luiz Polizel ◽  
Moises Alves de Oliveira
Keyword(s):  
Social Network ◽  
Mathematics Education ◽  
Michel Foucault ◽  
Graduate Program ◽  
The State ◽  
Teaching Science ◽  
State University ◽  
Production Of Knowledge ◽  
And Mathematics ◽  
Multiple Ontologies

Understanding the production of knowledge and bodies as propositions and compositions of culturalpractices, we place ourselves in this manuscript to think about the constitutions of bodies and corporealities in cyberspace. This, however, is part of a larger dissertation research, developed in the Graduate Program in Teaching Science and Mathematics Education of the State University of Londrina. Thus, we aim, in this work, to draw up considerations about the confessional technologies as instruments of embodiment and virtualization of the bodies. The considerations are raised from the theoretical reference of inspiration in the Cultural Studies of Sciences and of Education and the contributions left by Michel Foucault. We appropriate such theorizations in the production of analytical lenses, which help us during the process of anthropological immersion carried out in a group-space of the facebook social network, identified here as Vale. This immersion moves in order to inquire about multiple ontologies of the bodies, being used in this manuscript, the concept of technologies of confessionalities. We show in the group, confessional regimes that are active by: a) Confession of micro-stories, in publications, as a way of telling oneself; b) Invitations to confessions as operant of agency of wills and production of archives; and (c) response to invitations to confession.

Creativity and mathematics education: the state of the art

ZDM ◽  
2012 ◽  
Vol 45 (2) ◽  
pp. 159-166 ◽  
Author(s):  
Roza Leikin ◽  
Demetra Pitta-Pantazi
Keyword(s):  
Mathematics Education ◽  
State Of The Art ◽  
The State ◽  
And Mathematics

scholarly journals A Geografia e a Cartografia Produzidas na Antiguidade: a contribuição dos clássicos The Geography and Cartography Produced in Antiquity: the Contribution of the Classics

2016 ◽  
Vol 25 (2) ◽  
pp. 60
Author(s):  
Douglas Colaço
Keyword(s):  
Middle Ages ◽  
Visual Arts ◽  
Graduate Program ◽  
The State ◽  
Classical Antiquity ◽  
State University ◽  
Geographical Knowledge ◽  
Greco Roman ◽  
The Middle Ages

Este texto é parte da pesquisa desenvolvida e defendida junto ao Programa de Pós-Graduação Stricto Sensu em Geografia pela Universidade Estadual do Oeste do Paraná. A pesquisa teve o seguinte título: “A unidade de perspectivas entre a geografia e a cartografia medievais: paralelos com as artes visuais”. Contudo, no capítulo I, buscou-se conhecer e compreender a Geografia (e a Cartografia) produzida na Antiguidade Clássica. Desse modo, na integralidade da pesquisa foi possível compreender alguns traços do pensamento geográfico e do cartográfico greco-romano, e comparar as variações conceituais e metodológicas em relação ao conhecimento geográfico e cartográfico produzidos na Idade Média. Sobre a Antiguidade Clássica, evidentemente, os pensadores gregos e romanos não foram os únicos, nem os primeiros, a produzir um conhecimento geográfico (e cartográfico), mas certamente, foram eles os primeiros a melhor sistematizar tais conhecimentos.AbstractThis text is part of the research developed and defended at the Graduate Program Stricto Sensu in Geography from the State University of Western Paraná. The research had the following title: "The unity of outlook between geography and medieval cartography: parallel with the visual arts." However, in Chapter I , I tried to know and understand the geography ( and Cartography ) produced in Classical Antiquity . Thus, in the whole of the research was possible to understand some aspects of geographical thought and the Greco-Roman cartographic, and compare the conceptual and methodological changes in relation to geographic and cartographic knowledge produced in the Middle Ages. On Classical Antiquity, of course, the Greek and Roman thinkers were not the only, nor the first, producing a geographical knowledge (and mapping), but certainly they were the first ones to better systematize such knowledge.  

Early childhood teachers’ beliefs about readiness for teaching science, technology, engineering, and mathematics

2016 ◽  
Vol 15 (3) ◽  
pp. 275-291 ◽  
Author(s):  
Mi-Hwa Park ◽  
Dimiter M Dimitrov ◽  
Lynn G Patterson ◽  
Do-Yong Park
Keyword(s):  
Early Childhood ◽  
Mathematics Education ◽  
Early Childhood Teachers ◽  
Teaching Experience ◽  
Teaching Science ◽  
Latent Classes ◽  
Early Childhood Science ◽  
Science Technology ◽  
Teachers Beliefs ◽  
And Mathematics

The purpose of this study was to examine beliefs of early childhood teachers about their readiness for teaching science, technology, engineering, and mathematics, with a focus on testing for heterogeneity of such beliefs and differential effects of teacher-related factors. The results from latent class analysis of survey data revealed two latent classes of teachers, not known a priori, with significant differences in levels of teachers’ beliefs about readiness to teach science, technology, engineering, and mathematics. The teachers’ teaching experience and their awareness of the importance of science, technology, engineering, and mathematics and potential challenges in teaching science, technology, engineering, and mathematics played a differential role in the classification of teachers into latent classes. In addition, the analysis of two open-ended survey questions revealed several themes in the early childhood teachers’ opinions about early childhood science, technology, engineering, and mathematics education. Study findings support the necessity for professional development practices that will enhance teachers’ understanding of the importance of early childhood science, technology, engineering, and mathematics education, as well as their knowledge of science, technology, engineering, and mathematics disciplines and potential challenges of teaching science, technology, engineering, and mathematics.

scholarly journals An Analysis of STEM-Based Lesson Plan Development for Economic Learning at SMAN 1 Kota Batu

2021 ◽  
Author(s):  
Lisa Rokhmani ◽  
Sri Handayani ◽  
Syahrul Munir ◽  
Prih Hardinto ◽  
Yohanes Hadi S. ◽  
...  
Keyword(s):  
Industrial Revolution ◽  
Lesson Plan ◽  
The State ◽  
Lesson Plans ◽  
State University ◽  
Learning Models ◽  
Education Students ◽  
Teacher Colleges ◽  
Improving Student Learning ◽  
And Mathematics

The current era of education is entering Education 4.0 as a result of Industrial Revolution 4.0. The quality of learning can be improved by integrating STEM-based learning models. STEM is an integration of science, technology, engineering and mathematics, which is in accordance with Industrial Revolution 4.0. Handayani (2019) researched the development of STEM-based learning models for prospective economics teachers (a case study at state teacher colleges in East Java) and found that by carrying out STEM-based learning, the pedagogical ability of prospective economic teachers (S1 Economics Education students) in East Java had a significant increase of 14.5 at the State University of Malang (UM), 12.15 at the State University of Surabaya (UNESA) and 13.56 at the Jember State University (UNEJ). Based on these results, it can be said that the STEM model can be applied to support teachers’ pedagogical abilities in the era of Industrial Revolution 4.0. This study aimed to analyze STEM-based lesson plan development at SMAN 1 Kota Batu. Descriptive qualitative methods were used. The results indicated that: 1) the preparation of lesson plans in economic subjects was carried out well; 2) the development of STEM-based lesson plans can be applied in economic learning; and 3) the STEM-based lesson plans that were developed succeeded in improving student learning outcomes. Keywords: STEM, Lesson Plan, Learning Result

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 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 The Communication Skills and Mathematical Connections of Prospective Mathematics Teacher:A Case Study on Mathematics Education Students, Yogyakarta State University, Indonesia

2013 ◽  
Vol 63 (2) ◽  
Author(s):  
Djamilah Bondan Widjajanti
Keyword(s):  
Mathematical Model ◽  
Mathematics Education ◽  
Communication Skills ◽  
Discrete Mathematics ◽  
State University ◽  
Study Program ◽  
Mathematical Connections ◽  
Life Problems ◽  
Mathematical Problems ◽  
And Mathematics

The purpose of this research is to identify which aspects of the communication skills and mathematics connections of the prospective mathematics teacher that need to be improved. The subjects of the research were 34 fourth-semester students of Mathematics Education Study Program, State University of Yogyakarta, Indonesia, who took Discrete Mathematics course from February to May 2012. The identifications are done through 6 times by quizzes/tests. The aspect of mathematical communication that had been studied was the ability of students in: (1) writing the statements, reasons, or explanations, and (2) using terms, notations, tables, diagrams, charts, drawings, illustrations, mathematical models, or formulas. While the aspect of mathematical connections that had been examined was the ability of students in: (1) stating the relationship between facts, concepts, or mathematics principles, (2) developing a mathematical model of the daily life problems, and (3) mentioning the concept underlying the solution from the given mathematical problems. Results shows that the students tend to be weak in: (1) writing down the reasons, (2) using charts, pictures, and illustrations, and (3) developing a mathematical model.

scholarly journals Understanding gender differences in students' anxiety in a seminar presentation

2018 ◽  
Vol 1 (1) ◽  
pp. 35-46
Author(s):  
Suardi Sahid ◽  
A Aldiansyah ◽  
I Iskandar
Keyword(s):  
Gender Differences ◽  
Graduate Program ◽  
Female Students ◽  
The State ◽  
State University ◽  
Male And Female ◽  
Purposive Sampling ◽  
Field Notes ◽  
And Gender

This paper discusses students` anxiety and gender differences faced by male and female in the presentation. The main focus is to see the anxiety affected by gender differences in a presentation at the State University of Makassar conducted in 2016, the subjects of this research were the students` at Graduate Program who conduct seminar presentation from September to the last of December. The researcher used purposive sampling by taking two males and two female students as a participant to be observed. The instruments that the researcher used were Observation checklist, field notes, and interview. The result of the research shows the significance related anxiety and gender differences which male anxiety is affected by their thought while female anxiety is affected by their feeling in a seminar presentation.

scholarly journals Developing Algebra Structure Module and Model of Cooperative Learning Helping Concept Map Media for Improving Proofing Ability

2017 ◽  
Vol 10 (3) ◽  
pp. 207
Author(s):  
Syafari Syafari
Keyword(s):  
Mathematics Education ◽  
Cooperative Learning ◽  
Lesson Plan ◽  
Private University ◽  
Positive Behavior ◽  
First Year ◽  
Algebra Structure ◽  
State University ◽  
And Mathematics ◽  
North Sumatra

This research was purposed to develop module and learning model and instrument of proofing ability in algebra structure through cooperative learning with helping map concept media for students’ of mathematic major and mathematics education in State University and Private University in North Sumatra province. The subject of this research was the students’ of mathematic and mathematics education in Medan State University and Qualitye University. Developmental Research that oriented on developing product at stage and first year was done identification of proofing and positive behavior on algebra structure based on curriculum and was developed module and model cooperative learning with helping concept media map. The result that got at the first stage was the formula of proofing ability and positive behavior on algebra structure with first module and model cooperative learning assisting concept media map that assumed effective, efficient in algebra structure. Module and model of this learning consist of the book of lecturing guiding (lecturing unity schedule, lecturing contract, and lesson plan), module, and book of students’ assignment.

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