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Disciplinas de Fundamentos de Matemática: uma discussão à luz dos significados da palavra “fundamentos”; Courses on the Foundations of Mathematics: a discussion in light of the meanings of the word ""foundations""

VIANNA, Carlos Roberto; CURY, Helena Noronha
Fonte: UNESP-DEPT MATHEMATICA Publicador: UNESP-DEPT MATHEMATICA
Tipo: Artigo de Revista Científica
Português
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Based on a survey of summaries of courses on the Foundations of Mathematics, from Mathematics Teacher Education programs in the southern part of Brazil, and some remarks on the legislation related to the course syllabuses, we discuss the meaning of the word ""Foundations"" in order to reflect on the proposals of these issues in the courses, which will be undergoing reformulation. The opinions of students in one of these courses regarding the meaning of the term ""foundations"", as well as the data obtained from the survey and the remarks regarding legislation, may lead to considerations about the possibilities for a better qualification of the initial education of Mathematics teachers.

É a matemática relativa? A relação entre conhecimento, matemática e as questões socioculturais a partir de uma leitura das idéias de David Bloor.; Is the mathematics relative? The relationship between knowledge, mathematics and sociocultural issues from a reading of David Bloor's ideas.

Santana, Diana Patricia Ferreira de
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 24/09/2007 Português
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O presente trabalho tem por objetivo analisar os argumentos apresentados por Bloor a favor de uma sociologia da matemática. Nesta perspectiva, cabe identificar no contexto sociocultural os aspectos imanentes e transcendentes que relacionam os objetos que constituem o conhecimento matemático com as práticas sociais. Investiremos, num primeiro momento, na leitura crítica dos três últimos capítulos do livro Knowledge and Social Imagery de David Bloor. O livro se propõe a uma investigação da natureza e conteúdo do conhecimento científico através do chamado programa forte em sociologia. Pretende-se confrontar as hipóteses e os argumentos dos autores que participam do debate e ao final apresentar alguma contribuição para a Filosofia da Educação Matemática. Um ponto que considero relevante tratar nesse trabalho é a orientação relativista sugerida pela proposta de Bloor, alvo das críticas mais pungentes. O caminho (método) que melhor se adequa a essa nossa intenção é a discussão crítica entre os autores, fundamentada apenas em fontes bibliográficas. Não é fruto de uma pesquisa empírica, mas de um exercício de reflexão de cunho teórico. Temos alguns indícios da possível relação da matemática com as questões socioculturais: o fenômeno da difusão cultural...

A tensão entre o discreto e o contínuo na história da matemática e no ensino de matemática.; The discrete and the continuous in the history of mathematics and in mathematics education

Brolezzi, Antonio Carlos
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 17/02/1997 Português
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Discreto e contínuo são termos que se referem respectivamente a duas das ações básicas na elaboração da Matemática: contar e medir. Neste trabalho examinamos o problema pedagógico que surge da tendência de se abordar os temas de Matemática elementar optando por um ou outro aspecto, sem explorar a interação entre eles. Nossa ideia é que isso se resolve através da administração da tensão conceitual entre essas noções. Trata-se de caminhar com ambas as pernas, a da ideia do discreto e a da continuidade, na construção dos conceitos matemáticos. Este trabalho é baseado na pesquisa em História da Matemática, justificada pela visão do conhecimento como uma rede conceitual, uma rede de significações em permanente transformação. Procuramos assim fazer uso da História para repensar aspectos do ensino de Matemática elementar, especialmente relacionados ao nosso tema: a construção da ideia de Número; o nascimento do Cálculo Diferencial e Integral; as relações entre qualidade/quantidade. Ao final, mostramos exemplos de Oficinas Temáticas para a formação de professores, nas quais procuramos aplicar a abordagem histórica visando administrar o par conceitual discreto/contínuo dentro de assuntos do currículo elementar de matemática.; Discrete and continuous are concepts related respectively to two basic actions in Mathematics: to count and to measure. In this work we examine the pedagogical problem originated in the tendency of approaching elementary Mathematics by making an option between either one or other feature...

O movimento da matemática moderna na região de Ribeirão Preto : uma paisagem; The moviment of Modern Mathematics in the Ribeirão Preto region : a landscape

Zionice Garbelini Martos Rodrigues
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 11/02/2010 Português
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Este trabalho tem como objetivo estudar o processo de apropriação de propostas do Movimento da Matemática Moderna por um grupo de professores de Matemática da região de Ribeirão Preto-SP, nas décadas de 1960, 1970 e 1980. Em nossa investigação, alicerçada na História Oral, realizamos entrevistas com dez professores de Matemática da região de Ribeirão Preto e produzimos, a partir dos relatos orais registrados em áudio, os documentos principais de nosso estudo. Esses documentos foram complementados por outros tipos de fontes escritas. Em nosso diálogo com as fontes, diversas facetas da matemática escolar em tempos de Matemática Moderna se destacaram. Três dessas facetas - Ginásios Estaduais Vocacionais do Estado de São Paulo, Centro Regional de Aperfeiçoamento do Ensino de Matemática, CRAEM, e Livros Didáticos de Matemática Moderna são discutidas neste trabalho.; This work aims to study the process of appropriation of the proposals of the Movement of Modern Mathematics by a group of mathematics teachers in the region of Ribeirão Preto, in the 1960, 1970 and 1980. In our research, based on oral history, conducted interviews with ten teachers of mathematics in Ribeirão Preto and produce, from oral accounts recorded in audio...

Communication in the classroom : practice and reflection of a mathematics teacher

Martinho, Maria Helena; Ponte, João Pedro da
Fonte: University of Palermo. Department of Mathematics Publicador: University of Palermo. Department of Mathematics
Tipo: Artigo de Revista Científica
Publicado em //2009 Português
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This paper discusses the conceptions, practices and reflections about practices of a mathematics teacher, Maria, with respect to classroom communication and their change during the activity of a collaborative project involving a researcher and two other mathematics teachers. The case study of this teacher, who teaches at grades 5-6, draws on interviews and participant observation of the collaborative project meetings. The results show the relevance of the project to develop the teacher’s understanding of communication issues in her classroom, putting her practices under scrutiny, and developing richer communication processes between her and her students.

A New Elementary Mathematics Curriculum: Practice, Learning and Assessment - Some Classroom Episodes

Vale, Isabel; Fernandes, Domingos; Borralho, António
Fonte: The Mathematics Education into the 21st Century Project – MEC 21 Publicador: The Mathematics Education into the 21st Century Project – MEC 21
Tipo: Artigo de Revista Científica
Português
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The aim of this paper is to present the new and innovative mathematics curriculum for elementary levels that is being implemented in the Portuguese basic education system (students from 1st to 9th grade) through an overview of an ongoing study of implementation/experimentation of this curriculum. A specific mechanism was implemented in the field to provide scientific and pedagogical support to the development of the new elementary mathematics curriculum (NPMEB) implementation at all grade levels and all over the country. In particular, the NPMEB is being experimented by a set of teachers that teach in their own classes and that have been trained and accompanied along the experience by the different authors of the program. We will focus on some classroom practices, sharing innovative and creative ideas of teachers and students, grounded on some of the tasks used by the teachers. The preliminary results suggest that some improvements are already visible, namely regarding students’ attitudes and mathematical competences and teachers’ practice

Teacher practice in an inquiry-based Mathematics classroom

Menezes, Luís; Oliveira, Hélia; Canavarro, Ana Paula
Fonte: Hellenic Mathematical Society & International Journal for Mathematics in Education Publicador: Hellenic Mathematical Society & International Journal for Mathematics in Education
Tipo: Artigo de Revista Científica
Português
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This paper presents a framework for an inquiry-based approach to mathematics teaching. It was developed by combining theoretical perspectives and case studies of experienced teacher that usually conduct inquiry based teaching of mathematics. This framework describes the actions teachers intentionally perform with two identified purposes: to promote the mathematical learning of the students and to manage the students and the class as a whole.

O uso das tecnologias de informação e comunicação pelos professores de Matemática da Universidade Pedagógica de Moçambique-Delegação de Nampula; The use of information technology and communication for teachers of Mathematics Pedagogical University Delegation of Mozambique-Nampula

MOMADE, Saíde Issufo
Fonte: Universidade Federal de Goiás; BR; UFG; Mestrado em Educação em Ciências e Matemática; Ciências Exatas e da Terra Publicador: Universidade Federal de Goiás; BR; UFG; Mestrado em Educação em Ciências e Matemática; Ciências Exatas e da Terra
Tipo: Dissertação Formato: application/pdf
Português
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This dissertation aims to present a research undertook within the Master of Education in Science and Mathematics at the Federal University of Goiás. The research was based on the fact that currently social and cultural changes are witnessed as a result of the possibilities arising from Information and Communication Technology (ICT), particularly within the education system. Given the presence of this language among the students, if the teachers do not incorporate it into their practices they may be denying the dialogue with those who are the reasons for the existence of all educational systems. Therefore, authors such as Moran (1993), Moran, Masetto and Behrens (2000), Kenski (2003, 1996) and Toschi (2005), amongst others, reflect about changes experienced from both students and educators during the teaching and learning processes as a result of impacts of those means. Because the TICS establish strong relationship with the Mathematics, Mathematics teachers should build coherent practices involving the use of ICTs. Inspired by a qualitative approach, the survey was built on case study methodology, using a questionnaire and interview. The study subjects were Mathematics teachers, trainers of Mathematics teachers from Universidade Pedagogica-Mozambique...

A confirmatory factor analysis of Attitudes Toward Mathematics Inventory (ATMI)

Majeed, A.A.; Darmawan, I.G.N.; Lynch, P.
Fonte: Association of Mathematics Educators Publicador: Association of Mathematics Educators
Tipo: Artigo de Revista Científica
Publicado em //2013 Português
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Students’ attitudes toward mathematics have been known to influence students’ participation, engagement, and achievement in mathematics. A variety of instruments have been developed to measure students’ attitudes toward mathematics for example Mathematics Attitude Scale (Aiken, 1974), Fennema-Sherman Mathematics Attitudes Scales (Fennema & Sherman, 1976), and Attitudes Toward Mathematics Inventory (ATMI) (Tapia & Marsh, 1996). The purpose of this paper is to report the validation of the ATMI instrument. It was administered to 699 Year 7 and 8 students in 14 schools in South Australia. The students responded on a five-point Likert scale. Confirmatory factor analysis (CFA) supported the original four-factor correlated structure based on several fit indices. The validation provided evidence that ATMI can be a viable scale to measure students’ attitudes toward mathematics in a South Australian context; Aysha Abdul Majeed, I Gusti Ngurah Darmawan, Peggy Lynch

What is Mathematics, Really? Who Wants to Know?

Otte,Michael Friedrich; Barros,Luiz Gonzaga Xavier de
Fonte: UNESP - Universidade Estadual Paulista, Pró-Reitoria de Pesquisa; Programa de Pós-Graduação em Educação Matemática Publicador: UNESP - Universidade Estadual Paulista, Pró-Reitoria de Pesquisa; Programa de Pós-Graduação em Educação Matemática
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/08/2015 Português
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AbstractFamous physicists, like Einstein and Wigner have been wondering, why mathematical symbolism could play such an effective and decisive role in the development of physics. Since the days of Plato, there have been essentially two different answers to this question. To Plato mathematics was a science of the unity and order of this universe. Since Galilei people came to believe that mathematics does not describe the objective world, it is not a reflection of some metaphysical realism. It is rather a reflection of human activity in this world. Kant, by his “Copernican Revolution of Epistemology” seems to have been the first to realize this. For example, number, or more generally arithmetic, was to the Pythagoreans “a cosmology” (KLEIN, 1985, p. 45), to Dedekind it is a means to better distinguish between things. The paper sketches the transition from an ontological to a semiotic interpretation of mathematics.

Department of Applied Mathematics Academic Program Review, Self Study / June 2010

Borges, Carlos F.
Fonte: Naval Postgraduate School, Monterey, CA. Publicador: Naval Postgraduate School, Monterey, CA.
Tipo: Livro
Português
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The Department of Applied Mathematics has a multi-faceted mission to provide an exceptional mathematical education focused on the unique needs of NPS students, to conduct relevant research, and to provide service to the broader community. A strong and vibrant Department of Applied Mathematics is essential to the university's goal of becoming a premiere research university. Because research in mathematics often impacts science and engineering in surprising ways, the department encourages mathematical explorations in a broad range of areas in applied mathematics with specific thrust areas that support the mission of the school.

Inside Indonesia's Mathematics Classrooms : A TIMSS Video Study of Teaching Practices and Student Achievement

World Bank
Fonte: World Bank Publicador: World Bank
Tipo: Economic & Sector Work :: Other Education Study
Português
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The following report is the first of a two-stage video study to examine teaching practices and activities in Indonesian classrooms. The first stage is linked to results of the 2007 Trends in International Mathematics and Science Study (TIMSS) where 100 of the 150 classes that participated in the TIMSS examination also participated in this additional video study component. The second stage will also involve 100 classes that will participate in the 2011 exam. The second phase will follow the same methodology, allowing for comparison across years, but will also involve more in-depth analysis of the links between teaching practices and student outcomes and how teaching practices are influenced by teachers' belief systems and subject content knowledge. Indonesia has been a committed participant in the TIMSS, Program for International Student Assessment (PISA) and the Progress in International Reading Literacy Study (PIRLS) international standardized student examinations for many years and is one of the few non-OECD (Organization for Economic Cooperation and Development) countries to participate so fully. Indonesian student performance in these examinations has been relatively low...

Vietnam : Reading and Mathematics Assessment Study, Volume 3

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Other Education Study; Economic & Sector Work
Português
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This paper contains three volumes presenting the Vietnam Reading and Mathematics Assessment Study conducted in 2001. The first volume sets the study in its country context, describes its genesis, outlines the methodology, and summarizes the results. The main purpose is to show how the analysis of the study results points to specific policy interventions. The strong link between a teacher's subject knowledge, and the performance of her pupils argues for teacher upgrade programs, while the high variation of pupil performance between schools in the same province calls for local programs that improve school effectiveness. The first volume is followed by a second volume detailing the study results, and a third providing a full description of the study methodology.

O Intuitivo e o Lógico no Conhecimento Matemático: análise de uma proposta pedagógica em relação a abordagens filosóficas atuais e ao contexto educacional da matemática; The Intuitive and the Logical in Mathematical Knowledge: analysis of a pedagogical proposal from a viewpoint of new philosophical approaches and in the educational context of mathematics

MENEGHETTI, Renata Cristina Geromel
Fonte: UNESP-DEPT MATHEMATICA Publicador: UNESP-DEPT MATHEMATICA
Tipo: Artigo de Revista Científica
Português
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In this paper, we consider Meneghetti & Bicudo's proposal (2003) regarding the constitution of mathematical knowledge and analyze it with respect to the following two focuses: in relation to conceptions of mathematical knowledge following the fundamentalist crisis in mathematics; and in the educational context of mathematics. The investigation of the first focus is done analyzing new claims in mathematical philosophy. The investigation of the second focus is done firstly via a theoretical reflection followed by an examination of the implementation of the proposal in the process of development of didactic materials for teaching and learning Mathematics. Finally, we present the main results of the application of one of those materials.

As praticas culturais de mobilização de historias da matematica em livros didaticos destinados ao ensino medio; The cultural practices of mobilization of histories of mathematics in textbooks destined to the high school

Marcos Luis Gomes
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 15/02/2008 Português
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Este trabalho tem como objeto de estudo as práticas culturais de mobilização da história da matemática realizadas por autores de livros didáticos de matemática que escreveram livros para o Ensino Médio. Estas práticas são aqui concebidas como formas simbólicas e, assim, o estudo dessas formas de mobilização da história foi realizado com base em uma análise de cunho hermenêutico. Realizamos o cruzamento entre três tipos de fontes documentais: coleções de livros didáticos constantes no PNLEM 2005; entrevistas realizadas com os autores destas coleções e os pareceres constantes no catálogo do PNLEM relativos a essas coleções. Esta análise nos remeteu a empreender uma interpretação personalizada dos padrões semióticos pelos quais teriam se pautado alguns autores de livros didáticos de matemática, no sentido de procurarem estabelecer um diálogo com a história da matemática a fim de fazerem-na participar de seus textos didáticos destinados à educação matemática escolar.; This work has as study objects the cultural practices of mobilization of history of mathematics accomplished by authors of mathematics text books that wrote books for the high school. These practices are conceived here as symbolic forms and...

Teachers' and students' views and attitudes towards a new mathematics curriculum: A case study

Ponte, João Pedro da; Matos, João Filipe; Guimarães, Henrique Manuel; Leal, Leonor Cunha; Canavarro, Ana Paula
Fonte: Universidade de Lisboa Publicador: Universidade de Lisboa
Tipo: Artigo de Revista Científica
Publicado em //1994 Português
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The education system in Portugal is in the midst of a period of intensive reform. This paper describes the findings of a qualitative case study focusing on the views and attitudes of teachers and students participating in a pilot curriculum development programme stressing active methodologies and group work, conducted by the Ministry of Education In particular it discusses their views and attitudes about mathematics, mathematics teaching and curriculum innovation. The teachers were found to struggle with a contradiction: whilst they approved the new orientations, which were seen as adequate and innovative, they complained strongly about the design and implementation of the programme Students had a generally positive attitude towards mathematics, although there were differences among them. The 7th graders were satisfied with their mathematics classes and with the new curriculum. The 10th graders did not consider the changes as significant in themselves, but expressed concern for their academic progress.

Teaching and learning mathematics using moodle

Lopes, Ana Paula Ferreira Fernandes; Babo, Rosalina; Azevedo, José Manuel Monteiro Lopes
Fonte: Instituto Politécnico do Porto. Instituto Superior de Contabilidade e Administração do Porto Publicador: Instituto Politécnico do Porto. Instituto Superior de Contabilidade e Administração do Porto
Tipo: Artigo de Revista Científica
Publicado em //2008 Português
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This paper summarizes a project that is contributing to a change in the way of teaching and learning Mathematics. Mathematics is a subject of the Accounting and Administration course. In this subject we teach: Functions and Algebra. The aim is that the student understand the basic concepts and is able to apply them in other issues, when possible, establishing a bridge between the issues that they have studied and their application in Accounting. As from this year, the Accounting course falls under in Bologna Process. The teacher and the student roles have changed. The time for theoretical and practical classes has been reduced, so it was necessary to modify the way of teaching and learning. In the theoretical classes we use systems of multimedia projection to present the concepts, and in the practical classes we solve exercises. We also use the Excel and the mathematical open source software wxMaxima. To supplement our theoretical and practical classes we have developed a project called MatActiva based on the Moodle platform offered by PAOL - Projecto de Apoio Online (Online Support Project). With the creation of this new project we wanted to take advantage already obtained results with the previous experiences, giving to the students opportunities to complement their study in Mathematics. One of the great objectives is to motivate students...

Os limites do sentido no ensino da matemática; The limits of meaning in the teaching of mathematics

Fonseca, Maria da Conceição Ferreira
Fonte: Universidade de São Paulo. Faculdade de Educação Publicador: Universidade de São Paulo. Faculdade de Educação
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; ; Formato: application/pdf
Publicado em 01/06/1999 Português
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Em Os Limites do Sentido (1995), Eduardo Guimarães analisa os esforços de se resgatar a questão da significação nos estudos lingüísticos como gestos de incluir, no seu objeto, elementos que Saussure deliberadamente excluiu: o sujeito, o mundo e a história. Já no artigo As possibilidades de inovação no ensino-aprendizagem da matemática elementar, Manuela David (1995) faz um apanhado das tendências do ensino de Matemática que lhe parecem mais expressivas, no Brasil, observando que todas elas, na busca de um sentido, ultrapassam os conteúdos matemáticos. Neste trabalho, parodiando o texto de Guimarães, tomaremos tais tendências atuais do ensino da Matemática (a resolução de problemas, a modelagem, o construtivismo, a etnomatemática e o que David chama de um ensino comprometido com as transformações sociais), visando identificar nelas esse movimento de busca de um sentido para o ensinar matemática, por meio da re-inclusão daqueles mesmos elementos excluídos por Saussure da Lingüística, e negligenciados por abordagens mais tradicionais da matemática escolar. A análise procura apontar como essa busca de sentido no ensino da matemática trilha um percurso análogo ao que Guimarães identifica nos estudos da linguagem: o esforço de re-incluir na abordagem da matemática escolar aquilo que dela foi tradicionalmente excluído: o objeto...

Mathematics and signing using modem technology

Bosley, Erin
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Masters Project
Português
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The purpose of this curriculum development capstone project is to provide a sign language resource for the teachers of mathematics classes in deaf education settings. The project consists of a webpage including the clips of various mathematics signs in American Sign Language (ASL). The webpage includes 45 mathematics vocabulary words, taken from the Algebra I mathematics book by Bellman, Bragg, Charles, Hall, Handlin, and Kennedy (2007). A definition as well as visual illustrations and/or visual examples are provided for each word. After the implementation of the website, several questions were asked in order to improve the quality of the webpage. The feedback was provided by a team of teachers and graduate students. This project serves as the sign language resource to help mathematics teachers in deaf education improve their signing skills and also help them choose the semantically correct signs, which can lead to better results in student learning of mathematics.

“I’m like the Sherpa guide”: On Learning to Teach Proof in School Mathematics

Cirillo, Michelle
Fonte: The International Group for the Psychology of Mathematics Education Publicador: The International Group for the Psychology of Mathematics Education
Português
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This article describes the experiences of a beginning mathematics teacher, Matt, across his first three years of teaching proof in a high school geometry course. Matt’s past experiences with mathematics influenced his beliefs about what he could and could not do to help his students learn how to prove. During his first year of teaching proof, Matt claimed that you cannot teach someone to write a proof. Over time, however, Matt eventually developed some strategies for teaching proof to his students. Within this work is an interest in learning more about how a teacher learns to teach proof to students who are just learning how to construct a formal proof. This case highlights the importance of pedagogical content knowledge.; This research was supported, in part, by the National Science Foundation under Grant no. 0347906 (Beth Herbel-Eisenmann, PI).