Digital media has found its natural place in schools all around the world. Especially for its capacity to vary the teaching and to increase students' motivation. This small-scale national study aimed to investigate if and how Swedish primary school teachers use digital tools in form of motion media in their EFL teaching. It also investigates the teachers’ motives for using this kind of teaching asset. A mixed method approach was applied to gather information for this paper, in which interviews and an online questionnaire was conducted by participants from all around Sweden. 40 teachers responded to the questionnaire, and five teachers were interviewed. The results show that Swedish primary school teachers are frequent users of motion media in their EFL teaching, and that YouTube is a popular source for media. Their motives for using this form of teaching are that it is fun for the students, it brings variation to the lessons, and it provides models of authentic language to the classroom. The study also shows some drawbacks and challenges with the use of motion media in language teaching, for example choosing proper materials. However, more research in the area is needed, particularly in Sweden’s lower grades.

Submitted by Rosivalda Pereira (mrs.pereira@ufma.br) on 2017-06-27T19:51:25Z No. of bitstreams: 1 AldimarBottentuit.pdf: 3689613 bytes, checksum: 7713ceb744a5239259d757d6a6935662 (MD5) / Made available in DSpace on 2017-06-27T19:51:25Z (GMT). No. of bitstreams: 1 AldimarBottentuit.pdf: 3689613 bytes, checksum: 7713ceb744a5239259d757d6a6935662 (MD5) Previous issue date: 2016-11-16 / In this dissertation it is presented the discourses of the Provintial President’s on the Primary Public Instruction in Maranhão Empire in the period from 1870 to 1889 aiming at Understanding the Nature of the configuration of the primary schooling system. It is also considered the socialization school way, the ways and school modes imposed in the local instruction and its resignified ways, so depending on the facts and acts, the texts and contexts and, mainly, the envolved actors. It was collected the discourses on the Public Instruction from the reports of the Provintical Presidents, in order to understand the field of the Instruction in Maranhão and check the problems and perspectives of the primary Public Instruction, if it is considered the government unfollowed measures the temporary actions of the presidents, the lack of adequated schools and the furniture’s, and the need of instructing the teachers at the Escola Normal (Ordinary School) in the period and focus are the specific goals of this paper. It begins from the theoretical – methodological pressupositions of the Culture History and the choice of the reports considered like sources towards the comparison of the paroles of the presidents and their representations about the public septum of teaching; also following the historical trail of the government actions, identifying the implicit intentions derived from the political polarities of belonging of the governors as well as the impact of the performances and actions in the primary public instruction in a process of structuration. It was used the bibliographical inquire based on authors like Castellanos (2010; 2012; 2015), Castro (2007; 2012; 2016), Certeau (1994; 1995; 1998), Chartier (1987; 1999; 2002), Nunes (2006; 2010; 2012), Sousa (2011; 2013; 2015), Viveiros (1838; 1936; 1937) e Meirelles (1960; 1994; 2008) among others who support our analysis and guide along the data discussion and cathegories. It is also included the documental inquire which was essential because brought different alternatives, intentions and contradictions when different sources were crossed, that’s to say the entwine of reports, laws and regulations made possible to detect data, paroles, situations and dates which offered us several understandings possible only in the operability of the historical faets. It concludes that the results showed the continuous need of Educational Public Politics and also budget ones in Maranhão for the credibility and the expansion of the public primary teaching, therefore, the legislations (laws and rules), howener instituted in law, weren’t being real nor guaranteeing the consolidation and the organization of the primary school and the pedagogical practices applied in these situations, in spite of some presidents tried to fight against the government intermittence when they commited then selves to give continuity to the politics already established and get new actions and some intelectuals as well as the private help in order to increase the situation of the public teaching in Maranhão, specifically on the primary instruction. / Nesta dissertação apresentam-se os discursos dos Presidentes da Província sobre a Instrução Pública Primária no Maranhão Império no período de 1870 a 1889 no intuito de compreender-se a natureza da configuração do sistema de escolarização primária, ao enfocar-se a forma escolar de socialização, os modos e as modalidades escolares impostos na instrução local e suas formas ressignificadas dependendo dos fatos e atos, dos textos e contextos e, principalmente, dos sujeitos envolvidos. Levantar-se nos relatórios de Presidentes de Província os discursos sobre a Instrução Pública; compreender-se o campo da Instrução no Maranhão e verificarem-se os problemas e as perspectivas da Instrução Pública primária, se tomamos como referência as descontinuidades governamentais, as interinidades dos presidentes, a falta de escolas adequadas e os mobiliários, e a necessidade de formar os professores na Escola Normal no período e foco são nossos objetivos específicos. Parte-se dos pressupostos teórico-metodológicos da História Cultural e da escolha dos relatórios considerados como fontes, para cotejarem-se as falas dos presidentes e de suas representações sobre o sistema público de ensino e de rastrear-se o trajeto histórico das ações governamentais, identificar-se as intencionalidades implícitas derivadas das polaridades políticas de pertencimento dos governantes, assim como o impacto das atuações e ações na instrução pública primária em processo de estruturação. Utilizou-se da pesquisa bibliográfica auxiliando-nos de autores como Castellanos (2010; 2012; 2015); Castro (2007; 2012; 2016), Certeau (1994; 1995; 1998), Chartier (1987; 1999; 2002), Nunes (2006; 2010; 2012), Sousa (2011; 2013; 2015), Viveiros (1838; 1936; 1937) e Meirelles (1960; 1994; 2008) entre outros, que sustentam nossas análises e nos orientam na discussão de dados e categorias, como também utilizamos a pesquisa documental, a qual foi essencial por trouxerem diferentes alternativas, propósitos e contradições ao cruzarmos diferentes fontes; o entrelaçamento de relatórios, leis e regulamentos nos possibilitou detectar dados, falas, situações e datas que nos ofereceram diversos entendimentos que só é possível na operacionalidade do histórico. Conclui-se que os resultados mostraram a necessidade continua de Políticas Públicas Educacionais e orçamentárias no Maranhão para a credibilidade e a expansão do ensino primário público; portanto, as legislações (leis e regulamentos), embora instituídas em lei, não se estavam concretizando e nem garantindo a consolidação e a organização da escola primária e das práticas pedagógicas aplicadas nesses ambientes; a pesar de que alguns presidentes tentaram lutar contra a intermitência governamental se empenhado em dar continuidade às políticas já estabelecidas e estabelecer novas ações e alguns intelectuais com a ajuda da iniciativa privada lutaram por melhorar a situação do ensino público no Maranhão, especificamente da instrução primária.

Twenty years after the first pilot projects began to develop Student Active Learning (SAL) in Indonesia, and four years since it was adopted for use in the last provinces, this research investigates the implementation of Student Active Learning in Indonesian primary mathematics classrooms. A study of the relevant literature indicates that teaching based on constructivist principles is unlikely to be implemented well in mathematics classrooms unless there are high quality teachers, readily available manipulative materials, and a supportive learning environment. As Indonesian schools often lack one or more of these aspects, it seemed likely that Student Active Learning principles might not be ‘fully’ implemented in Indonesian primary mathematics classrooms. Thus a smaller scale, parallel study was carried out in Australian schools where there is no policy of Student Active Learning, but where its underlying principles are compatible with the stated views about learning and teaching mathematics. The study employed a qualitative interpretive methodology. Sixteen primary teachers from four urban and four rural Indonesian schools and four teachers from two Victorian schools were observed for four mathematics lessons each. The twenty teachers, as well as fourteen Indonesian headteachers and other education professionals, were interviewed in order to establish links between the background and beliefs of participants, and their implementation of Student Active Learning. Information on perceived constraints on the implementation of SAL was also sought. The results of this study suggest that Student Active learning has been implemented at four levels in Indonesian primary mathematics classrooms, ranging from essentially no implementation to a relatively high level of implementation, with an even higher level of implementation in three of the four Australian classrooms observed. Indonesian teachers, headteachers and supervisors hold a range of views of SAL and also of mathematics learning and teaching. These views largely depended on their in-service training in SAL and, more particularly, on their participation in the PEQIP project Typically, participants’ expressed views of SAL were at the same or higher level as their views of mathematics learning and teaching, with a similar pattern being observed in the relationship between these latter views and their implementation of SAL principles. Three factors were identified as influencing teacher change in terms of implementation of SAL: policy, curricular and organisational, and attitudes. Recommendations arising from this study include the adoption of reflection as an underlying principle in the theory of SAL, the continuation and extension of PEQIP type projects, changes in government policy on curriculum coverage and pre-service teacher training, and more support for teachers at the school and local authority levels.

This thesis is dealing with summary of findings about thematic instruction and using interdisciplinary relationships in teaching at Primary school. The starting point for the theoretical part is specialist literature about project and thematic instructions. The research section of the thesis is formed by methodological guide for teachers. In the methodological guide there are two complete teaching programs for 3rd year of Primary school. These programs use the themes of cultural and natural attractions of Telč and its surroundings for support of interdisciplinary relationships in teaching at Primary school. The part of the thesis contains an interview with a teacher, who checked the proposal in practise.

[pt] O objetivo da tese é fazer uma caracterização do professor de Matemática no Brasil desde a expulsão dos jesuítas até os últimos anos do Império cobrindo o período que vai de 1759 até 1879. Essa caracterização é realizada a partir da análise dos conhecimentos necessários ao professor que ensinava Matemática e nas exigências legais feitas pelo governo imperial para o exercício do magistério primário e secundário nas épocas destacadas. Para construir uma caracterização do professor é feita uma pesquisa histórica utilizando-se a análise documental das provas dos exames de concursos para professores de Primeiras Letras e para professores do ensino secundário público e particular, aliadas à análise da legislação vigente nos anos correspondentes. O foco escolhido para o estudo é o município da Corte do Rio de Janeiro em vista de sua importância política, econômica e social como sede do governo imperial, bem como por sua representatividade no que diz respeito à Instrução pública. Assim, este trabalho se propõe a refletir sobre o professor de Matemática abordando questões relacionadas a sua profissionalização, em especial, aos pré-requisitos para o exercício da profissão de professor e à admissão aos cargos do magistério público e particular ao longo do período analisado e do estudo dos instrumentos legais que regulamentavam esse exercício, ou seja, a legislação vigente e os sistemas de concurso. / [en] The aim of this thesis is to make a characterization of the teacher of Mathematics in Brazil since the expulsion of the Jesuits until the last years of the Empire, being covered the period that goes of 1759 up to 1879. The characterization is made from both the analysis of the necessary knowledge to the teacher who taught Mathematics and the legal requirements made by the imperial government for the exercise of primary and secondary teaching at the time detached. The mentioned characterization was based upon documentary analysis of the examinations for selecting teachers of First Letters and of public and private intermediate education, allied to the analysis of the current law in the corresponding years. The main focus of the study was the city of Rio de Janeiro because of its importance in politics, economy and social affairs as it were the center of the imperial government, as well as for its role in public instruction. Finally, as a conclusion, this work proposes to reflect on subjects related to the teacher of Mathematics, considering its professionalization, the prerequisite for the exercise of this profession, admission to the positions of public and private teaching, and the study of corresponding laws and regulations throughout that period.

Submitted by LAURA LAIS DE OLIVEIRA CASTRO (laura_laiscastro@hotmail.com) on 2016-01-15T11:12:29Z No. of bitstreams: 1 Dissertacao_Laura_final1.pdf: 1224677 bytes, checksum: 153d5701d862a6d6894f138c7b50b3af (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-01-15T13:47:29Z (GMT) No. of bitstreams: 1 castro_llo_me_bauru_int.pdf: 1224677 bytes, checksum: 153d5701d862a6d6894f138c7b50b3af (MD5) / Made available in DSpace on 2016-01-15T13:47:29Z (GMT). No. of bitstreams: 1 castro_llo_me_bauru_int.pdf: 1224677 bytes, checksum: 153d5701d862a6d6894f138c7b50b3af (MD5) Previous issue date: 2015-12-18 / Não recebi financiamento / O presente trabalho buscou identificar e analisar aspectos do ensino de História, a partir de 2008, na rede de educação estadual de São Paulo, com o material de implementação do currículo básico, e na rede de educação municipal de uma cidade do interior paulista, com o sistema apostilado “Aprende Brasil”, tendo como enfoque a escravidão no Brasil. Além disso, procurou também investigar o porquê da utilização de materiais diferentes do livro didático nas duas redes, bem como analisá-los e compará-los na disciplina de História, especificamente no que diz respeito aos conteúdos referentes ao período de escravidão no Brasil. / The following paper intends to identify and analyze aspects of History teaching, since 2008, in the education network of the State of São Paulo, with the implementation of the pedagogical core curriculum materials, as well as the municipal education network of an inner town located in the State of São Paulo. The material analyzed was a booklet learning system bearing the name "Aprende Brasil", the issue checked over on this material regarded the slavery in Brazil. In addition, this research also sought to carry out the reason why of the utilization of different textbooks on History subject in both education network systems and also the comparison of their methodology and contents. The analysis of both textbooks was chiefly concerned about views on the slavery period in Brazil.

Made available in DSpace on 2014-08-20T13:48:04Z (GMT). No. of bitstreams: 1 Antonio Mauricio Medeiros Alves_Tese.pdf: 9015187 bytes, checksum: ed8af0b3a50b7cb94e8b7d25bd6cbd65 (MD5) Previous issue date: 2013-11-26 / The core thesis developed by this study is that the global movement of renewal in the teaching of mathematics, known as the Modern Mathematics Movement (MMM), has established itself in the state of Rio Grande do Sul in a heterogeneous fashion, due to a set of actions orchestrated by different subjects in different teaching/teacher s education/research institutions. Such movement has influenced the local didactic production, leading to the reformulation of the collection entitled Estrada Iluminada ( Lighted Path ) which, under the new title Nossa Terra Nossa Gente ( Our Land Our People ), introduces the Modern Mathematics under the strong influence of the studies of the Hungarian mathematician Zoltan Paul Dienes. The MMM was originated in the mid 1960s, a period that was marked worldwide and in Brazil as well, by important discussions about the necessary renewal of mathematics teaching. In Rio Grande do Sul, however, there had already been a concern with teacher s education since the 1950s, thanks to studies in the field of cognitive psychology, mainly represented by Jean Piaget. The debate has involved different subjects connected to different institutions, such as Normal Schools, Universities, the Center for Educational Orientation and Research (CPOE) and the Porto Alegre Study Group on Mathematics Teaching (GEEMPA). These subjects included in their discussions topics of Modern Mathematics as, for instance, Set Theory, this discussion contributed to the debate about mathematics teaching modernization in RS, as well as the formation of teachers, especially who worked in Primary Education. In the same period there was, statewide, a process of professionalization of/in the didactic production, and textbooks for primary teaching started to be produced by CPOE Educational Technicians and Primary Advisers between the years of 1950 and 1980. In that context, we highlight the production of teachers Cecy Cordeiro Thofehrn and Nelly Cunha, authors of the didactic books made object and main source of study in this research: Estrada Iluminada and Nossa Terra Nossa Gente . Fifty-two copies from both these collections have been gathered, which were reduced to 17 volumes after a process of horizontal analysis. The data were built after vertical analysis, and interpreted considering four principles (categories) identified through the reading of the MMM works of reference: Set Theory; arithmetic operations; study of relationships; and topological structures. This way, by the analysis of the books under focus, it was possible to identify which Modern Mathematics contents have been included in the reformulation of said collections. Besides the didactic books other sources, such as legislation, works of reference authors on MMM and different academic works about the movement have also contributed for this study. With its results, the study intends to contribute to the field of History of Mathematical Education, of School Subjects and of Didactic Books. / A tese central desenvolvida neste trabalho é a de que o movimento global de renovação do ensino da Matemática, conhecido como Movimento da Matemática Moderna (MMM), constituiu-se, no estado do Rio Grande do Sul, de maneira heterogênea, uma vez que houve um conjunto de ações orquestradas por sujeitos pertencentes a diferentes instituições de ensino/formação/pesquisa, tendo esse movimento influenciado a produção didática local, o que levou a reelaboração da coleção Estrada Iluminada que, sob o novo título de Nossa Terra Nossa Gente , apresenta a Matemática Moderna, fortemente influenciada pelos estudos do matemático húngaro Zoltan Paul Dienes. O MMM teve origem em meados de 1960, período marcado, no Brasil e no mundo, por importantes discussões sobre a necessária renovação do ensino da Matemática. No Rio Grande Sul, porém, já havia, desde o início da década de 1950, uma preocupação com a formação dos professores, graças aos estudos desenvolvidos no campo da psicologia cognitiva, cujo principal representante foi Jean Piaget. Esse debate envolveu diferentes sujeitos, vinculados a diversas instituições, como as Escolas Normais, as Universidades, o Centro de Pesquisas e Orientação Educacionais (CPOE) e o Grupo de Estudos sobre o Ensino da Matemática de Porto Alegre (GEEMPA). Esses sujeitos incluíam, nas temáticas por eles discutidas, tópicos da Matemática Moderna, como, por exemplo, a Teoria dos Conjuntos, tendo contribuído com o debate sobre a modernização do ensino da Matemática no RS, bem como com a formação de professores, em especial daqueles que atuavam no Ensino Primário. Nesse mesmo período, houve, no estado, um processo de profissionalização da/na produção didática gaúcha, quando os livros para o ensino primário passaram a ser produzidos, em grande parte, por Técnicas Educacionais e por Orientadoras Primárias do CPOE entre os anos de 1950 e 1980. Nesse contexto, merece destaque a produção didática das professoras Cecy Cordeiro Thofehrn e Nelly Cunha, autoras dos livros didáticos tomados como objeto e fonte principal de estudo nesta pesquisa: Estrada Iluminada e Nossa Terra Nossa Gente . Foram reunidos 52 exemplares pertencentes a essas coleções, os quais, após um processo de análise horizontal, reduziram-se a 17 volumes. A partir de uma análise vertical, foram construídos os dados para a pesquisa e cuja interpretação foi realizada considerando quatro princípios (categorias) identificados nas leituras das obras de referência do MMM: Teoria dos Conjuntos, operações aritméticas, estudo das relações e estruturas topológicas. Assim, pela análise dos livros em foco, foi possível identificar quais conteúdos da Matemática Moderna foram contemplados na reelaboração de tais coleções. Além dos livros didáticos, outras fontes, como legislações, obras de autores de referência sobre o MMM e diferentes trabalhos acadêmicos produzidos sobre esse movimento, contribuíram igualmente para a escrita deste estudo. Com os resultados obtidos, o trabalho pretende contribuir com a História da Educação Matemática, das Disciplinas Escolares e dos Livros Didáticos.

This project examines instructional approaches that have been used to teach literacy to the English language learner. It also examines elements of the Foundation for California Early Literacy Learning (2003) and how they become integrated into daily classroom instruction.

Made available in DSpace on 2016-04-27T16:58:24Z (GMT). No. of bitstreams: 1 Denise Medina de Almeida Franca.pdf: 5809840 bytes, checksum: 6a744564d0ad92bf8705a65d57a993fc (MD5) Previous issue date: 2007-09-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation analyses the changes to the Curriculum for Mathematics followed by primary schools in São Paulo between 1960 and 1980 and the legislation which accompanied these changes. It aims to identify, by means of the analysis of official documents presenting curricular guidelines, in what form, in the age of the Modern Mathematics Movement (MMM), aspects of this movement were officialised in primary teaching and hence contribute to an understanding of the processes of appropriation realized by the team of the Secretariat of Education for the State of São Paulo of the Movement s though. To this end, we studied dissertations and theses and collected documents related to the theme. We selected the following documents for detailed analysis: the 1969 Programme for the Primary School of the State of São Paulo, the Curriculum Guides for 1st Grade Teaching (1975) and Support for the Implementation of the Curriculum Guides for Mathematics Algebra and Geometry of 1981. The analysis process also included comparisons of the chosen documents with the laws LDB/61 and LDB/71. Complementing this information, from interview material, we took into consideration the memories of protagonists of the MMM, treated as produced knowledge, reconstructed through a processes of critiques and reinterpretations of the past, through today s lenses. To articulate the questions addressed, we made use of the historic-cultural approach and drew support from the concepts of representation, appropriation and strategies proposed by Chartier (1991) and De Certeau (1982). The theoretical and methodological considerations were also based upon the work of Le Goff (1992) and his position as regards the analysis of monuments and their transformation into documents. We also used the perspective of Faria Filho (1998) to fundament the analysis of educational legislation. We concluded that, in the period studied, the official documents were used as a strategy of curriculum reform and dissemination, produced by the State, to implement the new directives for the teaching of mathematics within primary schools in São Paulo. We evidenced also the officialization of the MMM through these documents, associating them with the transformations in the structure of the mathematics curriculum according to the norms imposed the laws LDB 4.024/61 and LDB 5672/71 / Esta dissertação tem como objetivo analisar as alterações curriculares e a legislação de ensino que lhes deu origem, por meio dos documentos oficiais de orientação curricular, direcionados para o ensino de matemática na escola primária paulista no período de 1960 a 1980, pois queremos saber de que modo, foi oficializado o Movimento para esse nível de ensino, a fim de compreender os processos de apropriação realizados pela equipe da Secretaria Estadual de Educação de São Paulo do ideário do MMM. Para isso, estudamos teses, dissertações, e coletamos documentos relacionados ao tema. Selecionamos O Programa da Escola Primária do Estado de São Paulo, de 1969; os Guias Curriculares para o Ensino de 1º Grau, de 1975; e os Subsídios para a Implementação dos Guias Curriculares de Matemática − Álgebra e Geometria − de 1981 para aprofundamento de nossa análise. O processo também englobou o cotejamento dos documentos escolhidos com as LDB/61 e a LDB/71. Complementando essas informações, consideramos nas entrevistas realizadas com protagonistas do MMM, suas memórias como fontes, e por isso tratada como um conhecimento produzido, reconstruído através da crítica e da reinterpretação do passado, sob o olhar do hoje. Na articulação das questões, fizemos uso da abordagem da história cultural e nos apoiamos nos conceitos de representação, apropriação e estratégias postas por Chartier (1991) e De Certeau (1982). As considerações teórico-metodológicas também foram apoiadas em Le Goff (1992), que nos auxiliou nas análises; e em Faria Filho (1998) que nos amparou na análise da Legislação educacional. Concluímos que, no período estudado, os documentos oficiais foram utilizados como estratégia, produzida pelo Estado, de reformulação curricular e divulgação, para implementar as novas diretivas para o ensino de matemática, na escola primária paulista. Comprovamos também a oficialização do ideário do MMM no Ensino Primário por meio desses documentos, relacionando-os com as transformações na estrutura do currículo de matemática com as normativas impostas pela LDB 4.024/61 e LDB 5672/71