32 Reunión Latinoamericana de Matemática Educativa (Relme), evento desarrollado en la Universidad de Medellín, Colombia, del 2 al 6 de Junio de 2018. / En este Taller, se expone el proyecto “Actividades lúdicas para el aprendizaje de la Matemática en el aprendizaje por competencias” que se aplicó en un primer curso de matemática durante el ciclo 2018-1. Las actividades realizadas fueron trabajadas semanalmente y sirven de apoyo para las sesiones online, en ellas se consideran no sólo los temas de la sesión online si no también los temas vistos en la semana. En dichas actividades el estudiante desarrolla habilidades matemáticas de la competencia Razonamiento Cuantitativo como interpretación, representación y cálculo. El objetivo fue conocer las actitudes de los estudiantes frente a las actividades lúdicas, evaluar conocimientos previos y logrados durante la actividad. Como metodología se realizaron 14 actividades lúdicas y se observó y registró valoración a través de preguntas abiertas. Las actividades lúdicas fueron bien recibidas por los estudiantes como forma de integración, autoevaluación y motivación, forma de trabajo dinámica y creativa.

En este Taller, se expone el proyecto “El uso de Plataforma de Juego para la aplicación de la Matemática superior en los años de formación básica dentro del marco de competencias” que se aplicó de manera pre-experimental en el ciclo de verano 2018-0 y luego con las mejoras realizadas en todas las secciones del curso de Matemática durante el ciclo 2018-1. Los estudiantes desarrollaron habilidades de interpretación, representación, cálculos, análisis y toma de decisiones en problemas contextualizados de la vida real sobre porcentajes, tipo de cambio monetario, IGV (Impuesto General a las Ventas), factura. Por otro lado, pudieron desarrollar habilidades como tecnológicas, trabajo en equipo colaborativamente, sentido de competitividad, automotivación, concentración, alegría, etc. la experiencia en el aula fue bastante alentadora interactuaron con sus compañeros de grupo, realizaron preguntas y al final obtuvieron un feedback. / In this workshop, the project "The use of a Gaming Platform for the application of higher mathematics in the years of basic training within the framework of competencies" is presented, which was applied pre-experimentally in the summer cycle 2018-0 and then with the improvements made in all the sections of the Mathematics course during the 2018-1 cycle. The students developed interpreting, representation, calculations, analysis and decision-making skills in contextualized problems of real life on percentages, monetary exchange rate, IGV (General Sales Tax), invoice. On the other hand, they were able to develop skills such as technology, teamwork collaboratively, sense of competitiveness, self-motivation, concentration, joy, etc. The experience in the classroom was quite encouraging. They interacted with their classmates, asked questions and finally received feedback-

九年一貫課程「將傳統學科統整為七大學習領域」，在知識結構方面的改變，對教師的影響甚大；其中，尤以「綜合活動學習領域」的實施，最令基層教師感到困擾。研究者多年來擔任師資培育中心的教學研究發現，現行九年一貫課程「綜合活動學習領域」的實施，存在著許多問題。綜合課程強調「統整課程」及「合科教學」的部分，期能透過「綜合活動學習領域」的設置及活動過程的體驗與反思，將傳統的分科課程，統整為相互關聯的領域，並且落實學生生活能力的陶養。其若以「美學/哲學的課程取向」論述，教師可依循課程綱要，自主的規劃教學活動，學校也可採取彈性課程的方式，由生活經驗出發，讓學童探索真實生活中的經驗，學習對事物做深入的體驗、判斷與理解意義；因此，如何促使「生活中美感」與「體驗活動」產生聯結，落實學童生活能力的陶養，便成為「綜合活動課程實踐」的關鍵因素。 本文採用敘事分析的探究途徑，針對國小「綜合活動學習領域」教師的教學實踐敘事，進行「教師自我歸因」的敘事意義創塑，強調「閱讀文本、分享對話、游移遊戲」半結構式的課程設計，一種閱讀詮釋、對話視域與遊戲體驗的課程美學探究。本研究發現： 1、透過「教師敘事－自我歸因」的概念範疇，論述「綜合活動學習領域」課程美學之可能實踐途徑；包含：省思跨領域綜合課程的交互作用；充實學生生活使其發展完美人性；閱讀、對話與分享意念的課程實踐；課程中的主體性與情境詮釋以及一種「詮釋性反省的手法」：教師藉以覺察「師生從學習經驗中協商出的意義」，進而重新審視課程中「教育經驗的內涵及意圖」，「敘事」得以「喚醒了課程主體」，一種生命歷程、多元情境脈絡的建構過程、衝擊與協商。 2、透過「課程實踐－教學敘事」的案例分析，探究「觀看/閱讀生活世界」課程美學之可能實踐途徑；包含：協商的、批判性的、互為文本的解讀；師生互為「觀看、傾聽、感覺和感動」；「體驗作為一種學習方式」的課程實施；「故事作為一種學習方式」的課程實施；「想像文本作為一種學習方式」的課程實施以及「詩性智慧作為一種學習方式」的課程實施：綜合活動課程藉以創造出一個「詩性的經驗、感性的融合」，使其經營出一種對話遊戲中的新經驗，由詩、遊戲、美感經驗所構成的學習課程；在學習過程中，師生得以審視「由故事、創造組成，觸及學習者感覺、同情與想像力思維、詩性的體驗和實踐的智慧」。 3、透過「課程美學－詮釋批判」的概念範疇，探究「師生交感於美學視野」的互動過程之可能途徑；包含：詩性的、經驗內容的自我體驗和表白；在意義流動開展中解構自己的課程世界；情境互動、解構文本、賞析與視野融合；一種神話、故事、夢想與想像課程意圖；教育如何促使人們發展自己的知覺力量；如何促使人們發展美好生活的課程實踐：教師藉以審視或覺察「他們處於不斷的變化之中」，一種「主動的學習歷程，一種整體的生命經驗」，而且透過「課程的動態觀點」，所有的課程設計，都可以是一種思維過程的課程經驗，一種美好生活的「覺醒和意識」的模式。 4、透過「課程敘事－語言流動」的分析架構，探究「生活中美感」與「體驗活動」產生聯結之途徑；包含：語言的可能性與「觀看途徑」的運作；「以學生為主體」真實生活世界的知識實踐；能將「生活世界」真實存在的主題加以關連；對話提供未完成性的關連與希望的存有覺察；教育情境的動態發展，人與豐富情境的「邂逅」：教師藉以重新審視過程中「課程片段、組成部分的反思與回饋」，一種「人與情境多樣性的檢視」，透過「自由的實踐」，質疑一切看似靜態與不易變更之社會事實，一種互動不斷演化出渾沌的、眾多不同模式的課程實踐。 / Integrating the traditional disciplines into seven main learning areas according to Grade 1-9 Curriculum has imposed great impact on both knowledge structures and the instructors; especially the practice of Integrative Activities Learning really troubles the grass-roots teachers. Base on years of experience as an instructor in Teacher Education Center, I’ve found that the current implementation of Integrative Activities Learning is not easy to be executed in reality. The purpose of Integrative Activities Learning is to emphasize on integrated curriculum and all teaching aspect, and through the participation in the planned activities, students are in the mean time trained to have good life skills. When focusing on Aesthetics/Philosophy Course Orientation, not only the teachers can follow the curriculum guidelines to set the pace of the appropriate teaching plans, the schools can also adopt flexible curriculum; this will be a good way to guide the students in learning, exploring and experiencing daily events. Moreover, through the practice of Integrative Activities, students can learn to link their daily experiences with beauty of life, thus, they’re trained to own life skills. This abstract uses narrative analysis as the mean to proceed the evaluation on the effectiveness of practicing Integrative Activities Learning in elementary schools. To study the result of stressing on story reading, dialogue sharing and doing waver game – a curriculum for attaining story understanding, dialogue forming and gaming experience. This research found the following points. 1.Through the concept of narrative analysis and self-attribution to realize the possible ways of implementing Integrative Activities Learning in elementary schools. Teachers can guide students to learn to appreciate beauty and moral values in the process of reading, sharing dialogues and thoughts with others and further more, developing good life skills. 2.Through the concept of curriculum practice and teaching narrative to find the possible ways of practicing aesthetics curriculum in schools. Teachers can interact with students by sharing with one another about what their thoughts are in watching, listening and feeling from doing group activities. Through experimenting, reading and imagination brainstorming, Integrative Activities Learning can be a great tool to create a fun and productive learning experience for both teachers and students. 3.Through the concept of curriculum aesthetics and interpretation of critical to determine the possible ways of teacher/student interaction on beauty. Teachers and students can interact through studying myths, stories and dreams; by taking the initiative to learn and share inner thoughts with others, students can cultivate an overall life experience and gain the awakening and awareness through calculated curriculum learning. 4.Through the concept of curriculum narrative and language flow to find the connection between beauty of life and experience activities. Teachers can show the students the possibilities of languages usages, discuss the life themes of this living world with students and help them to examine, question and clarify the seems unchanged social facts and find the core value of their own through participating in the course.

Orientador: Hernandes Faustino de Carvalho / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Biologia / Made available in DSpace on 2018-08-19T03:24:22Z (GMT). No. of bitstreams: 1 Randi_MarcoAntonioFerreira_D.pdf: 2781895 bytes, checksum: 93ebae9e821938a5b437a4230c96b539 (MD5) Previous issue date: 2011 / Resumo: O aluno que se envolve com seu processo de aprendizagem aprende melhor. A partir dessa premissa, nosso objetivo no presente estudo foi desenvolver, aplicar e avaliar uma nova ferramenta didática em disciplinas de Biologia Celular, baseada em aulas com RPG (roleplaying game). O RPG é um sistema de jogo cooperativo onde os participantes têm objetivos comuns e precisam atuar em grupo para alcançá-los. Aplicado à educação, acreditamos que funciona como um facilitador da aprendizagem ativa, sendo o aluno o construtor de seu conhecimento enquanto participa da aula, orientado pelo professor. A criação e aplicação dessas aulas constitui desafio estimulante para professores, e a formação de professores também constituiu foco dentro desse estudo. A metodologia incluiu: pesquisas teóricas sobre o assunto a ser trabalhado na aula (um processo celular como síntese de ATP, por exemplo) e subsequente criação da aula na forma de uma aventura; testes das aulas criadas; aplicação das aulas a alunos de nível superior em diferentes cursos em três diferentes universidades; avaliação dos resultados através de notas em provas regulares das disciplinas, questionários, construção de mapas conceituais, depoimentos dos alunos e dos professores participantes, e observações dos alunos durante as aulas. Também foi avaliada a retenção do conteúdo em médio prazo, pela aplicação de um teste sem aviso prévio, um ano após a aula ter sido ministrada. Para comparar as médias de desempenho dos alunos as turmas foram divididas de forma que, enquanto metade dos alunos participou da aula com uso do RPG (GRPG), a outra metade participou de uma aula expositiva "tradicional" (GC). GC e GRPG tiveram notas iguais nas avaliações formais, exceto por uma questão na qual o GC teve melhor desempenho, embora ambos os grupos tenham tido notas muito baixas. Na avaliação de médio prazo, o GRPG foi melhor em duas questões. A maioria dos alunos que participaram do GRPG considerou que essa é uma boa metodologia didática que deve ser utilizada em sala de aula; entende que ela deve ser utilizada como ferramenta complementar à aula expositiva; sentiu-se estimulada a ler mais sobre os temas das aulas. Os alunos sentiram-se mais seguros em responder questões sobre os temas de Biologia Celular após as aulas com RPG. A análise dos mapas conceituais, construídos pelos alunos antes e depois da aula com RPG, permitiu concluir que novos conceitos foram incorporados à teia de conhecimento dos alunos, e que houve melhora significativa na forma como os conceitos foram correlacionados nos mapas. Professores e estudantes (voluntários e bolsistas, de graduação e pós-graduação), que atuaram como professores nas aulas consideraram essa ferramenta didática como um bom instrumento de aprendizagem. Nós concluímos que a aula com RPG é uma metodologia didática que pode trazer benefícios em termos da construção de conteúdos em Biologia Celular e é um potencial promotor da aprendizagem ativa e do desenvolvimento de habilidades como cooperação e criatividade / Abstract: Student who gets involved with their learning process learns better. Starting from this premise, the aim of this study was to develop, implement and evaluate a new teaching method in the disciplines of cell biology, the RPG-based class. The RPG (role-playing game) is a cooperative game where the players have common goals and must work together actively to achieve the goals. Each student builds his own knowledge while participating in the classroom guided by the teacher. Creating and implementing these classes was an exciting challenge for teachers, and teacher training using this approach was also a focus of this study. The methodology included: theoretical research on the topics of cellular biology (a cellular process such as ATP synthesis, for example) and the subsequent creation of the class in the form of an RPG adventure, testing the created classes, and applying the material to students of higher education in three different universities. The students attended either an RPG-based class (GRPG) or a lecture (GC) on specific cellular biology topics. Pre- and post-class questionnaires, conceptual maps, regular exam scores and on an unannounced test one year later (medium-term retention) were compared to assess student attitudes and learning in the two groups. The evaluation also consisted of testimonials from students, interviews with participating teachers, and observations of students during class. GC scored better than GRPG in 1 of 20 regular exam questions, but the score for this one question was very low in both groups. In the medium-term evaluation the RPG group showed higher scores on 2 of 22 questions and left fewer questions unanswered. Most students who participated in the GRPG considered that this is a good teaching/learning method, that it should be used as a complementary tool to lecture, and felt more confident and encouraged to read more about the class topics. The analysis of concept maps constructed by students before and after school, shows that new concepts were incorporated into the web of knowledge of students, and a significant improvement in the concepts' connections were established as assessed by concept maps. Teachers and students who acted as teachers in the RPG-based classes considered this a good teaching/learning tool, and were willing to apply this tool in their own classrooms. Our results showed that RPGs is quantitatively as good as formal lectures, but can be an educational tool that gives students the chance to learn actively and potentially lead to a better retention of the acquired knowledge / Doutorado / Biologia Celular / Doutor em Biologia Celular e Estrutural

Learning to recognize and predict common activities, performed by objects and observed by sensors, is an important and challenging problem related both to artificial intelligence and robotics.In this thesis, the general problem of dynamic adaptive situation awareness is considered and we argue for the need for an on-line bottom-up approach.A candidate for a bottom layer is proposed, which we consider to be capable of future extensions that can bring us closer towards the goal.We present a novel approach to adaptive activity learning, where a mapping between raw data and primitive activity concepts are learned and continuously improved on-line and unsupervised. The approach takes streams of observations of objects as input and learns a probabilistic representation of both the observed spatio-temporal activities and their causal relations. The dynamics of the activities are modeled using sparse Gaussian processes and their causal relations using probabilistic graphs.The learned model supports both estimating the most likely activity and predicting the most likely future (and past) activities. Methods and ideas from a wide range of previous work are combined to provide a uniform and efficient way to handle a variety of common problems related to learning, classifying and predicting activities.The framework is evaluated both by learning activities in a simulated traffic monitoring application and by learning the flight patterns of an internally developed autonomous quadcopter system. The conclusion is that our framework is capable of learning the observed activities in real-time with good accuracy.We see this work as a step towards unsupervised learning of activities for robotic systems to adapt to new circumstances autonomously and to learn new activities on the fly that can be detected and predicted immediately. / Att lära sig känna igen och förutsäga vanliga aktiviteter genom att analysera sensordata från observerade objekt är ett viktigt och utmanande problem relaterat både till artificiell intelligens och robotik. I det här exjobbet studerar vi det generella problemet rörande adaptiv situationsmedvetenhet, och vi argumenterar för behovet av ett angreppssätt som arbetar on-line (direkt på ny data) och från botten upp. Vi föreslår en möjlig lösning som vi anser bereder väg för framtida utökningar som kan ta oss närmare detta mål. Vi presenterar en ny metod för adaptiv aktivitetsinlärning, där en mappning mellan rå-data och grundläggande aktivitetskoncept, samt deras kausala relationer, lärs och är kontinuerligt förfinade utan behov av övervakning. Tillvägagångssättet bygger på användandet av strömmar av observationer av objekt, och inlärning sker av en statistik representation för både de observerade spatio-temporala aktiviteterna och deras kausala relationer. Aktiviteternas dynamik modelleras med hjälp av glesa Gaussiska processer och för att modellera aktiviteternas kausala samband används probabilistiska grafer. Givet observationer av ett objekt så stödjer de inlärda modellerna både skattning av den troligaste aktiviteten och förutsägelser av de mest troliga framtida (och dåtida) aktiviteterna utförda. Metoder och idéer från en rad olika tidigare arbeten kombineras på ett sätt som möjliggör ett enhetligt och effektivt sätt att hantera en mängd vanliga problem relaterade till inlärning, klassificering och förutsägelser av aktiviteter. Ramverket är utvärderat genom att dels inlärning av aktiviteter i en simulerad trafikövervakningsapplikation och dels genom inlärning av flygmönster hos ett  internt utvecklad quadrocoptersystem. Slutsatsen är att vårt ramverk klarar av att lära sig de observerade aktivisterna i realtid med god noggrannhet. Vi ser detta arbete som ett steg mot oövervakad inlärning av aktiviteter för robotsystem, så att dessa kan anpassa sig till nya förhållanden autonomt och lära sig nya aktiviteter direkt och som då dessutom kan börja detekteras och förutsägas omedelbart.