In mathematics curricula teachers often find the more or less implicit request to link the taught subjects to the previous knowledge of the students, for example using word problems from everyday life. But in today’s multicultural and multisocial society teachers can no longer assume that the children they teach have a more or less equal background and thus everyday live can have a very different meaning for different children. Furthermore there is evidence that good previous knowledge in arithmetic can hinder the approach to other mathematical subjects, like algebra. In this paper I want to provide a brief overview on how previous knowledge in arithmetic can affect student\'s access to algebra and therefore present an early algebra teaching project which introduces elementary school children to algebraic notation by measurement in an action-oriented way. Thereby the chosen approach to algebra explicitly does not come back to the student\'s previous arithmetical knowledge but additionally may support non-proficient students in obtaining more insight in the structure of calculations and hence may help them to have more success in solving calculations and word problems.

Made available in DSpace on 2018-06-27T19:13:06Z (GMT). No. of bitstreams: 3 Ana Marli Bulegon.pdf: 421203 bytes, checksum: de11377d3c900b2d2939aa61ef128d0d (MD5) Ana Marli Bulegon.pdf.txt: 174117 bytes, checksum: 669d56f4fa95c5b0e2013ab60bd9ebeb (MD5) Ana Marli Bulegon.pdf.jpg: 3494 bytes, checksum: 1d09d71204f70325f5d812e90a845644 (MD5) Previous issue date: 2006-12-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The purpose of this work was to investigate the contributions of the experimental activities while a classroom resource in a meaningful process of teaching-learning of Hydrostatics in High Schools. To reach this objective we have made experimental activities, with own schedules, inserted in Didactics Modules, developed according to the Three Pedagogical Moments, proposed by Delizoicov and Angotti (1991). The accomplishment of these activities occurred in the Physics laboratory of Manoel Ribas Public School in Santa Maria/RS, in a second group of students. These activities used recycle and/or material that can easily get in the students neighborhood and they where utilized to complement the conceptual approach in the expositive teaching about the topics studied. In this work we have used the learning theory of Ausubel, which offers us a theoretical reference that makes possible to improve the Physics teaching with few or no conditions or resources like in a great number of public schools. According to this theory, meaningful learning is a process that must begin trough the previous knowledge of the students, obtained through their personal experiences and buildings in the environment they are inserted and their interaction with new acquirements using teaching-learning activities that make the relationship among theses procedures easier. The acquired results of these activities showed that there was an evolution in the construction of meanings of Physics concepts involved in this subject. When they have handled recycle material the students have noticed that science is not a finished knowledge that belongs just a limited group of people but it can be studied and understood by all of us as we take part of it. The investigation has shown up that the work with classroom experimental activities has allowed the development of students attitudes and proceedings that lead them to approximate their school reality and their everyday life and also can help them to solve not only school doubts but also everyday life problems. / Este trabalho teve como objetivo investigar quais as contribuições das atividades experimentais, enquanto recurso didático, no ensino e na aprendizagem significativa de Hidrostática no nível médio. Para atingir este objetivo foram elaboradas atividades experimentais, com roteiro próprio, inseridas em Módulos Didáticos (MD), elaborados de acordo com a metodologia dos Três Momentos Pedagógicos (TMP), propostos por Delizoicov e Angotti (1991). A implementação das atividades experimentais ocorreu no laboratório didático de Física do Colégio Estadual Manoel Ribas em Santa Maria/RS, na 2ª série do ensino médio. Essas atividades fizeram uso de materiais recicláveis e/ou de fácil obtenção no meio onde os alunos vivem e foram utilizadas em complementação à abordagem conceitual, em aulas expositivas sobre os temas estudados. Neste trabalho, fez-se uso da teoria de aprendizagem de Ausubel, pois essa oferece um referencial teórico capaz de contribuir para a melhoria do ensino de Física sem implicar em condições ou recursos não existentes na grande maioria das escolas. Para este autor, a aprendizagem significativa é um processo que deve partir dos conhecimentos prévios dos alunos, adquiridos de suas construções pessoais na sua relação cotidiana com o mundo, e da interação destes com os conhecimentos novos, por meio de atividades de ensino-aprendizagem que facilitem a articulação entre esses conhecimentos. Os resultados obtidos revelaram que houve uma evolução em relação à construção de significados dos conceitos físicos envolvidos nesse assunto. Ao manusear materiais recicláveis, os alunos vislumbraram que a ciência não é um conhecimento acabado pertencente somente a um grupo limitado de pessoas, mas que pode ser estudada e entendida por todos nós, pois fazemos parte desta ciência. A investigação evidenciou que o trabalho com atividades experimentais em sala de aula possibilitou o desenvolvimento de atitudes e procedimentos nos alunos, facilitando a aproximação do mundo vivido na escola e sua vida cotidiana, permitindo-lhes resolver não apenas problemas escolares, mas também problemas cotidianos

Made available in DSpace on 2018-06-27T19:13:18Z (GMT). No. of bitstreams: 2 Paulo Ricardo Cristofio Pereira Junior.pdf: 6932363 bytes, checksum: 6c7fd4167e5c0dc3d505103d481cebf5 (MD5) Paulo Ricardo Cristofio Pereira Junior.pdf.jpg: 3722 bytes, checksum: 1a67d1009d722f386019f1a034f744e4 (MD5) Previous issue date: 2012-12-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The purpose of this work aims to teach electricity to children in the fourth year of elementary school. To achieve this objective we have developed different activities, gathered in a Didactic Module, prepared in accordance with the methodology of Three Pedagogical Moments , proposed by Angotti and Delizoicov (1991). These activities were divided into four classes, each one with a different activity. These activities have made use household materials such as lamps, batteries, and toys. Just as we used comics with the theme electricity and also a Learning Object of type simulation. The realization of the activities took place in a private school, located in Rosario do Sul / RS. This work was based on the theory of Vygotsky and meaningful learning theory of Ausubel. For authors are able to contribute to the improvement of learning by analyzing previous knowledge of the individual and then make the blend of old and new concepts. This work showed that students were able to develop the proposed activities even taking into account his age (10 years) and make a correlation between the topic covered in the classroom with what they experience in their daily lives. / Este trabalho tem como objetivo ensinar eletricidade para crianças do quarto ano do ensino fundamental. Para atingir este objetivo foram elaboradas atividades diferenciadas, reunidas em um Módulo Didático (MD), de acordo com a metodologia dos Três Momentos Pedagógicos (TMP), propostos por Delizoicov e Angotti (1991). Estas atividades foram divididas em quatro aulas, cada uma com uma atividade diferente. Estas atividades fizeram uso de materiais que os alunos possuíam em suas residências como lâmpadas, baterias, pilhas e brinquedos. Assim como foram utilizadas histórias em quadrinhos com o tema eletricidade e também um Objeto de Aprendizagem (OA) do tipo simulação. A realização das atividades se deu em uma escola da rede privada, situada em Rosário do Sul/RS. Este trabalho foi fundamentado na teoria de Vigotsky e na teoria da aprendizagem significativa de Ausubel. Por serem autores capazes de contribuir para a melhoria do aprendizado analisando o conhecimento prévio do indivíduo e então fazer a mescla entre novos e antigos conceitos. Este trabalho evidenciou que os alunos foram capazes de desenvolver as atividades propostas mesmo levando em consideração a sua idade (10 anos) e fazer uma correlação entre o tema abordado em sala de aula com o que vivenciam em seu cotidiano.

In mathematics curricula teachers often find the more or less implicit request to link the taught subjects to the previous knowledge of the students, for example using word problems from everyday life. But in today’s multicultural and multisocial society teachers can no longer assume that the children they teach have a more or less equal background and thus everyday live can have a very different meaning for different children. Furthermore there is evidence that good previous knowledge in arithmetic can hinder the approach to other mathematical subjects, like algebra. In this paper I want to provide a brief overview on how previous knowledge in arithmetic can affect student\''s access to algebra and therefore present an early algebra teaching project which introduces elementary school children to algebraic notation by measurement in an action-oriented way. Thereby the chosen approach to algebra explicitly does not come back to the student\''s previous arithmetical knowledge but additionally may support non-proficient students in obtaining more insight in the structure of calculations and hence may help them to have more success in solving calculations and word problems.