The aim of this study is on the development of young children's arithmetic and geometric concepts. To achieve this aim, teachers motivated young children's curiosity through the use of interesting illustrated books. In particular, the target is the advance in young children's knowing and understanding of geometric figures and numbers within 10. There were altogether three phases. In the first phase, the investigator designed a mathematical activity (a pre-test) for the teacher to capture young children's entry behavior. The second phase referred to the use of illustrated books in ordinary instruction. During the third phase, the mathematical activity (identical to that of phase 1) was carried out again, in order to find out if advancement in young children's mathematical ability was present. Data collection and administration included investigator's observation notes; video analyses; notes on teacher interviews; and investigator's self reflections record. Data analyses and results were two: geometric concepts and arithmetic concepts. Geometric concepts. Using illustrated books could advance in understanding and increase in curiosity of young children; also to promote young children's recognition in variation in polygon; and arouse young children's imagination and creativity in individual figures and combination of patterns. Arithmetic concepts. Using illustrated books could cause the interests in change of numbers; cultivate young children's sensitivity in the addition and subtraction of numbers; and promote the ability of combination and decomposition of numbers within 10. The findings of this study suggested that illustrated books are important and useful in assisting young children to explore mathematical concepts. Illustrated books encourage young children to think and allow room for oral presentation, clarifying and reflecting one self. Finally, teachers are suggested to integrate the use illustrated books in teaching mathematics, and follow up with related mathematics activities, to upgrade young children's development in various mathematics concepts.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-06-13T18:03:48Z No. of bitstreams: 1 2017 - Marcos Paulo Henrique.pdf: 3532368 bytes, checksum: 3f54ade5dd907b58b5188d1e09da2e44 (MD5) / Made available in DSpace on 2018-06-13T18:03:50Z (GMT). No. of bitstreams: 1 2017 - Marcos Paulo Henrique.pdf: 3532368 bytes, checksum: 3f54ade5dd907b58b5188d1e09da2e44 (MD5) Previous issue date: 2017-01-27 / This investigation is focused on the development of activities, implementation (in the computer lab and in the classroom) and the analysis of learning of students in the 8th and 9th year of a public school in the city of Rio Claro (RJ). Specifically, the research considered the conceptual development in a teaching practice that values the dialogue, debate and writing, among other ways of registration, in a reflection with activities from the use of traditional GeoGebra (desktop) and GeoGebra application (version for smartphones). This analysis was not done to compare the two environments used, but identify contributions and challenges linked to the implementation of these resources for appropriation of knowledge. The concepts were polygons, regular polygons and parallel lines with a transverse. Data collection was carried out as follows: (a) audio recording, activities, geometric constructions files, photographic records and researcher's journal (implementation in the lab) and (b) audio and video recording, smartphones? screen capture used by students, and daily activities sheet of researcher (implementation in the classroom). In implementations of activities with computers, are highlighted the various forms of visualization and construction around the geometric object provided by dynamic geometry environment and mediation, as a tool of teaching work, as some contributions to the construction and development of the concept of regular polygon. It was observed during the implementation of the survey, some difficulties presented by the students related to handling of GeoGebra on a computer, as well as challenges to implementation of pedagogical practices in the computer lab, where multiple computers were defective. As contributions in the implementation of activities, stands out the motivator appeal, particularly, in working with parallel lines cut by transversal, using GeoGebra application. The experience showed and proved exciting, allowing the students to conclude that there are a set of elements (angles, straight position etc.), variants and invariants, along with the use and exploration of forms handled. As challenges, you can point out the difficulty of viewing properties in a building for cases where smartphone screen is small. / A presente investiga??o centrou-se na elabora??o de atividades, na implementa??o (no laborat?rio de inform?tica e em sala de aula) e na an?lise do aprendizado de alunos do 8? e 9? ano do Ensino Fundamental de uma escola p?blica de Rio Claro (RJ). Especificamente, a pesquisa analisou o desenvolvimento conceitual em uma pr?tica docente que valoriza o di?logo, a argumenta??o e a escrita, entre outras formas de registro em uma reflex?o com atividades a partir da utiliza??o do GeoGebra convencional (desktop) e o GeoGebra aplicativo (vers?o para smartphones). A an?lise n?o consiste em comparar os dois ambientes utilizados, mas identificar contribui??es e desafios atrelados ? implementa??o destes recursos para apropria??o do conhecimento. Os conceitos foram pol?gonos, pol?gonos regulares e retas paralelas com uma transversal. A coleta de dados foi realizada da seguinte maneira: (a) grava??o em ?udio, folha de atividades, os arquivos referentes ?s constru??es geom?tricas, registros fotogr?ficos e di?rio do pesquisador (implementa??o no laborat?rio) e (b) grava??o em ?udio e v?deo, captura da tela dos smartphones utilizados pelos estudantes, folha de atividades e di?rio do pesquisador (implementa??o em sala de aula). Em rela??o ?s implementa??es de atividades com computadores, destacamos as v?rias formas de visualiza??o e constru??o de um objeto geom?trico proporcionado pelo ambiente de geometria din?mica e a media??o, como ferramenta do trabalho docente, como algumas contribui??es para a constru??o e desenvolvimento do conceito de pol?gono regular. Observamos dificuldades apresentadas pelos estudantes no que se refere ao manuseio do GeoGebra em um computador, assim como desafios para implementa??o de pr?ticas pedag?gicas no laborat?rio de inform?tica, como v?rios computadores com defeito. Como contribui??es do smartphone na implementa??o de atividades, destacamos o apelo motivador que este recurso traz ?s aulas. Particularmente, no trabalho com retas paralelas cortadas por transversais, o uso GeoGebra aplicativo mostrou-se instigante por permitir aos alunos a observa??o de um conjunto de elementos (?ngulos, posi??o de retas etc.) variantes ou invariantes e, juntamente com o manuseio e explora??o das formas manuseadas. Como desafios ? poss?vel apontar a dificuldade de visualiza??o de propriedades em um constructo para casos em que a tela do smartphone ? pequena.

The main purpose of this workshop is to focus upon a complementary approach to the study of, and the investigation into, concepts related to Geometry- Space Strand. It ought to benefit educators especially those who prepare teachers for the primary/elementary schools. Participants in this workshop will initially learn the skills needed in Pop-Up Engineering to produce ‘hole’ 3- D paper models which illustrate some particular geometric concepts. The process of the construction of these models allows for building imagery, testing predictions, arousing and satisfying curiosity, connecting to Geometric concepts and most of all motivating and holding interest. It is envisaged that this approach to the teaching and learning of geometric concepts will provide grounds for discussion, enrichment, exploration, clarification of and ownership of ideas, and cross curriculum integration. It has the potential to reduce the apparent difficulty students experience with the study of geometric concepts.

Made available in DSpace on 2014-12-17T14:36:14Z (GMT). No. of bitstreams: 1 OsvaldoSB_1-150_TESE.pdf: 4739260 bytes, checksum: adf88e018aca50ebb29a4c69cccdbb6f (MD5) Previous issue date: 2010-12-14 / This thesis describes and analyzes various processes established and practiced by both groups about the socio-cultural objective (action) the measurement and timing, mobilized some socio-historical practices as the use of the gn?mon of the sundial and reading and interpretation of movements celestial constellations in cultural contexts such as indigenous communities and fishermen in the state of Par?, Brazil. The Purpose of the study was to describe and analyze the mobilization of such practices in the socio-historical development of matrices for teaching concepts and skills related to geometric angles, similar triangles, symmetry and proportionality in the training of mathematics teachers. The record of the entire history of investigation into the socio-historical practice, the formative action was based on epistemological assumptions of education ethnomathematics proposed by Vergani (2000, 2007) and Ubiratan D'Ambrosio (1986, 1993, 1996, 2001, 2004) and Alain Bishop conceptions about mathematics enculturation. At the end of the study I present my views on the practices of contributions called socio-cultural and historical for school mathematics, to give meaning to the concept formation and teaching of students, especially the implications of Education Ethnomatematics proposed by Vergani (2000) for training of future teachers of mathematics / Esta tese descreve a analisa alguns processos estabelecidos e praticados por dois grupos socioculturais acerca da objetiva(a??o) da medi??o do tempo, mobilizados de algumas pr?ticas s?cio-hist?ricas como o uso do gn?mon, do rel?gio de Sol e a leitura e interpreta??o dos movimentos das constela??es celestes, em contextos culturais como as comunidades ind?genas e de pescadores do estado do Par?. A finalidade do estudo foi descrever a mobiliza??o de tais pr?ticas s?cio-hist?ricas na elabora??o de matrizes para o ensino de conceitos e habilidades geom?tricas relacionadas a ?ngulos, semelhan?a de tri?ngulos, proporcionalidade e simetria na forma??o de professores de Matem?tica. O registro de toda a trajet?ria de investiga??o das pr?ticas s?cio-hist?ricas, da a??o formativa, foi realizado com base nos pressupostos epistemol?gicos da Educa??o Etnomatem?tica, propostos por Vergani (2000, 2007) e D Ambrosio (1986, 1993, 1996, 2001, 2004). e nas concep??es de Alain Bishop acerca da Encultura??o Matem?tica. Ao final do estudo apresento minhas impress?es quanto ?s contribui??es mobilizadas das pr?ticas s?cio-hist?ricas e culturais para a matem?tica escolar, no sentido de dar significa??o ? forma??o conceitual e did?tica dos alunos, principalmente nas implica??es da Educa??o Etnomatem?tica proposta por Vergani (2000, 2007) para a forma??o de futuros professores de Matem?tica

Made available in DSpace on 2018-06-27T19:13:19Z (GMT). No. of bitstreams: 3 Giovani Marcelo Schmidt.pdf: 2748475 bytes, checksum: d61809d887fb68d7318b1882a361b136 (MD5) Giovani Marcelo Schmidt.pdf.txt: 177523 bytes, checksum: 03faf2cd6f58f22abfe5246565aaac4f (MD5) Giovani Marcelo Schmidt.pdf.jpg: 3535 bytes, checksum: ea4a94bc291ed46c66f1eec157b32895 (MD5) Previous issue date: 2014-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research sought to investigate the pedagogical potential of using the history of mathematics in the classroom to assist in the teaching and learning of Mathematics process instrument. The study aimed to the teaching learning geometry using the history of mathematics and problem solving in building concepts for understanding the theorem of Thales. From the literature review and comment on the use of history of mathematics as a pedagogical resource, outlined this search hypothesizing that it should be associated with the teaching and learning of mathematics process. Thus, considering the importance of this area in the process, formulated the following research problem: the History of Mathematics can become didactic resource for teaching and learning of geometric concepts? Were applied activities in a class of eighth graders at a public school in the city of Santa Maria, Rio Grande do Sul, where the history of mathematics served as guideline for understanding the theorem of Thales. Also treated in the context of the study of mathematics and Troubleshooting, pointing out some positive and negative aspects regarding the use of history of mathematics and its relevance in the classroom or not. Attention was points where it can be used in the development and implementation of activities aimed at building the basics of geometric concepts, allowing students could perceive the investigative character in this generation, organization and dissemination of these concepts throughout its historical development. The research was developed whether through five activities being the first one Pre Test to verify the previous knowledge of the students in Geometry and other leading learners to be able to resolve the initial question. Data were collected through the delivery of the activities and a daily class in which the teacher researcher made notes of situations not represented in the activities delivered. / Nesta pesquisa buscou-se investigar as potencialidades pedagógicas do uso da História da Matemática em sala de aula como instrumento auxiliar no processo de ensino e aprendizagem de Matemática. O trabalho teve como objetivo o processo de ensino aprendizagem de Geometria utilizando a História da Matemática e resolução de problemas na construção de conceitos para a compreensão do Teorema de Tales. A partir da revisão da literatura e de observações quanto à utilização da História da Matemática como recurso pedagógico, delineou-se esta pesquisa levantando a hipótese de que ela deve estar associada ao processo de ensino e aprendizagem da Matemática. Dessa forma, considerando-se a importância dessa área nesse processo, formulou-se o seguinte problema de investigação: a História da Matemática pode tornar se recurso didático para o ensino e a aprendizagem de conceitos geométricos? Aplicaram-se atividades em uma turma de oitava série de uma escola pública da cidade de Santa Maria, no Rio Grande do Sul, aonde a História da Matemática serviu como fio condutor para entender o Teorema de Tales. Tratou-se também da contextualização no estudo da Matemática com a Resolução de Problemas, apontando-se alguns aspectos negativos e positivos quanto ao uso da História da Matemática e sua pertinência ou não em sala aula. Salientaram-se pontos onde ela pode ser utilizada na elaboração e realização de atividades voltadas à construção das noções básicas de conceitos geométricos, propiciando que os alunos pudessem perceber o caráter investigatório presente na geração, organização e disseminação desses conceitos ao longo do seu desenvolvimento histórico. A pesquisa se desenvolveu - se através de cinco atividades sendo a primeira um Pré-Teste para verificar os conhecimentos prévios dos educandos em Geometria e as demais levando os educandos a conseguir resolver a pergunta inicial. Os dados foram coletados por meio da entrega das próprias atividades e por um diário de classe no qual o professor pesquisador fez anotações de situações não representadas nas atividades entregues.

The main purpose of this workshop is to focus upon a complementary approach to the study of, and the investigation into, concepts related to Geometry- Space Strand. It ought to benefit educators especially those who prepare teachers for the primary/elementary schools. Participants in this workshop will initially learn the skills needed in Pop-Up Engineering to produce ‘hole’ 3- D paper models which illustrate some particular geometric concepts. The process of the construction of these models allows for building imagery, testing predictions, arousing and satisfying curiosity, connecting to Geometric concepts and most of all motivating and holding interest. It is envisaged that this approach to the teaching and learning of geometric concepts will provide grounds for discussion, enrichment, exploration, clarification of and ownership of ideas, and cross curriculum integration. It has the potential to reduce the apparent difficulty students experience with the study of geometric concepts.

Made available in DSpace on 2014-12-17T14:36:44Z (GMT). No. of bitstreams: 1 CristianeFS.pdf: 2468542 bytes, checksum: ffbf8864505adf196f86d6259e164302 (MD5) Previous issue date: 2006-12-20 / The objective of the present work was develop a study about the writing and the algebraic manipulation of symbolical expressions for perimeter and area of some convex polygons, approaching the properties of the operations and equality, extending to the obtaining of the formulas of length and area of the circle, this one starting on the formula of the perimeter and area of the regular hexagon. To do so, a module with teaching activities was elaborated based on constructive teaching. The study consisted of a methodological intervention, done by the researcher, and had as subjects students of the 8th grade of the State School Desembargador Floriano Cavalcanti, located on the city of Natal, Rio Grande do Norte. The methodological intervention was done in three stages: applying of a initial diagnostic evaluation, developing of the teaching module, and applying of the final evaluation based on the Mathematics teaching using Constructivist references. The data collected in the evaluations was presented as descriptive statistics. The results of the final diagnostic evaluation were analyzed in the qualitative point of view, using the criteria established by Richard Skemp s second theory about the comprehension of mathematical concepts. The general results about the data from the evaluations and the applying of the teaching module showed a qualitative difference in the learning of the students who participated of the intervention / O objetivo do presente trabalho foi desenvolver um estudo sobre a escrita e a manipula??o alg?brica de express?es simb?licas para o per?metro e a ?rea de alguns pol?gonos convexos, abordando as propriedades operat?rias e da igualdade, estendendo-se para a obten??o das f?rmulas do comprimento da circunfer?ncia e da ?rea do c?rculo, essa ?ltima a partir da f?rmula do per?metro e da ?rea do hex?gono regular. Para tanto, foi elaborado e aplicado um m?dulo de atividades de ensino, com base em ensino construtivo. O estudo consistiu numa interven??o metodol?gica, realizada pela pesquisadora, e teve como clientela alunos da 8? s?rie da Escola Estadual Desembargador Floriano Cavalcanti da cidade de Natal, Rio Grande do Norte. A interven??o metodol?gica foi realizada em tr?s etapas: aplica??o de uma avalia??o diagn?stica inicial, desenvolvimento do m?dulo de ensino e aplica??o de uma avalia??o diagn?stica final, com base no ensino de Matem?tica de referencial Construtivista. Os dados coletados nas avalia??es foram apresentados sob a forma de estat?stica descritiva. Os resultados da avalia??o diagn?stica final foram analisados do ponto de vista qualitativo, mediante crit?rios estabelecidos segundo a teoria de Richard Skemp sobre a compreens?o de conceitos matem?ticos. Os resultados gerais sobre os dados observados nas avalia??es e na aplica??o do m?dulo de ensino apontaram para uma diferen?a qualitativa na aprendizagem dos alunos que participaram a interven??o