Thesis (D. Min.)--Trinity International University, Deerfield, Ill., 1998. / Abstract. Includes bibliographical references (leaves 201-208).

The thesis presents the analytical process and the findings of a study on: lecturers teaching practice with first year undergraduate mathematics modules; and lecturers knowledge for teaching with regard to students mathematical meaning making (understanding). Over three academic semesters, I observed and audio-recorded twenty-six lecturers teaching to a small group tutorial of two to eight first year students, and I discussed with the lecturers about their underlying considerations for teaching. The analysis of this thesis focuses on a characterisation of each of three (of the twenty-six) lecturers teaching, which I observed for more than one semester. I chose the teaching of three experienced lecturers, due to diversity in terms of ways of engaging the students with the mathematics, and due to my consideration of their commitment to teaching for students mathematical meaning making. The distinctive nature of the study is concerned with the conceptualisation of university mathematics teaching practice and knowledge within a Vygotskian perspective. In particular, I used for the characterisation of teaching practice and of teaching knowledge the notions tool-mediation and dialectic from Vygotskian theory. I also used a coding process grounded to the data and informed by existing research literature in mathematics education. I conceptualised teaching practice into tools for teaching and actions with tools for teaching (namely strategies). I then conceptualised teaching knowledge as the lecturers reflection on teaching practice. The thesis contributes to the research literature in mathematics education with an analytical framework of teaching knowledge which is revealed in practice, the Teaching Knowledge-in-Practice (TKiP). TKiP analyses specific kinds of lecturer s knowing for teaching: didactical knowing and pedagogical knowing. The framework includes emerging tools for teaching (e.g. graphical representation, rhetorical question, students faces) and emerging strategies for teaching (e.g. creating students positive feelings, explaining), which were common or different among the three lecturers teaching practice. Overall, TKiP is produced to offer a dynamic framework for researcher analysis of university mathematics teaching knowledge. Analysis of teaching knowledge is important for gaining insights into why teaching practice happens in certain ways. The findings of the thesis also suggest teaching strategies for the improvement of students mathematical meaning making in tutorials.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study is included in the Line of Research Formation, Knowledge and Professional Development (PPGE/CE/UFSM) and aims to analyze the impacts caused by the curriculum restructuring in 2004 CEFD/UFSM, on knowledge teaching of effective professor who began to act in the courses of Degree and Bachelor simultaneously. It is justified by the need for research on understanding the impact caused by Law n. 9.696/98 and Judgement CNE/CES n. 07/04, the theoretical concepts and practices used by teachers in their pedagogical interventions, resulting in the division of the Degree and Bachelor courses. To contribute in the discussions were prepared following specific objectives: a) recognize the significant events that helped in the construction of teaching knowledge of professor CEFD/UFSM; b) identify the teaching methods used by teachers CEFD/UFSM in Bachelors and Degree courses c) understand the problems created by the current context of formative CEFD/UFSM. The methodology was characterized as a qualitative case study. Participated in the investigation six (6) teachers representing different departments are on course (DMTD, DDI, DDC), which have both disciplines in the Bachelor and Degree as. The information was obtained through structured interviews and their interpretations are given from the content analysis developed by Bardin (1978). After exploration of the material we adopted four (4) categories created by Tardif (2005), were they: 1st) professional knowledge or science; 2nd) curricular knowledge, 3rd) disciplinary knowledge, and, 4th) experiential learning. The theory is based on the studies of Nóvoa (1995), Garcia (1999), Tardif (2002), Cunha (2010), Isaia (2010), Bolzan (2010) among others, to understand the complexities of the construction of knowledge of teachers who work in higher education. Through the reflections made, it was found that the impact of the current curriculum of CEFD/UFSM, focuses on curriculum knowledge of teachers, specifically with respect to adjustments to the content and teaching methods developed in the classroom through using examples characterizing their applications in one area or the other. / Este estudo está inserido na Linha de Pesquisa Formação, Saberes e Desenvolvimento Profissional (PPGE/CE/UFSM) e tem como objetivo analisar os impactos causados pela reestruturação curricular de 2004 no CEFD/UFSM, sobre os saberes docentes dos professores efetivos que passaram a atuar nos cursos de Licenciatura e Bacharelado simultaneamente. Justifica-se a investigação pela necessidade de compreensão sobre as repercurssões causadas pela Lei n. 9.696/98 e Parecer CNE/CES n. 07/04, nas concepções teóricas e práticas utilizadas pelos professores em suas intervenções pedagógicas, decorrentes da divisão do curso em Licenciatura e Bacharelado. Para contribuir com as discussões foram elaborados os seguintes objetivos específicos: a) reconhecer os fatos significativos que auxiliaram na construção dos saberes docentes dos professores do CEFD/UFSM; b) identificar os métodos didáticos utilizados pelos professores do CEFD/UFSM nos cursos de Licenciatura e Bacharelado; c) compreender os problemas gerados pelo atual contexto formativo do CEFD/UFSM. A metodologia foi caracterizada como qualitativa do tipo estudo de caso. Participaram da investigação seis (6) professores representando os diferentes departamentos existentes no curso (DMTD, DDI, DDC), que possuem disciplinas tanto na Licenciatura quanto no Bacharelado. As informações foram obtidas por meio de entrevistas semiestruturadas e suas interpretações se deram a partir da análise de conteúdo desenvolvida por Bardin (1978). Após a exploração do material adotou-se como categorias os quatro (4) saberes descritos por Tardif (2005), tais como: 1ª) saber profissional ou científico; 2ª) saber curricular; 3ª) saber disciplinar; e, 4°) sab er experiencial. O corpo teórico tem como base os estudos elaborados por Nóvoa (1995), García (1999), Tardif (2002), Cunha (2010), Isaia (2010), Bolzan (2010) entre outros, para a compreensão das complexidades da construção dos saberes dos professores que atuam no ensino superior. Através das reflexões realizadas, constatou-se que o impacto causado pela atual organização curricular do CEFD/UFSM, concentra-se nos saberes curriculares dos professores, mais especificamente, com relação às adaptações dos conteúdos e métodos didáticos desenvolvidos em sala de aula, por meio da utilização de exemplos que caracterizam suas aplicações em uma área ou outra.

<p>Disertacija se bavi problematikom unapređenja informatičkih kompetencija studenata. Osnovna funkcija sistema je personalizacija nastavnih sadržaja prema trenutnom nivou znanja studenta. Na osnovu toga dizajniran je model inteligentnog tutorskog sistema koji se sastoji od osnovnih funkcionalnih dijelova: modela Tutor, modela Student i mehanizma za zaključivanje. U sistemu su razvijeni moduli za procjenu znanja studenta, isporuku nastavnih sadržaja, unapređenja kompetencija i automatsku sintezu IF...THEN pravila. Procjena znanja vr&scaron;i se pomoću Mamdani fazi inferentnog metoda. Mehanizam za isporuku nastavnih sadržaja radi na principu Alfa algoritma. Automatska sinteza IF...THEN pravila bazirana je na Teoriji grubih skupova. Unapređenje kompetencija vr&scaron;i se pomijeranjem u desno parametara funkcije pripadnosti koja predstavlja studentove kompetencije. Eksperimentalno testiranje rada sistema izvr&scaron;eno je na Java programskom jeziku.</p> / <p>The present dissertation deals with the issue of upgrading the students&rsquo; ICT competencies. The fundamental function of the system is aimed at personalization of educational contents in accordance with the student&rsquo;s current level of knowledge. On the basis of this, a model of the intelligent tutoring system that consists of basic functional components &ndash; the Tutor model, the Student model and a deduction mechanism &ndash; has been designed. Within this system the modules for assessing students&rsquo; knowledge, delivery of educational contents, competence upgrading and automatic synthesis of IF ... THEN rules have been developed. The knowledge assessment is carried out by means of a Mamdani&rsquo;s fuzzy inference method. The mechanism for educational content delivery operates on the principle of an Alpha algorithm. The automatic synthesis of IF ... THEN rules is based on a rough set theory. The upgrading of the competencies is performed by moving to the right the parameters of a membership function which represents the student&#39;s competence. Experimental testing of the system was carried out using the Java programming language.</p>

Thesis (Ed. S.)--Miami University, Dept. of Educational Psychology, 2006. / Title from first page of PDF document. Includes bibliographical references (p. 40-46).