The mathematics education is presented through an incessant search of finding ways to enable student learning. The objective of this research is based on the assumption of that the sense of learning a discipline, especially the mathematical, has contributed to consolidate a research field that fosters new ways of conceiving it. Therefore, in order to analyze the sense of learning mathematics for students of the nocturnal period in a fundamental school, this research delights in a study founded on the theory of Relationship with the Know developed by Bernard Charlot. For systematization of this research have been used as theoretical reference, in adition the Charlot (2000, 2005), studies by Silva (2008, 2009), Bachelard (2007), Giordan (2007), Fonseca (2007), Carvalho (2001), Marques (2009), Abdalla (2004), Lorenzato (2010) and others. It is a study of case with quantitative and qualitative approaches, which uses as an instrument of data collection questionnaires and semi-structured interviews. In this research, there are issues concerning relations with nocturnal teaching and math, when they seek the learning. The data show that young people enter to night school as a consequence of diurnal activities; however, they have satisfactory relationship with the school and the nocturnal turn. These students see the school as an institution that provides social mobility, learning, socialization and entertainment. The relationships with Mathematics are acceptable and pleasurable. They consider an important discipline; however, refer to the Elementary Mathematic, putting little relation to part of abstract. Furthermore, the data argue that one must learn mathematics as a discipline necessary for the future. / A educação matemática apresenta-se através de uma busca incessante de encontrar meios que possibilitem a aprendizagem do aluno. O objetivo deste trabalho parte do pressuposto de que o sentido de aprender uma disciplina, em específico a Matemática, contribui para consolidar um campo de pesquisa que fomente novas formas de concebê-la. Sendo assim, a fim de analisar o sentido de aprender Matemática para os alunos do período noturno de uma escola de ensino fundamental, esta pesquisa deleita-se num estudo pautado na teoria da Relação com o Saber desenvolvida por Bernard Charlot. Para a sistematização desta pesquisa, foram utilizados como referencial teórico, além de Charlot (2000, 2005), estudos de Silva (2008, 2009), Bachelard (2007), Giordan (2007), Fonseca (2007), Carvalho (2001), Marques (2009), Abdalla (2004), Lorenzato (2010) e outros. Trata-se de um estudo de caso, com abordagens quantitativas e qualitativas, que utiliza como instrumento de coleta de dados questionários e entrevistas semi-estruturadas. Nesta pesquisa, encontram-se questões referentes às relações com o ensino noturno e a Matemática, ao se buscar o aprender. Os dados revelam que os jovens adentram a escola noturna como consequência das atividades diurnas; contudo, apresentam relação satisfatória com o turno e com a escola. Os alunos observam-na como uma instituição que proporciona a ascensão social, a aprendizagem, a socialização e o entretenimento. As relações com a Matemática são aceitáveis e prazerosas, consideram uma disciplina importante, porém, referem-se à Matemática elementar, colocando pouca relação com a parte abstrata. Além disso, os dados afirmam que se deve aprender Matemática, como disciplina necessária para o futuro.

Made available in DSpace on 2015-09-25T12:18:45Z (GMT). No. of bitstreams: 1 NELSON ROBERTO CARDOSO DE OLIVEIRA.pdf: 1875376 bytes, checksum: f02f554126b827ac3c9ebe95764f6ce3 (MD5) Previous issue date: 2012-07-02 / The objective of this research is to investigate concepts and evaluation practices of teachers of elementary school mathematics II of four schools in the city of Campina Grande, Paraíba, comprising public and private schools. Data collection in the form of questionnaires and interviews carried out in two moments, and the research environment of the schools surveyed. The survey data were analyzed taking into account the theoretical and methodological assumptions of content analysis of Bardin and Franco through the categories and subcategories. They are: The school education in the training of teachers of mathematics, Mathematics learning in practice teacher; Design assessment professor of mathematics; evaluative tools and their meanings; Assessment as a tool of teaching practice and the Relationship between conceptions of assessment and Learning mathematics. The school environment was conducive to our noticing the daily school life with its multiple and diverse realities. As a result, the survey revealed that the conceptions of assessment of school mathematics teachers vary both from a technical and conceptual realm independent of private or public, regardless of the teachers also belong to a single teaching unit or not. It was evident that the qualitative aspects of evaluation are not as effective for the final diagnosis of both the personal view of the teacher and the school for administrative matters. The data also showed that there can be a standard evaluation because the reality of each class varies in age, behavior, discipline and preparation of the previous series. Today, the issue of failure depend, to some part of the teacher, for system requirements. The survey also pointed to the lack of relevance of the assessment as a teaching resource for learning and methodological mathematics. Teachers' conceptions tend towards a more cognitive and sociocultural. These changes occurred in assessment practices should be obedience, rules, regulations and decisions of the administration and not by the spirit of engagement. / O objetivo desta pesquisa consiste em investigar as concepções e práticas avaliativas dos professores de Matemática do Ensino Fundamental II de quatro escolas da cidade de Campina Grande, Paraíba, contemplando escolas públicas e particulares. A coleta de dados na forma de questionários e entrevista se deu em dois momentos, sendo o ambiente da pesquisa as próprias escolas dos entrevistados. Os dados da pesquisa foram analisados levando em consideração os pressupostos teórico-metodológicos da Análise de Conteúdo de Bardin e Franco por meio das categorias e subcategorias. Sendo elas: A Educação Escolar na Formação dos Professores de Matemática; A aprendizagem matemática segundo a prática do professor; Concepção de avaliação do professor de matemática; Instrumentos avaliativos e seus significados; A avaliação como ferramenta da prática pedagógica e a Relação entre concepções de avaliação e Aprendizagem matemática. O ambiente escolar foi propício para que percebêssemos o cotidiano escolar com suas múltiplas e diversificadas realidades. Como resultados, a pesquisa revelou que as concepções de avaliação escolar dos professores de Matemática variam tanto do ponto de vista técnico quanto conceitual independente da esfera particular ou pública, independente também dos professores pertencerem a uma mesma unidade de ensino ou não. Ficou evidente que os aspectos qualitativos da avaliação não são considerados eficientes para o diagnóstico final tanto do ponto de vista pessoal do professor quanto para questões administrativas da escola. Os dados também evidenciaram que não é possível haver um modelo padrão de avaliação porque a realidade de cada turma varia de faixa etária, comportamento disciplinar e preparação das séries anteriores. Hoje, a questão da reprovação independe, em certa parte, do professor, por exigências do sistema. A pesquisa também apontou a falta de relevância da avaliação como recurso didático-metodológico para a aprendizagem matemática. As concepções dos professores tendem para uma abordagem mais cognitivista e sociocultural. Tais mudanças que ocorreram nas práticas avaliativas se devem a obediência, regimentos, normas e determinações da administração e não pelo espírito do engajamento.

The purpose of this study was to investigate the effectiveness of carefully designed teacher training in the use of the computer to teach graphing skills associated with Algebra II conic sections. Three areas were studied: the teachers' attitude toward mathematics, and the effect on students' achievement in the area of graphing skills.

No description available.

Från en tidig ålder får barn lära sig att använda positiva tal. De kan lägga ihop två tal och få ett större tal eller dra ifrån ett tal från ett annat för att få ett mindre tal. Till exempel får småbarn lära sig att två plus två äpplen blir fyra äpplen och att om man har tre päron och tar bort två får man ett päron kvar. Man kan på ett konkret sätt se det framför sig. Något som inte är lika självklart är tal som t ex. fyra minus fem. Hur kan man ha fyra päron och dra ifrån fem? Negativa tal dyker sällan dyker upp i vardagliga problem, men det är fortfarande något som lärs ut i skolan. Syftet med arbetet som beskrivs i denna rapport är att undersöka gymnasieelevers uppfattningar om negativa tal och som teoretiskt ramverk används den fenomenografiska ansatsen. För att ta reda på vilka olika uppfattningar elever kan ha intervjuades åtta eleversom går sitt andra år på gymnasiet (och läser Matematik 2b). Undersökningen ämnade svarapå följande frågeställning: Hur uppfattar gymnasieelever negativa tal och vilka strategiersynliggörs i deras beräkningar? Vilka skilda beskrivnings-kategorier om negativa tal går detatt urskilja. En kvalitativ undersökning gjordes av materialet med hjälp av en fenomenografisk analys. Efter analysen gick det att särskilja fem distinkt olika beskrivningskategorier, där alla kategorier, utom den sista, leder till att eleven använder någon form av strategi för att underlätta beräkningar med negativa tal: (1) Minus minus blir plus, (2) Negativa tal förklaras med metaforer, (3) Uträkningar blir lättare om termerna i ett uttryck flyttas om, (4) Negativa tal håller till på andra sidan noll och (5) Upplever en osäkerhet kring negativa tal. Resultatet kan hjälpa matematiklärare förstå de utmaningar elever står inför beräkningar med negativa tal. Exempelvis att eleverna inte tycker det falla sig naturligt eller tillräckligt att beskriva ett tal som negativt, vilket kan bottna i att de är vana att matematik kan förklaras med konkreta exempel. Det är något som matematiklärare borde vara medvetna om. / From an early age we learn to use positive numbers. We can put two numbers together and get a bigger number or subtract a number from another to get a smaller number. For example,young children learn that two plus two apples will be four apples and that if you have three pears and remove two you have one pear left. It is easy to visualize the numbers in front of you. Something that is not as obvious is calculations such four minus five. How can one have four pears and subtract five? Negative numbers rarely appear in everyday problems, but it is still something we are required to learn in school. The purpose of the work described in this report is to examine the upper secondary school pupils' perceptions of negative numbers and as the theoretical framework a phenomenographic approach is used. To find out what different perceptions pupils may have about negative numbers, eight pupils were interviewed. They were all in their second year in upper secondary school and study mathematics at the (Swedish) level 2b. The survey intended to answer the following question: How do upper secondary school students perceive negative numbers and what strategies are made visible in their calculations? What different categories of descriptions about negative numbers can be distinguished? A qualitative study was preformed of the collected material using a phenomenographic analysis. After the analysis, five distinctly different description categories could be distinguished, where all categories, except the last one, results in the student using some form of strategy as help when performing calculations containing negative numbers: (1) Minus minus becomes plus, (2) Negative numbers are explained by metaphors, (3) Calculations become easier if the terms in an expression are moved around, (4) Negative numbers are on the other side zero, and (5) Experience of uncertainty about negative numbers. The results can help math teachers understand the challenges students face when calculating with negative numbers. For example, the pupils do not think it is natural or enough to describe a number as negative, which may be because they are used to mathematics which can beexplained by concrete examples. This is something that math teacher should be aware of.

Målet med denna studie är att undersöka hur matematiskt särbegåvade elever upplever sin matematikundervisning i skolan. För att uppnå studiens syfte har ett antal preciserade frågeställningar utarbetats, och som också har legat till grund för studiens empiriska undersökning. Frågeställningarna har hanterat såväl elevernas som deras föräldrars subjektiva upplevelser av barnens matematiska begåvning, hur den matematiska undervisningen för dessa barn ser ut samt hur föräldrarna upplever att skolan stimulerar och uppmuntrar särbegåvade barn. Examensarbetets metodologiska tillvägagångssätt har baserats på en kvalitativ undersökning där materialet har baserat på sex elever med matematisk särbegåvning och deras lärare. Dessa har intervjuats. En enkätundersökning har också getts till elevernas föräldrar där de har fått ge uttryck för sina attityder. Studien har haft fokus på elevens matematikbegåvning och matematikundervisningen i skolan.Av studiens undersökningar framkommer att det under 9 -12 årsåldern sker en förändring i elevernas matematikrelaterade uppfattningar. Dessutom visar de särbegåvade elevernas föräldrar missnöje med de olika former som matematikundervisning erbjuder / The aim of this study is to investigate the mathematically gifted children's experience of their mathematics education in school. A number of detailed question formulations have been worked out to reach the purpose of the study, and these formulations have also been the foundation of the empiric research of the study. The question formulations have dealt with the subjective experiences of the children's mathematical skills - both from the pupils' as well as their parents' point of view, what the mathematical education for these children look like and also the parents' experience of how the school stimulates and encourages specially gifted children. The methodological approach of the thesis is based on a qualitative research where the material is based on six mathematically gifted pupils and their teachers. These have been interviewed. A survey has also been given to the pupils' parents, where they have been able to express their attitudes. The focus of the study has been on the mathematical gifting of the pupil and the mathematical teaching in the school. The study shows that during the age of 9 -12, pupils’ mathematics-related perceptions change. The thesis also concludes dissatisfaction among the pupils' parents with the different forms of teaching methods that are available for their children

This action research study examined the influence mathematical strategies had on middle school students' mathematical ability. The purpose of this action research study was to observe students mathematical abilities and to investigate whether teaching students problem-solving strategies in mathematics will enhance student's mathematical thinking and their ability to comprehend and solve word problems. The study took place in an urban school in Orlando, Florida in the fall of 2004. The subjects will be 12 eighth grade students assigned to my intensive math class. Quantitative data was collected. Students' took a pre and post test designed to measure and give students practice on mathematical skills. Students worked individually on practice problems, answered questions daily in their problem solving notebook and mathematics journals. Results showed the effectiveness of the use of direct instruction and problem-solving strategies on at-risk students.

No description available.

No description available.

A presente investigação se vincula a pesquisa contemplada pelo Projeto Observatório da Educação intitulada: Educação matemática nos anos iniciais do Ensino Fundamental: Princípios e práticas da organização do ensino\". Esta pesquisa é realizada pelo Grupo de Estudo e Pesquisa sobre Atividade Pedagógica GEPAPe/FEUSP e objetiva investigar as relações entre o desempenho escolar dos alunos, representado pelos dados do INEP, e a organização curricular de matemática nos anos iniciais do ensino fundamental. Nossa participação está voltada para a organização do ensino de matemática no contexto da ampliação do ensino fundamental para nove anos no Brasil. A promulgação da Lei de n° 11274/2006, que dispõe a duração do ensino fundamental de nove anos, conduz a relevantes questões para o cenário educacional atual, pois, além de consolidar a política de ampliação do acesso à educação às crianças de 6 anos, é importante assegurar a elas um processo educativo que respeite o tempo da infância e seja consoante à adequação tanto das condições materiais quanto da organização pedagógica, tendo em vista a formação integral da criança. Neste sentido, pretendemos caracterizar a organização do ensino de matemática no primeiro ano do ensino fundamental, a partir de três principais eixos: dos principios, das propostas e do material didático. Apresentamos, inicialmente, os princípios representados pelos documentos legais e de orientação oficial para o ensino de nove anos. As propostas serão indicadas por documentos da Secretaria Municipal de Educação que se constitui o lócus desta pesquisa e por orientações do material didático adotado pela mesma rede. Para observar aspectos da atividade pedagógica, direcionamos nosso olhar para os exercícios de matemática selecionados no material didático voltado ao primeiro ano do ensino fundamental. Esta base material nos dará subsídios para investigar como os princípios e as propostas que orientam a organização curricular no ensino de nove anos se apresentam nos conteúdos propostos no material didático, tornando legítimo, na escola, o que é legalizado pelos documentos, no percurso de efetivação do currículo. Nossos resultados indicam a não existência de um projeto de educação matemática para a infância, bem como a ausência de propostas que contemplem a educação das crianças de 6 anos no ensino fundamental. Portanto, a implantação do ensino de nove anos, vista por muitos como a esperança de um movimento de renovação curricular, se estabeleceu como síntese de um fazer pedagógico direcionado para antecipar as necessidades do mercado e do capital no âmbito de um projeto de sociedade capitalista. / The following research is part of a major research made by the Educational Observatory Project entitled: Math education in elementary school initial years: Teaching practices and principles organization. This research is developed by the Pedagogic Activities Research Group GEPAPe/FEUSP and its goal is to investigate the relations between school performance of the students, presented by INEP data, and math curriculum organization in elementary school initial years. Our participation is on organizing math teaching amplifying elementary school teaching to nine years in Brazil. The promulgation of the Law n° 11274/2006, that disposes about the continuance of nine years teaching, conducts to important questions to the present scenario, because, beyond of consolidating the amplification of access to education to 6 years old children, is import to ensure them an educational process that respects the childhood time according to the adequacy of material conditions as much as pedagogical organization, owing to the child development. In this sense, our intent is to characterize math teaching organization in the first year of elementary teaching, from three main subjects: principles, proposals and didactic materials. We present, initially, legal documents principles and official orientation to nine years education. The proposals will be indicated by the City Educational Secretary that is the data of this research and didactic material used by this same Secretary. To observe pedagogical activities aspects, our focus were in math exercises selected from the didactic materials to elementary school first grades. This base material will give us data to investigate how the principles and proposals that guides curriculum organization in nine years teaching are presented in the content proposed into the didactic material, legitimizing, into school, what is legalized by documents, in the course of realization of the curriculum. Our research results in a lack of math education project in infancy, as well as a lack of proposals that contemplates 6 years old students education in elementary school. Therefore, the implantation of nine years teaching, seen by many as curriculum renovation hope, has established as educational synthesis directed to anticipate the needs of market and capitals in a capitalist scope.