No description available.

Tidigare forskning har visat att det finns ett samband mellan elevers förståelse för det formella matematiska språket och deras färdigheter i ämnet. Det är därför nödvändigt att lärare använder och undervisar om det formella matematiska språket i sin kommunikation i klassrummet. Avsikten med studien var att synliggöra i vilken utsträckning matematiklärare i årskurs 4-6 använder det matematiska språket under genomgångar. Avsikten var även att ta reda på hur lärare förtydligar det formella matematiska språket för eleverna. Studien genomfördes med observation som datainsamlingsmetod, där fyra lärare observerades fem gånger vardera. Resultatet av studien visar att lärare använder det formella matematiska språket i sina genomgångar i relativt hög utsträckning. Lärarna använder även olika förklaringsmodeller för att tydliggöra det formella matematiska språket för eleverna. / Previous research has shown that there is a relationship between students' understanding of the formal mathematical language and their skills in the subject. It is therefore necessary that teachers use and teach the formal mathematical language in their communication in the classroom. The purpose of the study was to make visible the extent to which mathematics teachers in grades 4-6 use the mathematical language during their introductions. The aim was also to find out how teachers clarify the formal mathematical language for students. The study was conducted using observation to collect data, where four teachers were observed, five times each. The result of the study showed that teachers use the formal mathematical language in their introductions. The teachers also use different explanatory models to clarify the formal mathematical language for the students.

<p>  </p> <p>Early math skills, including numeracy and mathematical language (e.g., “less” and “a few”), are essential for later academic achievement. Children’s mathematical language knowledge is one of the strongest predictors of numeracy skills before kindergarten, suggesting that early exposure to math language is necessary. However, little work is focused on understanding how children are exposed to mathematical language within their early learning environments (e.g., while interacting with parents). The objective of this study was to investigate different constructs of parents’ talk (i.e., general talk, number talk, mathematical language) during math-related activity engagement with young children and examine how parents’ talk relates to children’s general vocabulary, numeracy skills, and mathematical language knowledge. Findings indicate that parents’ talk was best represented by a general talk, number talk, and mathematical language factor. Parents’ talk factors were not significantly related to their respective child outcomes (i.e., general vocabulary, numeracy skills, and mathematical language knowledge). However, parents used more general language when their children had higher numeracy skills but used more mathematical language when they had lower numeracy skills. This study provides initial evidence that parents’ number talk and mathematical language use are distinct constructs of parents’ talk that may expose children to different aspects of mathematical understanding.</p>

This study investigated the deliberate use of learners‟ home languages in the teaching and learning of linear programming. The study involved a Grade 11 teacher and his Grade 11 multilingual learners in a township school in the East Rand. Data was collected through lesson observations for five consecutive days, reflective interview with teacher and clinical interview with two learners. Analysis of data revealed that the teacher used learners‟ home languages to probe learners‟ understanding of specific terms frequently used in linear programming concepts, for example terms such as, „at least‟ and „at most‟. Learners‟ responses suggest that they drew on their home languages for the meaning of these words. Learners explained the term „at least‟ in their home languages as „buncinci‟ in Isixhosa, „bonnyane‟ in Sesotho and Sepedi and „okungenani‟ in IsiZulu. Learners also used mathematical English term minimum to explain „at least‟ and maximum to explain „at most‟.

This is a qualitative research that draws Gee‟s Discourse analysis to understand how learners communicate their mathematical reasoning in a multilingual classroom in South Africa. The study involved a Grade 11 class of 25 learners in a township school East of Johannesburg. The research method used was a case study. Data was collected using classroom observations, and document analysis. The study has shown that learners communicate their mathematics reasoning up to a certain level. The way learners communicated their mathematical reasoning depended on the activities that were given by the textbook being used in the classroom, and the questions which the teacher asked during the lessons. From the findings of the study, recommendations were made: the assessment of how learners communicate their mathematical reasoning should have a basis, say the curriculum. If the curriculum states the level of mathematical reasoning which the learners at Grade 11 must reach, then the teacher will have to probe the learners for higher reasoning; mathematics classroom textbooks should be designed to enable learners communicate their mathematical reasoning. The teacher should ask learners questions that require learners to communicate their mathematical reasoning.

Submitted by Jean Medeiros (jeanletras@uepb.edu.br) on 2016-04-20T13:02:04Z No. of bitstreams: 1 PDF - Tiêgo dos Santos Freitas.pdf: 4205398 bytes, checksum: 7984a99df7362d4303051b595948b58f (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2016-07-22T20:28:02Z (GMT) No. of bitstreams: 1 PDF - Tiêgo dos Santos Freitas.pdf: 4205398 bytes, checksum: 7984a99df7362d4303051b595948b58f (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2016-07-22T20:28:11Z (GMT) No. of bitstreams: 1 PDF - Tiêgo dos Santos Freitas.pdf: 4205398 bytes, checksum: 7984a99df7362d4303051b595948b58f (MD5) / Made available in DSpace on 2016-07-22T20:28:11Z (GMT). No. of bitstreams: 1 PDF - Tiêgo dos Santos Freitas.pdf: 4205398 bytes, checksum: 7984a99df7362d4303051b595948b58f (MD5) Previous issue date: 2015-04-24 / In this study we will try to explain the difficulties of the students before the set of mathematical problems, in particular the obstacles in understanding both their Mother Tongue and the Mathematical Language, and the influence of them in the mathematical problem solving process. For the foundation of this study, we conducted a literature review on national studies that have addressed this question in order to understand what they point out about the issue of reading and interpretation problems in Mathematics classes. The researches point out to a lack of an adequate job with the issue of reading and interpretation of texts in Mathematics classes, in a context where this work is only restricted to teachers of Portuguese Language, which, of course, is not enough, since the preoccupation concerning the issue of reading and interpretation should be given in all subjects, especially in Mathematics classes, given the specificities of this area of knowledge. So based on several researches about this subject, we could see the need in try to understand the difficulties that the students of the first year of high school have before the statements of mathematical problems regarding Mother Language and Mathematics Language, as well as the influence of these languages in the process of problem solving, since most of the surveyed research was located in Elementary Education I and II. The research was developed in three steps: application of a previous questionnaire, application of a list of problems, and didactic intervention. The intervention was developed in a regular class of the first year of high school, in a public school of Paraíba state network, where the work consists in 15 questions, within a period of 10 meetings. The research is qualitative (SAMPIERI, COLLADO AND LUCIO 2013; STAKE, 2011), in the pedagogical research mode (LANKSHEAR AND KNOBEL, 2008). In some of the obtained results it was possible to highlight the limited vocabulary used by the students, before the lack of several words, whether Mother Language or Mathematics Language, written with many spelling and grammatical errors, a weak argument, while they also have difficulties in various mathematical knowledge series earlier, mainly in fraction, algebra and in the understanding of different words that have a frequently use in the mathematical Language (perimeter, consecutive numbers, folded, progression ) as well as in their Mother Tongue. / No presente trabalho buscamos identificar e analisar as dificuldades dos alunos diante dos enunciados de problemas matemáticos, em especial os obstáculos no entendimento da Língua Materna, da Linguagem Matemática e a influência das mesmas no processo de resolução de problemas matemáticos. Para fundamentação de nosso estudo, realizamos uma revisão bibliográfica de pesquisas nacionais que abordaram essa temática, a fim de compreender o que elas apontam sobre a questão da leitura e interpretação de problemas nas aulas de matemática. As investigações consultadas apontam para a falta de um trabalho adequado com a questão da leitura e interpretação de textos nas aulas de matemática, ficando esse trabalho restrito, apenas, aos professores de Língua Portuguesa, o que, evidentemente, não é suficiente, pois, a preocupação com a questão da leitura e interpretação deve se dar em todas as disciplinas, principalmente nas aulas de matemática, diante das especificidades dessa área de conhecimento. Assim, embasando-se nos diversos estudos consultados sobre a temática, verificamos a necessidade de buscar compreender as dificuldades que os alunos do primeiro ano do Ensino Médio apresentam diante dos enunciados de problemas matemáticos com relação ao entendimento da Língua Materna e da Linguagem Matemática, bem como, a influência dessas linguagens no processo de resolução de problemas, já que a maior parte das pesquisas consultadas situava-se no Ensino Fundamental I e II. A investigação foi desenvolvida em três etapas: aplicação de um questionário prévio, aplicação de uma lista de problemas e a intervenção didática. A intervenção foi desenvolvida em uma turma regular de primeiro ano do Ensino Médio, em uma Escola Pública da Rede Estadual da Paraíba, consistindo no trabalho com 15 questões, durante 10 encontros. A pesquisa é de caráter qualitativo (SAMPIERI, COLLADO E LUCIO 2013; STAKE, 2011), na modalidade de pesquisa pedagógica (LANKSHEAR E KNOBEL, 2008). Entre os resultados obtidos destacamos o vocabulário limitado dos alunos diante do desconhecimento de diversas palavras, sejam elas da Língua Materna ou da Linguagem Matemática, escrita com diversos erros ortográficos e gramaticais, argumentação frágil, bem como dificuldades em diversos conhecimentos matemáticos de séries anteriores, principalmente fração e álgebra e entendimento de palavras recorrentes na Linguagem Matemática (perímetro, números consecutivos, dobrado, progressão) e na Língua Materna.

Både från politiskt och akademiskt håll betonas betydelsen av matematiskt partikulärspråk för barnsmatematiska kunskapsutveckling. Syftet med föreliggande studie är att studera hur förskolelärare och barn konstruerar matematiska begrepp i en förskolekontext. Arbetet tar avstamp i sociokulturellt och kulturanalytisk teori. Data har konstruerat genom att jag som forskare har följt och samtala med en lärare i förskolans verksamhet. Det empiriska materialet har dokumenterats med fältanteckningar och filminspelningar, totalt omfattar filmmaterialet ca 8 timmar. Resultaten beskriver en kultur där kroppen använd likt en servo genom att förstärka kommunikationen kring matematiskt partikulärspråk. Vidare konstrueras kulturen i två skilda typer av aktiviteter, ordnade och oordnade, där den förstnämnda är olika planerade aktiviteter där lärarens vilja sätter ramarna medan den sistnämnda är aktiviteter där barns vilja styr och läraren följer. De ramar som läraren sätter upp varierar men omfattar alltid att barnen tillåts att misslyckas. Vidare konstrueras ordnade aktivitet som mer betydande än oordnade på avdelningen medan samtidigt som de konstrueras som lika betydande i förhållandet till hemmen. I kulturen konstrueras det matematiska partikulärspråket som tillhörande lärarna medan det informella matematiska språket konstrueras som tillförande barnens. Tid är en viktig del av kulturen del genom att läraren och barn använder den som ett verktyg för att få sin vilja igenom och dels för att den konstrueras som överordnad barns och lärarens viljor. Olika kulturella artefakter som är representationer av tid, som klockan, konstrueras som tillhörande lärarna och som inte tillhörande barnen. Vidare diskuteras vilka kvalitativa effekter resultaten kan få för barnens kunskapsutveckling. / Both political and academical sources emphasizes the importance of a particular language for mathematics when it comes to the mathematical knowledge of children. The purpose of the study is to study how preschool teachers and children construct mathematical concepts in a preschool context. The study takes off in sociocultural and culture analytical theory. Data have been constructed through the method of me, in the role of the researcher, talking to a preschool teacher employed at a preschool. The empirical material have been documented with field notes and movie recordings, it includes about eight hours of movie material. The result describes a culture where the body acts as a servo to strengthen the communication around the particular language of mathematics. The culture is further constructed in two separate activities, ordered and unordered, where the former is different activities where the will of the teacher sets the boundaries, whereas thelatter are activities where the will of the child leads and the teacher follows. The boundaries the teacher employs varies, but always allows the child to fail. The ordered activities are further built asof higher importance in the class, but at the same time to have equal importance at home. In the culture the particular mathematical language is built as belonging to the teachers, whereas the informal mathematical language is built as belonging to the children. Time is an important part of the culture, partly since both the teacher and the children use it as a tool to enforce their will, and partly since it's built as superior to children's and teachers wills. Different cultural artifacts as representations of time, like the clock, is built as belonging to the teachers and not belonging to the children. Further discussed is what qualitative effects the results may have for the children's knowledge

Studiens syfte var att undersöka hur lärare som undervisar i matematik i årskurs 7-9 använder matematiskt språk i relation till ett vardagligt samt i vilken utsträckning de använder en kombination av de två språken. Studien var kvalitativ och metoderna som använts är observation med efterföljande samtal. Syftet med studien medför att ett lärarperspektiv var givet. De observerade lektionerna och samtalen resulterade i olika kategorier av begrepp vilka sedan resulterade i en teori kring hur lärare använder de olika språken vid genomgångar. Samtliga lärare använde både matematiskt och vardagligt språk vid genomgång medan endast ett fåtal använde språken i kombination. Studien visade att lärare använder sig av både matematiskt och vardagligt språk vid genomgångar med elever, men i varierande grad. / The purpose of the study was to investigate how teachers teaching mathematics in grades 7-9 use mathematical language in relation to a everyday language as well as the extent to which they use a combination of the two. The study was qualitative and the methods used are observation with subsequent conversations. The purpose of the study implies that a teacher's perspective was necessary. The observed lessons and the conversations resulted in different categories of concepts which then resulted in a theory of how teachers use the different languages during the lecture. All the teachers used both mathematical and everyday language during the lecture while only a few used the two languages in combination. The study showed that teachers use both mathematical and everyday language during lectures with students, but in varying extent.

Submitted by Maria Suzana Diniz (msuzanad@hotmail.com) on 2015-11-25T14:45:50Z No. of bitstreams: 1 arquivototal.pdf: 1986105 bytes, checksum: 13e2d7f300d8132cc7698bcbd127956d (MD5) / Made available in DSpace on 2015-11-25T14:45:50Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1986105 bytes, checksum: 13e2d7f300d8132cc7698bcbd127956d (MD5) Previous issue date: 2015-02-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This paper deals with some peculiarities involving mathematical writing that generate many communication problems through different perspectives. In a time where the Internet is increasingly used and where it is common to see people on the streets carrying tablet computers, smartphones and even laptops, it is unacceptable that there is no simple and common knowledge way to insert a mathematic equation on a web search. Initially we address the interaction between people with special needs, especially those who make use of applications or devices for easy communication, then treat the virtual communication applied to the form of distance education, whether instantaneous or not instantaneous. Following deal about differences between Mathematics written in Portuguese and other languages as well as inconsistencies in mathematical notation observed in Brazil. Then treat the common text input forms used in Information and Communication Technologies to finish with a rough draft agreement that meets the needs exposed at work. / Este trabalho aborda algumas peculiaridades envolvendo a escrita matemática que geram problemas de comunicação diversos através de diferentes perspectivas. Em uma época onde a Internet é cada vez mais usada e na qual é comum ver pessoas nas ruas portando tablets, smartphones e mesmo computadores portáteis, é inaceitável que não exista uma forma simples e de conhecimento comum para se inserir uma equação matemática em um site de busca.Inicialmente abordamos a interação entre portadores de necessidades especiais, principalmente os que façam uso de aplicativos ou dispositivos para facilitar sua comunicação, em seguida tratamos da comunicação virtual aplicada à modalidade de educação à distância, quer seja instantânea ou não instantânea. Na sequência tratamos sobre divergências entre a escrita matemática na língua portuguesa e outras línguas bem como inconsistências na notação matemática observadas no Brasil. Tratamos então das formas de inserção de texto comuns usadas nas Tecnologias da Informação e Comunicação para finalizar com uma proposta rudimentar de convenção que atenda às necessidades expostas durante o trabalho.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-04-04T15:54:27Z No. of bitstreams: 1 Leandro Tenorio do Nascimento.pdf: 17113710 bytes, checksum: 80f9aadb50d595b2c2a750da3a03529d (MD5) / Made available in DSpace on 2017-04-04T15:54:27Z (GMT). No. of bitstreams: 1 Leandro Tenorio do Nascimento.pdf: 17113710 bytes, checksum: 80f9aadb50d595b2c2a750da3a03529d (MD5) Previous issue date: 2016-12-07 / This research aims to evaluate the proficiency levels in math, students of the 6th year of primary school to the 3rd year of high school, with reference to the proposed content in the curriculum of the first four years of elementary education I. starts from assumption that these early mathematical concepts are very important in the mathematical logical reasoning construction process, being necessary therefore a follow-up arrest of this knowledge by students in later grades to key I, through polls and pedagogical interventions. With the quantitative and qualitative nature, characterized as case studies, carried out in two schools in the public school system, taking care to select one of those in peripheral region, which serve children from disadvantaged communities and other school in more centralized region in city center for pupils from different social classes of Franco da Rocha, city of São Paulo. The investigative research aims to identify the predisposition of dyscalculia among the evaluated students and the degree of difficulty that is presented in the subject, since the assessment that was applied consisted of questions with proposals abilities by the São State Education Paul, the mathematics curriculum and their technologies for students of 1st to 4th grade of elementary school, students in the 6th grade of elementary school II the 3rd year of high school. The research methodology was based according to the descriptive comments Robert Bogdan and Sari Biklen (1994). / A presente pesquisa tem como objetivo avaliar os níveis de proficiência em matemática, de alunos do 6º ano do ensino fundamental ao 3º ano do ensino médio. Teve como referência os conteúdos propostos no currículo oficial da Secretaria a Educação dos primeiros 4 anos do ensino fundamental I. Parte-se do pressuposto de que esses conceitos matemáticos são muito importantes no processo de construção do raciocínio lógico matemático, sendo necessário, assim, acompanhar a apreensão desses conhecimentos pelos alunos das séries posteriores ao fundamental I. Foram realizadas intervenções pedagógicas caracterizando-se como estudo de casos, realizado em duas escolas da rede pública, escolhendo uma região periférica e outra escola em região mais centralizada da cidade de Franco da Rocha, na Grande São Paulo. A pesquisa tem como finalidade identificar a pré-disposição á discalculia entre os alunos avaliados e seu grau de dificuldade. A pesquisa constava de questões com habilidades propostas pela Secretaria da Educação do Estado de São Paulo, no currículo de Matemática e suas Tecnologias para alunos de 1ª a 4ª série do ensino fundamental I, em alunos do 6º ano do ensino fundamental II ao 3º ano do ensino médio. A metodologia de pesquisa foi construída segundo as observações descritivas de Robert Bogdan e Sari Biklen (1994).