Submitted by ROSANA CRISTINA Macelloni Alvarenga (rosanamacelloni@bol.com.br) on 2017-05-16T20:10:35Z No. of bitstreams: 1 REVISADA - Tese_ Versao Final_Rosana Cristina Macelloni Alvarenga.pdf: 4472424 bytes, checksum: bdfb9d93d606dc0eae89c7fd0eae0d16 (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-05-16T20:25:25Z (GMT) No. of bitstreams: 1 alvarenga_rcm_dr_bauru.pdf: 4472424 bytes, checksum: bdfb9d93d606dc0eae89c7fd0eae0d16 (MD5) / Made available in DSpace on 2017-05-16T20:25:25Z (GMT). No. of bitstreams: 1 alvarenga_rcm_dr_bauru.pdf: 4472424 bytes, checksum: bdfb9d93d606dc0eae89c7fd0eae0d16 (MD5) Previous issue date: 2017-02-24 / O objetivo desta pesquisa foi investigar o desempenho e as dificuldades de alunos do Ensino Médio na solução de problemas que envolvem componentes da criatividade. Desta forma, pretendeu-se analisar: Qual o discurso presente nos Parâmetros Curriculares Nacionais do Ensino Médio (PCNEM), quanto à criatividade? Qual o desempenho dos alunos na solução de problemas aritméticos, algébricos e geométricos que avaliam os componentes da criatividade? Qual o desempenho dos alunos do 2º ano do Ensino Médio na solução de problemas, envolvendo os componentes da criatividade? A perspectiva metodológica para abordagem das questões deste estudo é de análise do discurso e de pesquisa qualitativa. Os participantes da pesquisa são 28 alunos de um segundo ano do Ensino Médio diurno de uma escola pública do estado de São Paulo, situada na cidade de Garça. Os instrumentos utilizados na coleta de dados foram: Questionário de Brito (1996), e os testes matemáticos das séries de Krutetskii (1976): o teste matemático da série VI, o teste algébrico da série XIII, o teste aritmético da série XIII e o teste geométrico da série XIII. Os resultados do estudo apontaram, no que diz respeito aos testes aplicados: Teste matemático série VI (contendo 6 questões): 35,7% não acertaram nenhuma das 6 questões, 7,1% acertaram 1 questão, 35,7% acertaram 3 questões e 21,4% acertaram 4 questões; Algébrico série XIII ( contendo 5 questões): 28,6% não acertaram nenhuma das cinco questões; 32,1% obtiveram 3 acertos; 39,3% obtiveram 4 acertos; Geométrico série XIII (contendo 5 questões): 0% de acertos; Aritmético série XIII (contendo 4 questões): 64,3% não acertaram nenhuma das cinco questões; 21,4% obtiveram 1 acertos; 14,3% obtiveram 2 acertos. Os resultados revelam que os sujeitos tiveram grandes dificuldades em solucionar os problemas propostos, em todos os testes, mostrando um nível baixo de desenvolvimento das habilidades matemáticas. Em geral, não foram encontradas soluções diferentes e criativas para os problemas. Todos os resultados encontrados puderam trazer uma compreensão da complexidade de variáveis que interferem no rendimento em Matemática. A análise do discurso mostrou que embora os PCNEM enfatizem o desenvolvimento da criatividade, eles não dão subsídios em seu discurso textual, de conceitualização da mesma e nem como desenvolvê-la, o tratamento dado à criatividade, pelos PCNEM, é muito superficial, não evidenciando ao professor a sua real importância no processo de aprendizagem e ensino da Matemática escolar. / The objective of this research was to investigate the performance and difficulties of high school students in solving problems involving components of creativity. In this way, we wanted to analyze: What is the discourse present in the National Curricular Parameters of High School (PCNEM), in terms of creativity? What is the performance of students in solving arithmetic, algebraic and geometric problems that evaluate the components of creativity? What is the performance of the students of the 2nd year of High School in solving problems, involving the components of creativity? The methodological perspective to approach the questions of this study is of discourse analysis and qualitative research. The participants of the research are 28 students of a second year of the High School of a public school in the state of São Paulo, located in the city of Garça. The instruments used in the data collection were: Brito's Questionnaire (1996), and the Mathematical tests of the Krutetskii series (1976): the Series VI Mathematical Test, the Series XIII Algebra Test, the Series XIII Arithmetic Test and the Geometric Test Series XIII. The results of the study indicated that the following tests were applied: Mathematical Test Series VI (containing 6 questions): 35.7% did not answer any of the 6 questions, 7.1% answered 1 question, 35.7% answered 3 questions And 21.4% answered 4 questions; Algebraic series XIII (containing 5 questions): 28.6% did not match any of the five questions; 32.1% obtained 3 correct answers; 39.3% obtained 4 correct answers; Geometric series XIII (containing 5 questions): 0% of hits; Arithmetic series XIII (containing 4 questions): 64.3% did not match any of the five questions; 21.4% obtained 1 correct answers; 14.3% obtained 2 correct answers. The results reveal that the subjects had great difficulties in solving the problems proposed in all the tests, showing a low level of development of the mathematical abilities. In general, different, creative solutions to problems were not found. All the results found could bring an understanding of the complexity of variables that interfere in the yield in Math. The analysis of the discourse showed that although the PCNEM emphasize the development of creativity, they do not give subsidies in their textual discourse, of conceptualization of the same one nor how to develop it, the treatment given to the creativity, by the PCNEM, is very superficial, not evidencing to the teacher its real importance in the process of learning and teaching of school mathematics.

The presented diploma thesis belongs to studies that deals with map skills. This thesis focuses on thematic maps - namely the choropleth map and proportional symbol map - and research correlation between map skills and mathematical skills. The main aim is to research correlation between these two variables using didactic test. This thesis also researches the effect of success in a given mathematical skill in the mathematical part of the test on success rate in questions that examine that skill in the map part of the test. In the theoretical part of the thesis, the mathematical skills that are needed while working with maps were defined and analysed. Given that various mathematical skills are needed while working with various cartographic expression methods, detailed list of these skill has been developed for the four most widely used cartographic methods - flow map, area class map, choropleth map and proportional symbol map. The main part of the thesis is devoted to general testing of map and mathematical skills among pupils in the ninth grade of elementary schools and corresponding class of grammar schools. In the first part the test verified reading, analysing and interpretation of choropleth map and proportional symbol map, in the second part the mathematical skills used while working with these...

Most of people have fatal attitude to Mathematics: some of them are capable to learn it form nature, but the others are not. So is their fate – to suffer from it for the whole of life… But it is a rude though natural mistake, as it results from means of mathematical education and its content. Most of parents and teachers are directed on these aspects both in kindergarten and at primary school. Of course, parents are different. Nevertheless so many parents can’t possibly but speak about achievements of their children. Some start making their own children learn better by the example of success of the others. They make their children learn long chains of figures with no understanding. It is even more sad to see how a mom asks her 4-year old son: “How much is two plus three?..’ But he replies just because he learned the answer but not calculated. Not only parents but also kindergarten tutors don’t want to understand that drilling for arithmetic has no sense. For a specialist it would take two days only…But teach him how to think logically – is a goal demanding from him, reached by different means.

The thesis deals with the topic of dyscalculia, which is officially recognized as a learning disability. The theoretical part of the thesis is focused on the current status of knowledge about development of mathematical skills and their disorders in the context of dyscalculia. The empiric part of this thesis describes a research which compares the performances of individuals with dyscalculia and control participants on a range number and numerosity processing tasks. The main goal was to describe the image of possible causes of difficulties. Deficits in the processing of symbolic and nonsymbolic numerosities were observed in group of dyscalculic participants. We conclude that dyscalculia is related to specific disabilities in basic numerical and numerosity processing which affects ability to acquire arithmetical skills. KEYWORDS Klíčová slova (anglicky): Dyscalculia, numerosity, arithmetic skills, mathematical skills, specific learning difficulties

This diploma thesis deals with problems of mathematical skills. Unlike previous research carried out in Czech education, this diploma thesis focuses on university students. Specifically, the focus is on aspirants of the bachelor degree studying geography at the Faculty of Science of Charles University in Prague. The main aim of this work is to determine the mathematical skills, with which students have the greatest problems, if these problematical skills change over time, whether they are problematic independently of the group of the students or each student group has problems with other mathematical skills. In order to meet the goals the credit tests of mathematical geography were used. Because this type of test is not commonly used to determine the level of mathematical skills, it was necessary to develop an own assessment methodology. In total, 1920 credit tests were analyzed from the six academic years 2011/2012 to 2016/2017. The results show that the most problematic mathematical skills are "unit transfers", "using the appropriate formula in the correct form" and "calculating the angles". GeKa + FGG and UZ students also have problems with "formulating a verbal answer or reasoning". All studied study fields did together the smallest proportion of mistakes in mathematical skill "expression the...

Made available in DSpace on 2016-04-28T20:56:20Z (GMT). No. of bitstreams: 1 Silvia Cristina de Freitas Feldberg.pdf: 8472150 bytes, checksum: d1b62a4823332d0da7e9ca29e7af441c (MD5) Previous issue date: 2010-10-25 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This study evaluated the mathematical performance of children and adolescents with congenital or acquired brain injuries, trying to identify whether (and how) the neuropsychological profile reflects in this performance. Since math learning is central to a successful school experience, it is important to identify whether the brain lesions necessarily promote, as claimed by teachers, learning difficulties, or whether, instead, the plasticity of the brain, combined with a good school, discredits that statement. The theoretical approach is based on the neuropsychology and the socio-historical conception of human development, considering the importance of the biological basis and, moreover, of the social world in which the process of learning and human development occurs. The study investigated 5 male adolescents diagnosed with brain damage. The boys were 12 to 15 years old and were attending series 6th to 9th in private schools in the state of Sao Paulo (BR). They answered a battery of tests, which included verification of their IQs, their performance in Math and also a neuropsychological evaluation. The procedures were applied individually, lasting three to four sessions of 90 minutes in average. The results were analyzed according to the standards required by each instrument. For performance in mathematics, qualitative and quantitative analyses of the tests were made. The results showed that, among the neuropsychological functions, the visual constructive and the executive one showed more pronounced problems. Regarding Math performance, the greatest difficulties were detected in skills related to Space and Form, Information Processing, Multiplication and Problems Resolution. However, since the participants are similar to the average Brazilian students in terms of IQ and mathematical performance, the inadequate functioning of their psychological functions seems to be due not to the brain damage but to the precarious teaching of that school discipline. Thus, the research findings defy simplistic analysis, which establish a causal relationship between learning difficulties and brain damage. The recommendation, once again, is to invest efforts in promoting teachers professional development so that they can offer to any student the necessary incentive, motivation, help and guidance to conquer what society expects and schools must deliver / O presente trabalho avaliou o desempenho matemático de crianças e adolescentes com lesões cerebrais congênitas ou adquiridas, tentando identificar se (e como) o perfil neuropsicológico se reflete neste desempenho. Como a aprendizagem da matemática é central para uma trajetória escolar bem-sucedida, convém identificar se as lesões encefálicas concorrem, como alegam os professores, para a presença de dificuldades de aprendizagem ou se, ao contrário, a plasticidade do cérebro, aliada a uma escola de boa qualidade, desacredita essa afirmação. O referencial teórico adotado apoia-se na neuropsicologia e na concepção sócio-histórica do desenvolvimento humano, considerando tanto a importância da base biológica como a do mundo social no processo de aprendizagem e desenvolvimento humano. Foram pesquisados cinco adolescentes com idades entre 12 e 15 anos, do sexo masculino, diagnosticados com lesão cerebral, cursando entre o sexto e o nono ano do ensino fundamental, em escolas privadas localizadas no Estado de São Paulo. Foi-lhes aplicada uma bateria de testes, que incluíam a verificação do coeficiente intelectual, o desempenho matemático e, ainda, uma avaliação neuropsicológica. Os procedimentos foram aplicados individualmente e levaram cerca de três ou quatro sessões, de duração média de 90 minutos. Os resultados da avaliação foram analisados conforme as normas requeridas em cada instrumento utilizado. Para o desempenho em matemática, foram feitas análises qualitativas e quantitativas dos testes empregados. Os resultados mostraram que, no âmbito neuropsicológico, as habilidades visoconstrutivas e funções executivas apresentavam os problemas mais acentuados. Em relação ao desempenho em matemática, maiores dificuldades foram detectadas nas competências relacionadas aos domínios Espaço e Forma e Tratamento da Informação, Multiplicação e Resolução de Problemas. No entanto, como os participantes não discrepavam da média dos alunos brasileiros em termos de QI e, inclusive, de desempenho matemático, as funções psicológicas deficitárias parecem ser devidas não às lesões cerebrais, e sim, à precariedade do ensino dessa disciplina. Dessa forma, os achados da pesquisa desafiam análises simplistas, que estabelecem uma relação causal entre dificuldades de aprendizagem e lesões cerebrais. A recomendação, mais uma vez, é a de se investir na formação profissional dos docentes, para que possam oferecer a todo e qualquer aluno ainda que mais a uns do que a outros, para cumprir o preceito da equidade estímulos, motivação, auxílio e guia para dominarem aquilo que a sociedade espera deles e que a escola tem por meta lhes ensinar

Submitted by Diana Cardoso (dianacardosota@gmail.com) on 2017-09-11T03:32:56Z No. of bitstreams: 1 TESE CARDOSO, DIANA MARIA PEREIRA.pdf: 1452082 bytes, checksum: c314bbc6ef48ca4d6fc62cb3a8762141 (MD5) / Approved for entry into archive by Uillis de Assis Santos (uillis.assis@ufba.br) on 2017-09-12T18:41:23Z (GMT) No. of bitstreams: 1 TESE CARDOSO, DIANA MARIA PEREIRA.pdf: 1452082 bytes, checksum: c314bbc6ef48ca4d6fc62cb3a8762141 (MD5) / Made available in DSpace on 2017-09-12T18:41:24Z (GMT). No. of bitstreams: 1 TESE CARDOSO, DIANA MARIA PEREIRA.pdf: 1452082 bytes, checksum: c314bbc6ef48ca4d6fc62cb3a8762141 (MD5) / A presente tese teve como objetivo verificar e analisar as habilidades básicas da matemática do 1º ciclo de aprendizagem do ensino fundamental I presentes na amostra de crianças com transtorno do espectro autista (TEA) e os comportamentos que sugerem relação com as funções executivas, observados por meio de atividades de matemática utilizadas no atendimento educacional especializado realizado no Centro de Atendimento Educacional Especializado Pestalozzi da Bahia (CAEEPB). Como opção metodológica foi adotada a pesquisa-ação, sob uma abordagem qualitativa. Fizeram parte desta pesquisa quatro crianças com diagnóstico de TEA, com idade entre 8 e 10 anos, sendo três do sexo masculino e uma do feminino. Atendendo ao propósito deste estudo, para a coleta de dados foram elaboradas quatro atividades matemáticas denominadas: “Cabides numerados”, “Piões coloridos”, “Cartões de contagem”, “Potes coloridos: aprendendo a classificar e a contar”. De acordo com os dados encontrados foi possível conhecer quais habilidades básicas da matemática as crianças pesquisadas dominam e perceber, a partir de atividades pedagógicas de matemática, os comportamentos e atitudes que sugerem relação com as funções executivas como: flexibilidade cognitiva, controle inibitório, memória de trabalho e atenção seletiva presentes nas quatro crianças que apresentam diagnóstico de TEA. Embora não se possa afirmar que os achados sejam decorrentes de prejuízo da função executiva, este estudo possibilitou saber o quanto é importante e necessário que o professor conheça mais sobre as funções executivas para melhor compreender os comportamentos repetitivos e perseverativos presentes nas crianças com TEA e, assim, saber quando e como intervir no contexto escolar. / ABSTRACT The aim of this thesis was to verify and analyze the basic mathematical skills of the first cycle of elementary education I present in the sample of children with autism spectrum disorder (ASD) and the behaviors that suggest relation with the executive functions, observed through mathematics activities used in the specialized educational service performed at the Centro de Atendimento Educacional Especializado Pestalozzi da Bahia (CAEEPB). As a methodological option the research-action was adopted under a qualitative approach. This study included four children diagnosed with ASD, aged between 8 and 10 years, three of them male and one female. According to the purpose of this study, four mathematical activities were elaborated: "Numbered hangers", "Colored doodles", "Counting cards", "Colored pots: learning to classify and to count". According to the data found, it was possible to know which basic mathematical skills the children studied dominate and to perceive, from mathematics pedagogical activities, the behaviors and attitudes that suggest relation with the executive functions as: cognitive flexibility, inhibitory control, work memory and selective attention in the four children with a ASD diagnosis. Although it is not possible to say that the findings are due to impairment of the executive function, this study made it possible to know how important and necessary it is for the teacher to know more about the executive functions to a better understanding of the repetitive and persevering behaviors present in children with ASD, thus, knowing when and how to intervene in the school context.

Made available in DSpace on 2016-06-02T20:02:56Z (GMT). No. of bitstreams: 1 6315.pdf: 4602500 bytes, checksum: 6afec96e16dd04c400431b43a5e636b2 (MD5) Previous issue date: 2014-03-28 / In recent years, much has been said of the need to improve the quality of education. Specifically in mathematics, the quest for change has been to approximate contents of schooling of everyday problems of students. Nowadays, teaching mathematics is restricted basically in memorizing formulas and resolution of repetitive exercises. The central question to be answered in this research, level Professional Master, is "learning activities, based on Problem Solving and Mathematical Modelling, contribute to the development of mathematical skills in students of 7th year of elementary school?". To help find the answer to this question, two specific questions were proposed: (1st) "What difficulties encountered during the planning, development and implementation of educational activities of research?", and, (2nd) "What is the contribution that research brought to my teacher training in mathematics, didactic and methodological prospects?". The survey results showed that of the 16 math skills selected for investigation, 6 of them worked and were evaluated at 3 or 4 of the planned and implemented educational activities. These six, five of them are associated with "power to carry out" this basic competence and processes necessary for the development of problem-solving and mathematical modelling. Therefore, the conclusion of research on the key issue is that "yes, problem solving and mathematical modelling contributed much to the development of mathematical skills in students from the 7th year of elementary school, involved in research." About the difficulties faced during the course of the research, the main one was to put on paper, in writing, what was being planned in the teaching activities, the observations made during the applications of these activities on students and everything needed report coherently in this dissertation. Finally, the main contribution that research has brought into my teacher training refers to the teaching perspective. Through research, she realized that the act of teaching mathematics can from practice and contextualized problem situations and, consequently, more meaningful and attractive to students. Came to believe that, at least in formal education, mathematics should be taught as a "tool" that, when used well, helps us to better understand the society in which we live. / Nos últimos anos, muito se tem falado da necessidade de melhoria na qualidade da educação. Especificamente na matemática, a busca pela mudança vem sendo no sentido de aproximar os conteúdos escolares de problemas do cotidiano dos alunos. Hoje em dia, o ensino de matemática se restringe, basicamente, a memorização de fórmulas e a resolução de exercícios repetitivos. A questão central a ser respondida nesta pesquisa, em nível de Mestrado Profissionalizante, é: atividades didáticas, baseadas na Resolução de Problemas e na Modelagem Matemática, contribuem para o desenvolvimento de habilidades matemáticas em alunos do 7º ano, do Ensino Fundamental? . Para auxiliar na busca da resposta a esta questão, duas outras questões específicas foram propostas: (1ª) "Quais dificuldades encontrei durante os processos de planejamento, elaboração e aplicação da sequência de atividades didáticas da pesquisa?"; e, (2ª) "Qual a contribuição que a pesquisa trouxe para a minha formação de professora, nas perspectivas matemática, didática e metodológica?". Os resultados da pesquisa mostraram que das 16 habilidades matemáticas selecionadas para investigação, 6 delas foram trabalhadas e avaliadas em 3 ou 4 das atividades didáticas planejadas e aplicadas. Destas seis, 5 delas são associadas a "competência para realizar", competência esta básica e necessária ao desenvolvimento dos processos de resolução de problemas e de modelagem matemática. Portanto, a conclusão da pesquisa quanto à questão central é de que "sim, a resolução de problemas e a modelagem matemática contribuíram em muito para o desenvolvimento de habilidades matemáticas nos alunos do 7º Ano, do Ensino Fundamental, envolvidos na pesquisa". Quanto às dificuldades que enfrentei durante o transcorrer da pesquisa, a principal delas foi a de colocar no papel, por escrito, o planejado nas atividades didáticas, as observações feitas durante as aplicações dessas atividades nos alunos e tudo aquilo que necessitava relatar, coerentemente, nesta dissertação. Finalmente, a principal contribuição que a pesquisa trouxe à minha formação de professora refere-se à perspectiva didática. Com a pesquisa, compreendi que o ato de ensinar matemática pode partir de situações-problema práticas e contextualizadas e, consequentemente, mais significativas e atraentes aos alunos. Passei a acreditar que, ao menos no Ensino Básico, a matemática deva ser ensinada como uma "ferramenta", que, quando bem utilizada, ajuda-nos a melhor compreender a sociedade em que vivemos.

Un nombre grandissant d’études suggère que le soutien maternel à l’autonomie pourrait favoriser une meilleure performance scolaire chez les enfants. Or, peu d’études longitudinales ont examiné l’apport du soutien à l’autonomie précoce dans la prédiction des trajectoires développementales du rendement en mathématiques durant les premières années d’école, bien que l’évolution des habiletés en mathématiques au cours du primaire soit bien documentée. De plus, l’interaction entre le soutien maternel à l’autonomie et les capacités cognitives de base de l’enfant n’a jamais été examinée dans la prédiction de trajectoires de rendement scolaire, bien que de telles interactions soient attendues théoriquement. La présente étude avait pour objectif d’examiner l’interaction entre le soutien maternel à l’autonomie et les capacités cognitives de l’enfant, mesurés durant la petite enfance, dans la prédiction des trajectoires de rendement en mathématiques de la première année à la troisième année du primaire. L’échantillon était constitué de 113 dyades mère-enfant. Le soutien maternel à l’autonomie a été mesuré par observation d’interactions mère-enfant, tandis que les capacités cognitives de base et le rendement en mathématiques de l’enfant ont été mesurés à l’aide d’outils standardisés. Les résultats suggèrent que le soutien maternel à l’autonomie précoce est associé à la performance en mathématiques au cours du primaire, mais que cette relation se présente différemment selon les capacités cognitives de base de l’enfant. Cette étude suggère que le soutien maternel à l’autonomie durant les premières années de vie de l’enfant pourrait potentiellement favoriser le développement de compétences en mathématiques à long terme. / Increasing evidence suggests that maternal autonomy support fosters academic achievement in children. However, despite evidence that mathematical achievement evolves markedly during elementary school years, no study has examined early autonomy support in relation to mathematical achievement trajectories. Moreover, few studies have considered the role of child general cognitive abilities in these associations. With a sample of 113 mother–child dyads, the current study investigated whether patterns of growth in mathematical achievement during the first three years of elementary school were predicted by the interaction between maternal autonomy support and child general cognitive abilities, both assessed in infancy. Maternal autonomy support was assessed based on videotaped mother–child interactions, whereas child general cognitive abilities and mathematical achievement were assessed using standardised tests. Results suggest that early maternal autonomy support predicts later mathematical development in children, although this relation unfolds differently based on children’s baseline cognitive abilities. These findings suggest that maternal autonomy support in the first years of life may confer long-lasting benefits for children’s acquisition of mathematical knowledge.

Most of people have fatal attitude to Mathematics: some of them are capable to learn it form nature, but the others are not. So is their fate – to suffer from it for the whole of life… But it is a rude though natural mistake, as it results from means of mathematical education and its content. Most of parents and teachers are directed on these aspects both in kindergarten and at primary school. Of course, parents are different. Nevertheless so many parents can’t possibly but speak about achievements of their children. Some start making their own children learn better by the example of success of the others. They make their children learn long chains of figures with no understanding. It is even more sad to see how a mom asks her 4-year old son: “How much is two plus three?..’ But he replies just because he learned the answer but not calculated. Not only parents but also kindergarten tutors don’t want to understand that drilling for arithmetic has no sense. For a specialist it would take two days only…But teach him how to think logically – is a goal demanding from him, reached by different means.