<p> This research study focused on how technology-based tools have changed the 21^st century education arena in elementary school mathematics classes. The research highlighted the inner city schools where many students in the class are achieving below state standards set for third grade level. The research question asked to what extent do students have a higher level of engagement in math classes in which iPads and other technologies are used? Technology continued to advance in 21^st century classrooms where students are daily participants in teaching and learning with acquired experience using technology tools to accelerate their learning experience. Children are technology users with a passion for texting, web surfing, playing interactive games, social media, and more. The research methodology was data collection of achievement levels, using a quantitative method. The quantitative process for the research project supplemented the greater understanding of student achievement growth from integrated iPads in a third-grade math class in inner city schools in Chicago. The test was completed by the students, and the scores were automatically updated on the public website. The students had two hours to complete the test, and the students&rsquo; information was kept confidential. The students that were taught using technology outscored the students that were not taught using technology. The recommendation was to implement technology in all schools and create a challenging curriculum. The final recommendation for teaching with technology included the beneficial factors.</p><p>

abstract: Drawing on Lave and Wenger (1991) this study explores how preservice elementary teachers develop themselves as teachers of mathematics, in particular, from the time of their teacher education courses to their field experiences. This study also researches the critical experiences that contributed to the construction of their identities and their roles as student teachers in their identity development. The stories of Jackie, Meg, and Kerry show that they brought different incoming identities to the teacher education program based on their K-12 school experiences. The stories provide the evidence that student teachers' prior experience as learners of mathematics influenced their identities as teachers, especially their confidence levels in teaching mathematics. During the mathematics methods class, student teachers were provided a conceptual understanding of math content and new ways to think about math instruction. Based on student teachers' own experiences, they reconstructed their knowledge and beliefs about what it means to teach mathematics and set their goals to become the mathematics teachers they wanted to be. As they moved through the program through their student teaching periods, their identity development varied depending on the community of practice in which they participated. My study reveals that mentor relationships were critical experiences in shaping their identities as mathematics teachers and in building their initial mathematics teaching practices. Findings suggest that successful mentoring is necessary, and this generally requires sharing common goals, receiving feedback, and having opportunities to practice knowledge, skills, and identities on the part of beginning teachers. Findings from this study highlight that identities are not developed by the individual alone but by engagement with a given community of practice. This study adds to the field of teacher education research by focusing on prospective teachers' identity constructions in relation to the communities of practice, and also by emphasizing the role of mentor in preservice teachers' identity development. / Dissertation/Thesis / Ph.D. Mathematics Education 2012

This sonata-form case study investigates the sociopolitical microstances of three secondary mathematics teachers in an urban, comprehensive high school. The study is framed by three questions: 1) How can philosophical pragmatism add a purposive, action focused piece to the sociopolitical framework? 2) What sociopolitical microstances – focused on the practice of teaching – can we identify from the narratives of mathematics teachers? 3) What inhibitions can we identify that are preventing teachers from further transformation in their classrooms? To address the first question both historical and contemporary pragmatist philosophy as well as a bridge between poststructuralism and philosophical pragmatism was used to augment the current sociopolitical theory in mathematics education research. Sociopolitical microstances were identified within the three sonata-form case study narratives – connecting broader social, cultural, and political implications, past and present framings of teacher knowledge, and narrative inquiry with equitable mathematics teaching. The microstances identified in the narratives include: anti-racist, deconstructing ability, community, conocimiento, Napantla, and being more than a teacher. Inhibitions were also identified from the narratives, and these include: time and emotional energy, local/state/national requirements, college course requirements, disconnect from academic scholarship, and having to confront the whiteness in others.

<p> The subjects of science, technology, engineering, and math (STEM) have grown in importance because they are fundamental to the future quality of life and the ability to compete in today&rsquo;s global society. The demand for STEM careers is increasing; however, the United States is having difficulty meeting this demand. Society needs students who can research and think critically, so they can be proficient in STEM education and become the next generation of mathematicians, scientists, technologists, and engineers. Mathematical proficiency is of particular concern because while it is required for STEM education success, individuals find it challenging. </p><p> Both adults and children have apprehension about mathematics, and their negative attitudes toward math develop a barrier to STEM education and careers. This negative math phobia, or math anxiety, causes a decrease in math achievement. This study explored the perceptions of elementary teachers in establishing a classroom environment free of math anxiety. Specifically, this study focused on best practices that teachers incorporate in order to reduce math anxiety. </p><p> The purpose of the study was to (a) determine the strategies and practices teachers employ to reduce math anxiety, (b) determine the challenges teachers face in reducing math anxiety, (c) determine how teachers measure the success of their practices in reducing math anxiety, and (d) determine the recommendations teachers would make for future implementation of strategies in reducing math anxiety.</p><p>

<p> This research explored the nuances of co-creating and implementing a co-constructed and reconceptualized Kindergarten mathematics curriculum including innovative teaching practices such as number talks, math baskets, and counting collections to examine their impact on a student's mathematical identity, mindset, and content knowledge. The goal of this research was to provide a counter-story on mathematics curriculum in an early elementary classroom setting with a focus on social justice and equity. The project employed qualitative methodologies using a bricolage approach. A critical theoretical framework and related postdiscourses guided my research design, data collection, and analysis. Data sources for this study included a reflective journal kept by myself as a teacher-researcher focused on mathematical curriculum experiences, semi-structured focus group discussions with students, and electronic student artifacts collected over a twelve-week period in the late fall and winter of a school year. Data was analyzed using open and thematic coding. The major themes that emerged were used to create a community autoethnographic narrative via a bricolage of vignettes. The large and overarching theme of social justice and equity permeated the research findings in connection with students establishing a mathematical identity and mathematical mindset. Other themes included: (a) "growing our math brains"; (b) culturally relevant pedagogy (CRP); (c) operating as a community of learners; (d) students taking ownership of their mathematical learning; (e) teacher as ethnographer, facilitator and co-creator of learning; (f) making math meaningful and tangible; (g) play, enjoyment, and fun during math learning; and (h) meeting or exceeding standards with a localized curriculum in lieu of following a standardized curriculum. The vignettes and subsequent analyses are not intended to be a replicable mathematics curriculum for Kindergarten students. Rather, the vignettes are intended to inspire teachers to reconceptualize mathematics curriculums that influence their young students' mathematical identities. It is suggested that a reconceptualized and co-constructed mathematics curriculum will have a lasting influence on the mathematical mindset and identities of young students.</p><p> Keywords: reconceptualized mathematics curriculum; mathematical identity; mathematical mindset; number talks; math baskets; criticalism; social justice and equity; bricolage; community autoethnography; Kindergarten; early childhood education</p><p>

Made available in DSpace on 2014-06-11T19:24:52Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-09-06Bitstream added on 2014-06-13T20:27:23Z : No. of bitstreams: 1 godinho_mpro_me_rcla.pdf: 8047693 bytes, checksum: d4c6718c9a45d2f63d21b7f77a4cefc4 (MD5) / See-Sp / Este trabalho é intitulado “As Diferenças Culturais dos Alunos da Educação de Jovens e Adultos do Ensino Médio: Uma Visão Etnomatemática”. Trata-se de uma pesquisa qualitativa, realizada com os alunos da Escola Estadual Laurinda Vieira Pinto, da cidade de Ibiúna, São Paulo. Procurei, por meio da observação do comportamento dos alunos diante das diversas soluções que obtinham, encontrar os caminhos e as respostas para a pesquisa, considerando as concepções da Etnomatemática. A partilha, a perseverança, o respeito e o diálogo estiveram presentes durante o desenvolvimento desta pesquisa, contribuindo para a Educação, especialmente com a Educação Matemática. A pergunta principal foi: Como o aluno da EJA consegue propor e resolver problemas, tendo o uso de seu conhecimento na disciplina de Matemática? Procurando responder a esse questionamento, preocupei-me com seu desenvolvimento utilizando dos seguintes objetivos por mim elaborados: analisar como os alunos da EJA resolvem situações propostas na sala de aula de Matemática, identificar as expectativas de aprendizagem em matemática dos alunos da EJA e destacar as questões significativas para os alunos da EJA no processo de ensino e aprendizagem de Matemática. Assim, a perspectiva deste trabalho foi a de considerar os alunos como protagonistas de sua própria aprendizagem / This work is titled The Cultural Differences of Students and Young and Adults Education of Secondary School: A Ethnomatematics Vision . It is a qualitative research that was done with the students of Escola Estadual Laurinda Vieira Pinto , Ibiúna, São Paulo. I looked through the observation of student behavior in front of the various solutions that they obtained, to find the ways and the answers to the research, considering the views of Ethnomathematics. The sharing, perseverance, respect and the dialogue, were present during the development of this research, contributing to Education, especially in Mathematics Education. The main question was: How can YAE students propose and solve problems taking into account their knowledge in the subject of Mathematics? Attempt to answering this question, I was concerned about its development using the following objectives: to analyze how the YAE students solve situations proposed in the classroom, to identify the learning expectations from the students and enhance the meaningful purposes from the YAE students in the Mathematics teaching and learning process. The prospect of this work was to consider the students as the protagonists of their own learning

Made available in DSpace on 2014-06-11T19:24:52Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-06-22Bitstream added on 2014-06-13T19:32:00Z : No. of bitstreams: 1 fassio_sao_me_rcla.pdf: 1118429 bytes, checksum: 235154b57dc5e03ef446bc4acb0c58a7 (MD5) / Esta pesquisa tem como objetivo analisar o envolvimento de alunos do ensino fundamental, em uma proposta de estudo da geometria que conta com o uso de diferentes recursos materiais: da cartolina ao computador, passando pelo uso de lápis, régua, caleidoscópio, esquadro, compasso, software, portasegmentos entre outros. Este trabalho foi realizado no âmbito de um projeto mais amplo que envolve uma parceria entre universidade e escola. Esse projeto mais amplo é intitulado: “O Uso de Tecnologia Informática e Materiais Manipuláveis em Geometria no Ensino Fundamental”. Tem por objetivo analisar as possibilidades do uso de tecnologia informática e materiais manipuláveis para organização de ambientes de aprendizagem que privilegiem uma atitude investigativa por parte do professor e do aluno, bem como as demandas que tal uso traz para o trabalho e a formação docente. Para o desenvolvimento desse projeto estabeleceu-se uma parceria Universidade-Escola. A presente pesquisa desenvolveu-se em atividade extracurricular. O tema abordado foi as Construções Básicas, sendo que, a quantidade de alunos definida em conjunto com as professoras que participam do projeto em parceria com a Unesp. Abordando o tema Construções Básicas, trabalhamos com transporte de segmento, transportes de ângulos, perpendiculares, ponto médio, paralelas, bissetriz, etc. A opção por coletar os dados por meio de atividade extracurricular se deu por considerar que em um grupo menor de alunos é possível observar com maior profundidade o desempenho dos mesmos. Uma alternativa para superar obstáculos como estes, têm sido o que se convencionou chamar experimentos de ensino. A geometria é de fundamental importância para o desenvolvimento do aluno, a habilidade para construções geométricas não se... / The present work has the objective to analyze the student’s commitment during fundamental instruction, in a Geometry Studying strategy which relies in using different material resources: from paperboard to computer, through the use of pencil, ruler, kaleidoscope,jet square, compass, software and port segments, as well. The present work was accomplished as part of a general project, which includes a partnership between University and school. This project wider is entitled: The use of Information Technology and Manipulative Materials in Geometry in Fundamental Instruction. It has the objective of analysing the possibilities of the technology and manipulatuve materials use to organize learning environments which privilege an investigative attitude between teachers and students, as well as the demand that this use brings to the work and to the teacher training. For this project development a partnership was established among University and School.This project was developed as an extracurricular activity, focused on Basic Constructions, and the student amount was decided with the teachers, which participated in the project – UNESP-as partnership. Focusing Basic Constructions, we worked on segment transportation, angle Transportation, perpendiculars, medium point, parallels, bisector, etc. The option to collect data by extracurricular activities was due considering that in small student groups; one can observe their behavior deeper and closer. An alternative to overcome issues like that has been “known” as Teaching Experiments. Geometry is very important for the student development, the hability of geometrics constructions isn't spontaneously developed but, it can be stimulate and worked with the use and manipulation of different objects in different situations.It’s our hope, with... (Complete abstract click electronic access below)

Made available in DSpace on 2014-06-11T19:24:53Z (GMT). No. of bitstreams: 0 Previous issue date: 2004-11-09Bitstream added on 2014-06-13T18:21:27Z : No. of bitstreams: 1 rosa_m_me_rcla.pdf: 1453562 bytes, checksum: 05b1f5c7bd94db9ede7965f3102d6b27 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Apresenta a idéia de construção e aplicação de um produto educativo que une o jogo e a informática sob uma perspectiva da Educação Matemática. A união das duas tendências, jogo e informática, possui como pano de fundo o Construcionismo, teoria de aprendizagem que toma como objetivo a construção de conhecimento a partir do desenvolvimento de um produto, e se torna possível através da utilização de um software gratuito denominado RPG Maker, o qual, por sua vez, permite a construção de jogos eletrônicos, no estilo do RPG (Role Playing Game), que significa jogo de interpretação de personagem ou jogo de faz-de-conta. O RPG caracteriza-se por desenvolver a criatividade entre outros aspectos, ou seja, é uma modalidade, dentre os jogos, que depende muito da interpretação e da imaginação do jogador. Nesse sentido, a investigação, que ocorre nessa pesquisa, acontece em torno das contribuições que a construção e aplicação de jogos eletrônicos, no estilo RPG, em sala de aula, podem dar à aprendizagem de Matemática, no que se refere a Números Inteiros. A pesquisa encontra-se dentro de uma abordagem qualitativa, utiliza-se de autores que escrevem sobre informática na educação, assim como, sobre a construção e utilização de jogos na mesma. Além disso, trata como tema de interesse a criação de recursos para a modificação do quadro tradicional de ensino-aprendizagem. . Contudo, essa pesquisa remete-nos à reflexão sobre a construção e aplicação de uma tecnologia lúdica, assim como, revela contribuições desses processos, investigados sob um enfoque de aprendizagem significativa. Tais contribuições aparecem em destaque na relação do conteúdo trabalho com o cotidiano, nas ações de aprendizagem caracterizadas como descrição, execução, reflexão e depuração que são percebidas em ambos os processos, entre outros aspectos caracterizados como contribuições à aprendizagem de Matemática. / Presents the idea of construction and application of an educative product that joins game and computer under a perspective of the Mathematics Education. The union of these two trends, game and computer, uses as background the Constructionism, theory of learning that takes construction of knowledge from the development of a product, as a goal. It is made possible by using freeware software called RPG Maker, which allows the construction of electronic games, in the style of RPG (Role Playing Game), that it means game of interpretation of personage or game of make-of-counts. The RPG is designed for developing the creativity among others aspects, or either it, is a modality, amongst the games, that relies strongly on interpretation and imagination of the player. In this sense, the inquiry happens around the contributions that the construction and application of electronic games, in style RPG, in the classroom, can offer to the learning of integer numbers. The research took a qualitative approach is used which authors who write about computer science in Education, and construction and use of games in this area. Moreover, it deals also as a subject interest the creation of resources devising modification in the traditional picture of teaching-learning. However, this research sends to us the reflection on the construction and application to it of a playful technology and discloses contributions of these processes investigated under an approach of significant learning. Such contributions appear in prominence in the relation of the content work with the daily one, in the characterized actions of learning as description, execution, reflection and debugging that are perceived in both the processes, aspects among others characterized as contributions to the learning of Mathematics.

Made available in DSpace on 2014-06-11T19:24:55Z (GMT). No. of bitstreams: 0 Previous issue date: 2003-06-06Bitstream added on 2014-06-13T19:32:04Z : No. of bitstreams: 1 batarce_ms_me_rcla.pdf: 383506 bytes, checksum: 231f5d53973acf2617f4680d679e69eb (MD5) / Neste trabalho caracterizamos duas práticas educacionais. De um lado, o ensino de matemática como sendo toda prática que procura se justificar através da existência de uma única matemática de caráter universal e a priori, e que atribui para si, como missão, a transmissão dessa matemática da forma mais precisa possível. Diante desta concepção nós propomos que a história da matemática para o ensino de matemática tem como pano de fundo uma matemática a priori e que, neste caso, os fatos históricos acabam conectados por uma lógica imposta, de forma implícita, que em última análise está fundamentada em uma concepção de matemática. De outro lado, toda prática que considera determinar e ser determinada por uma concepção de matemática é educação matemática (EM). Assim, a EM considera suas práticas e a matemática como partes de uma dialética. Na EM os estudos de História da Matemática se justificam como um espaço que considera a existência de distintas concepções de matemática. Finalmente, apresentamos um contexto histórico para análise matemática (CHAM) como exemplo de considerações de história da matemática, do ponto de vista da EM caracterizada por nós. / In this paper we understand two different educational practices. On one hand the mathematics teaching as all practice that justify itself because one believe there is a mathematics which is universal and a priori. This way of teaching consider that its mission is merely the transmission of the universal mathematics as accurately as possible. In this sense the history of mathematics as tied up to the concepts and to the logic of this priori science. On the other hand the Mathematics Education as a practice that consider that mathematics is engendered dialectically and because of this take into account different mathematical conceptions. In this sense the studies of mathematics history present several conceptions of mathematics. In this paper we also present a historical context for mathematical analysis (HCMA) as an example of how to understand the history of mathematics from the perspective of mathematics education.

Made available in DSpace on 2014-06-11T19:24:55Z (GMT). No. of bitstreams: 0 Previous issue date: 2004-03-22Bitstream added on 2014-06-13T19:32:05Z : No. of bitstreams: 1 oliveira_asv_me_rcla.pdf: 6778675 bytes, checksum: 3d23e42537e54e1d415fe91fd497eff3 (MD5) / O objetivo deste trabalho é analisar o Curso de Cálculo Diferencial e Integral ministrado no curso básico da Escola Politécnica de São Paulo, no ano de 1904. A proposta foi desenvolvida por meio de uma pesquisa histórico-documental realizada nas bibliotecas da Instituição e em outros Centros da Universidade de São Paulo. Inclui uma análise de conteúdo de um texto didático organizado por um aluno da disciplina nesse período, além de outras informações pertinentes sobre o Curso e a Escola. A intenção é investigar a produção de conhecimento e delinear o fazer matemático na Politécnica na época. / The purpose of this project is to analyse the undergraduate course on Differential and Integral Calculus as it was taught in the basic Engineering Course at Escola Politécnica de São Paulo in 1904. The study was developed by means of a historical and documentary research in different libraries and departments of University of São Paulo. The work unfolds the contents of an instructive text compiled by a student regularly enrolled in the mentioned course at the time. Moreover, it also brings about some relevant information and distinctive aspects of the course in question. In brief the project aims at investigating the knowledge production, as well as the learning and teaching procedures at Escola Poltécnica in the first decade of the XXth Century.