Made available in DSpace on 2014-06-11T19:31:44Z (GMT). No. of bitstreams: 0 Previous issue date: 2005-03-29Bitstream added on 2014-06-13T19:21:07Z : No. of bitstreams: 1 allevato_nsg_dr_rcla.pdf: 2160004 bytes, checksum: 134dfcf65a82ff3c823e14ce2f7900cb (MD5) / O objetivo desta pesquisa é analisar de que forma os alunos relacionam o que fazem na sala de aula, quando utilizam lápis e papel, com o que fazem no laboratório de informática, quando estão utilizando o computador na resolução de problemas fechados sobre funções. Ela foi desenvolvida seguindo a proposta metodológica de Romberg, a abordagem adotada foi do tipo qualitativa e a coleta de dados foi feita, essencialmente, por observação-participante em sala de aula, mas também foram utilizados questionários, entrevistas e análise documental. A pesquisa foi desenvolvida com alunos de 2o semestre do curso superior de Administração de Empresas. O conteúdo central que estava sendo estudado era funções e a metodologia de ensino adotada pelo professor era o ensino-aprendizagem de Matemática via resolução de problemas, particularmente problemas fechados e relacionados a temas da área de Negócios. A proposta didática para a pesquisa era levar os alunos a trabalhar com estes problemas utilizando o software gráfico Winplot. Problemas, no laboratório, muito parecidos com os que eram resolvidos em sala de aula, permitiram estabelecer um paralelo entre procedimentos e conhecimentos que os alunos utilizavam quando estavam sem o computador e quando estavam com ele. A mediação do software trouxe novas possibilidades no tocante aos processos de resolução dos problemas e causaram conflitos com as concepções prévias dos alunos sobre esta atividade. A especificidade do software e dos problemas fez emergir problemas secundários e tanto evidenciou lacunas de conhecimento, como foi veículo para o preenchimento dessas lacunas e para a construção de novos conhecimentos. Ainda, a ênfase na representação gráfica de funções, condicionada pelo software gráfico, permitiu aos alunos experimentar novas formas de considerar antigos conteúdos. Esta investigação também destacou a... / The objective of this study was to analyze how students relate what they do in the classroom, when using paper and pencil, with what they do in the computer laboratory, when using the computer to solve closed-ended problems about functions. It was done following the Romberg's methodological proposal, a qualitative research approach was used, and data collection involved mainly participant-observation in the classroom, although questionnaires, interviews, and document analysis were also employed. The study was carried out with university-level students of Business Administration in their second semester. The central theme being studied was functions, and the mathematics teaching-learning approach adopted by the teacher was problem solving, in particular, closed problems and those related to the field of business. The didactic proposal of the research was to guide the students in using the graphing software Winplot to work with the problems. The problems posed to the students in the laboratory were very similar to those solved in the classroom, which made it possible to draw parallels between the procedures and knowledge used by the students with and without the computer. The mediation of the software introduced new possibilities with respect to the problem-solving processes, and caused conflicts with students' previous conceptions regarding this activity. The specificity of the software and the problems posed caused secondary problems to emerge, and pointed to gaps in knowledge, as well as serving as a vehicle to fill these gaps and construct new knowledge. In addition, the emphasis on graphic representations of functions, resulting from the use of the graphing software, allowed students to experiment with new ways of considering old themes. This study also highlighted the language, from two perspectives. The data suggest that differences and similarities ... (Complete abstract, click electronic address below)

<p> Computer algebra systems (CAS) have been available for over 20 years and yet minimal CAS-rich opportunities present themselves formally to high school students. CAS tools have become readily accessible through free or inexpensive versions. Educators are emboldened to integrate essential mathematical tools in the reasoning and sense making of mathematical knowledge for students. It is the teacher that is at the heart of technology instruction, creating authentic environments for all learners. </p><p> This study investigated two secondary teachers pedagogy in classes that exploited CAS in the development of mathematical knowledge. A qualitative within-site case study design was used to explore each teacher&rsquo;s instructional practices. Teachers that exemplified qualities of CAS-infused instruction were purposively selected. Rich descriptive lesson vignettes as captured from classroom observations, written reflections, and interviews revealed participants&rsquo; pedagogy. The pedagogical map framework guided the identification of participant pedagogical affordances of the utilization of CAS. Eight opportunities were observed as exploited by the participants that included subject level adjustments; classroom interpersonal dynamics with students; and mathematical tasks. Data revealed several emergent themes in operation as the teacher participants oriented their mathematics instruction: viewing CAS as a mathematical consultant, verifying answers, applying multiple representations, regulating access, providing guidance, and outsourcing procedures. The components interlock with one another to form a cohesive depiction of pedagogical decisions in the presence of CAS-rich classroom instruction. The schema of CAS-oriented instruction serves as a methodology for educators to create opportunities that enrich the development of mathematical content knowledge. </p><p>

<p> While research studies have revealed an association between students&rsquo; attitudes toward mathematics and achievement in mathematics, divergent results shift the research focus to the construct of attitudes and from a normative approach to a qualitative approach. This mixed-methods multiple-case phenomenological study captured the real-time classroom origins of eight attitude profiles through the use of the experiencing sampling method (ESM). A total of 75 students, representing one low-, one middle-, and one high-performing middle school in New Hampshire, participated in the ESM study and 11 students were interviewed. A total of 477 random classroom moments were captured and 3988 students&rsquo; statements were coded. Quantitative results revealed differences in the distributions of attitude profiles across performance levels and the proportion of students within certain attitude profiles. Results suggest that students&rsquo; attitudes change over time, and the distribution of the number of attitude changes does not differ across performance levels. Eight themes emerged from a holistic coding process, and a systematic coding process resulted in detailed descriptions of the eight attitude profiles. Students tended to exhibit positive self-perceptions as learners toward mathematics and their perceived competence was linked to the success they experienced. Test and quizzes dominated classroom activities among all four attitude profiles with a negative emotional dimension. The analysis revealed differences in classroom activities and their impacts on the various profiles, including the use of technology, real-world connections, quizzes and tests, homework, working problems, and students&rsquo; perceptions of their teachers, the enjoyment of mathematics, and the difficulty of the material.</p><p>

<p> Considering instructional time is one of the most valuable and expensive resources in public education, there is nominal research examining the effectiveness of its use (Farbman, 2015). The purpose of this study was to determine the correlation between the amount of extended learning time provided to eligible students at least one grade level below in reading or mathematics and their scale score growth determined by middle-of-year results on the i-Ready Diagnostic Assessment. i-Ready Diagnostic Assessment results were examined of students who attended an extended learning time after-school program focused on remediation of standards specific to mathematics and reading in grades two through five. The population for this study consisted of eligible students in a Midwestern school district who attended an after-school remediation program for reading and mathematics. The literature collected for this study was analyzed to support the findings and to understand the relation between time and learning. From the data collected and analyzed for the study, there was not a significant difference in the subject of reading when students were compared to their eligible peers who did not attend the after-school remediation program. In contrast, students did experience a significant difference in results from beginning-of-year to middle-of-year i-Ready Diagnostic Assessment for the content of mathematics as compared to the peer group. No correlation was found between scale score growth in reading or mathematics and the number of hours of attendance in the after-school remediation program.</p><p>

<p> This study examined the effect of Math to Mastery and a randomized version of Math to Mastery at increasing digits correct per minute (DCPM) for three elementary-aged students. All three students received the standard and randomized version of the math fact fluency intervention, and progress was monitored using an adapted alternating treatments design. Data was collected and student progress was monitored to examine whether the randomized version of Math to Mastery would be just as or more effective than the standard version of Mast the Mastery. Results of the study indicated the standard version of Math to Mastery to be more effective than the randomized version for all three students at increasing digits correct per minute.</p><p>

Orientador: Geraldo Perez / Banca: Marcos Luiz Lourenço / Banca: Claudemir Murari / Resumo: Este trabalho de pesquisa se propõe a analisar o Projeto de Recuperação e Reforço (P.R.R.), a Progressão Continuada e o trabalho Cooperativo e Solidário nas unidades escolares públicas do Estado de São Paulo. Através de observações, questionários e entrevistas com professores, alunos, coordenadores pedagógicos, diretores e supervisores de ensino, obtivemos as informações necessárias para o nosso trabalho de pesquisa. As informações obtidas foram organizadas em agrupamentos e interpretadas a partir do cotidiano. Na última parte procuramos oferecer contribuições para o processo do ensino e da aprendizagem das instituições escolares. / Abstract: This research work is intended to analyze the Recuperation and Reinforcement project, the Continuous Advance and the cooperative and solidary work in the Sao Paulo State public schools. By means of observations, questionnaries and interviews with teachers, students, pedagogical coordinators, directors and supervisors, information data were collected for our research work. The data were then organized in groups and interpreted upon a daily routine's life. In the last part of our work we have tried to offer contributions to the teach and learn process of schools. / Mestre

Orientador: Irineu Bicudo / Banca: Hygino Hugueros Domingues. / Banca: Renata Cristina Geromel Meneghetti / Banca: Carlos Henrique Barbosa Gonçalves / Banca: Marcos Vieira Teixeira / Resumo: O presente trabalho apresenta uma análise e discussão de indícios heurísticos presentes nas obras O Método de Arquimedes, A Coleção Matemática de Pappus e Regras para a Direção do Espírito de Descartes, buscando estabelecer relações com a sistematização da atividade heurística apresentada nas obras A arte de Resolver Problemas e Matemática e Raciocínio Plausível de George Polya. Através de uma metodologia de pesquisa em História da Matemática, foi consultado o original da obra de Arquimedes e traduções das demais obras citadas. Considerando que O Método é a mais antiga obra de heurística de que tem-se conhecimento, foi feita a primeira tradução do original em Grego Clássico para o Português desse texto de Arquimedes. A atividade heurística, definida como um esquema psíquico através do qual o homem cria, elabora e descobre a resolução de um problema, é o eixo central dos estudos sobre .como pensamos., estabelecidos por Polya, e que fundamentam a Resolução de Problemas, linha de pesquisa em Educação Matemática. / Abstract: This work presents an analysis and discussion of heuristic traces contained in the works The Method of Archimedes, The Mathematical Collection by Pappus and Rules for the Direction of the Mind by Descartes, trying to establish relationships with the systematization of heuristic activity in the works How to solve it and Mathematics and Plausible Reasoning by George Polya. Through a research methodology in History of Mathematics, the Archimedes.s original work and translation of the other mentioned works were consulted. Considering that The Method is the oldest heurist work for all we know, it was made the first translation from the original classic Greek to Portuguese language of that Archimedes.s text. The heuristic activity, defined as a psychic outline through which the man creates, elaborates and discovers the resolution of a problem, is the central axis of the studies about .as we thing., established by Polya, and that have founded the Resolution of Problems, a field of research in Mathematical Education. / Doutor

Orientador: Geraldo Perez / Banca: Claudemir Murari / Banca: Ana Paula Jahn / Resumo: Esse trabalho tem como principal meta identificar ações de professores atuantes no Ensino da Matemática e para isso nos baseamos no Programa de Apoio a Inovações Escolares (PAIE) do Governo do Estado de Minas Gerais.Esse programa busca alternativas para superar o baixo rendimento dos alunos no ensino da Matemática, recorrendo à criação de oficinas pedagógicas e aplicação de novas metodologias por meio da capacitação dos professores que atualizarão o currículo e aplicarão técnicas inovadas em aulas atrativas, interessantes e participativas. Baseado na literatura que trata da natureza do trabalho pedagógico e da formação docente apresentamos os resultados provenientes de uma pesquisa realizada com três professores de Matemática de uma escola pública de Minas Gerais, estudantes dos ensinos Fundamental e Médio, bem como o diretor e a supervisora dessa escola pública mineira. Analisaremos aqui a metodologia de estudo de caso adequada a essa pesquisa, a situação da escola pública de Minas Gerais, o desenvolvimento profissional e a prática reflexiva do professor de Matemática e o programa PAIE, destacando por meio desse a relação entre a Matemática e o exercício da cidadania. Todos esses tópicos se inter-relacionam, tendo como objetivo primordial a seguinte questão: Como Desenvolver Professores Como Cidadãos Atuantes no Ensino da Matemática? Conclui-se no presente trabalho que essa disciplina pode levar o educando à cidadania e não à exclusão, e que ações nesse sentido, como do programa PAIE devem ser executadas, pois todos serão beneficiados, inclusive com aprimoramento da formação dos professores que poderão tornar-se pesquisadores críticos e reflexivos em suas ações coletivas. / Abstract: The aim of this study is to identify the actions of the teachers in the teaching of Mathematics. This study is based on the Program of The State of Minas Gerais called PAIE. This program looks for manners to overcome the low performance of the students in the learning of Mathematics, turning to the creation of pedagogical workshops and the aplication of new methodologies through the preparation of teachers who are going to update the curriculum and also apply modern techniques in attractive, interesting and interactive classes. Based on the literature which deals with the nature of the pedagogical work and the teachers' development, we present here the results from a research accomplished with three Math teachers from a state school of Minas Gerais, undergraduate students of Mathematics, elementary, middle and high-school students, students'parents and the community in general envolved in the PAIE. It will be analyzed here the following: the appropriate methodology the case study for this research, the situation of the public schools in Minas Gerais, the professional development and the reflective practice of the mathematic teachers and the PAIE project as well. It will be highlighted through this project, the relation between the mathematics and the practice of citizenship. All these items are interconnected having as the main objective the following question: Developing Teachers as Active Citizenships In The Teaching Of Mathematics. It is concluded with the current study that the Mathematics can bring the citizenship to students and not the exclusion and that this kind of action - PAIE program- should be accomplished because all the community benefits, mainly the teachers who are going to improve their teaching practice, being critical researchers and reflective in their collective actions. / Mestre

Orientador: Antonio Carlos Carrera de Souza / Banca: Antonio Vicente Marafioti Garnica / Banca: Antonio Miguel / Banca: Carlos Roberto Vianna / Banca: Miriam Godoy Penteado / Os roteiros e os termos de autorização, assinados pelos entrevistados, encontram-se no CD em anexo / Resumo: Nesta pesquisa promovemos uma discussão a respeito da identidade cultural do professor de matemática aquele que surge da "pertença" à cultura escolar. Para isso, entrevistamos dez professores de matemática da rede de ensino público de Rio Claro dois professores em cada década, no período compreendido entre 1950-2000 que, através de suas narrativas permitiram a utilização da história oral, como um procedimento de pesquisa. A memória foi suscitada através de entrevistas que, depois de transcritas, por nós, e validadas pelos entrevistados, serviram de base para a confecção das textualizações que motivaram a elaboração de quatro tendências históricas. Estas sugerem que o sujeito professor de matemática passou por vários descentramentos que levaram à fragmentação da sua identidade. Isso significa que o "sujeito professor de matemática" é oblíquo, transversal e parcial em suas crenças e verdades; a sua identidade é constituída a partir disso. As tendências mostram que, apesar dos descentramentos, algumas características permaneceram, embora parcialmente. A identidade apenas nos deixou de ser una, estável, previsível; tornando-se uma "celebração móvel" formada e transformada continuamente em relação às suas práticas docentes e posições sociais. Assim, estudamos as formas pelas quais os professores são representados ou interpelados no sistema cultural em que vivem. / Abstract: In this study, we promote a discussion regarding the cultural identity of the mathematics teacher - that which arises from "belonging" to the school culture. We interviewed ten mathematics teachers from the public school system in Rio Claro, São Paula. Brazil - two teachers from each decade in the period 1950-2000. Their narratives were used as a basis for using Oral History as a research methodology. Memories were aroused through the interviews which, after transcribed, and later validated with the interviewees, served as a basis for creatinq the texts that lead to the elaboration of four historical tendencies. These suggest that the "subject mathematics teacher" went through various descentramentos (sensations of disconcertion or disorientation) that lead to the fragmentation of their identity. This means that the "subject mathematics teacher" is oblique, transversal, and partial in his/her beliefs and truths; it is the basis for the constitution of his/her identity. The trends show that, in spite of the descentramentos, some characteristics remain, albeit partially. The identity is simply no longer one, stable, predictable, becoming a "mobile celebration", continuously formed and transformed in relation to his/her teaching practices and social position. Thus, we studied the ways in which the teachers are represented or questioned within the cultural system in which they live. / Doutor

Orientador: Lourdes de la Rosa Onuchic / Banca: Vera Lucia Xavier Figueiredo / Banca: Telma Aparecida Souza Gracias / Banca: Marcelo de Carvalho Borba / Banca: Geraldo Perez / Resumo: O objetivo desta pesquisa é analisar de que forma os alunos relacionam o que fazem na sala de aula, quando utilizam lápis e papel, com o que fazem no laboratório de informática, quando estão utilizando o computador na resolução de problemas fechados sobre funções. Ela foi desenvolvida seguindo a proposta metodológica de Romberg, a abordagem adotada foi do tipo qualitativa e a coleta de dados foi feita, essencialmente, por observação-participante em sala de aula, mas também foram utilizados questionários, entrevistas e análise documental. A pesquisa foi desenvolvida com alunos de 2o semestre do curso superior de Administração de Empresas. O conteúdo central que estava sendo estudado era funções e a metodologia de ensino adotada pelo professor era o ensino-aprendizagem de Matemática via resolução de problemas, particularmente problemas fechados e relacionados a temas da área de Negócios. A proposta didática para a pesquisa era levar os alunos a trabalhar com estes problemas utilizando o software gráfico Winplot. Problemas, no laboratório, muito parecidos com os que eram resolvidos em sala de aula, permitiram estabelecer um paralelo entre procedimentos e conhecimentos que os alunos utilizavam quando estavam sem o computador e quando estavam com ele. A mediação do software trouxe novas possibilidades no tocante aos processos de resolução dos problemas e causaram conflitos com as concepções prévias dos alunos sobre esta atividade. A especificidade do software e dos problemas fez emergir problemas secundários e tanto evidenciou lacunas de conhecimento, como foi veículo para o "preenchimento" dessas lacunas e para a construção de novos conhecimentos. Ainda, a ênfase na representação gráfica de funções, condicionada pelo software gráfico, permitiu aos alunos experimentar novas formas de considerar antigos conteúdos. Esta investigação também destacou a... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The objective of this study was to analyze how students relate what they do in the classroom, when using paper and pencil, with what they do in the computer laboratory, when using the computer to solve closed-ended problems about functions. It was done following the Romberg's methodological proposal, a qualitative research approach was used, and data collection involved mainly participant-observation in the classroom, although questionnaires, interviews, and document analysis were also employed. The study was carried out with university-level students of Business Administration in their second semester. The central theme being studied was functions, and the mathematics teaching-learning approach adopted by the teacher was problem solving, in particular, closed problems and those related to the field of business. The didactic proposal of the research was to guide the students in using the graphing software Winplot to work with the problems. The problems posed to the students in the laboratory were very similar to those solved in the classroom, which made it possible to draw parallels between the procedures and knowledge used by the students with and without the computer. The mediation of the software introduced new possibilities with respect to the problem-solving processes, and caused conflicts with students' previous conceptions regarding this activity. The specificity of the software and the problems posed caused secondary problems to emerge, and pointed to gaps in knowledge, as well as serving as a vehicle to fill these gaps and construct new knowledge. In addition, the emphasis on graphic representations of functions, resulting from the use of the graphing software, allowed students to experiment with new ways of considering old themes. This study also highlighted the language, from two perspectives. The data suggest that differences and similarities ... (Complete abstract, click electronic address below) / Doutor