Orientador: Marcelo de Carvalho Borba / Banca: Jussara de Loiola Araújo / Banca: Telma Aparecida de Souza Gracias / Resumo: Este estudo nasce de uma inquietação sobre a possibilidade de se integrar a Matemática à Física no Ensino Superior, utilizando tecnologias informáticas. Assim, esta dissertação objetiva analisar como os alunos trabalham conceitos matemáticos e físicos em um ambiente de experimentação, lançando mão de tecnologias portáteis, especificamente, a calculadora gráfica e o CBL (Calculator Based Laboratory). O referencial teórico se apóia nas noções de Reorganização do Pensamento e seres-humanos-com-mídia, estabelecendo a importância das tecnologias informáticas no processo de mediação, enquanto atores, na produção do conhecimento. A modalidade de pesquisa utilizada foi o Experimento de Ensino (E.E.), que se enquadra dentro de procedimento que vem sendo denominado de pesquisa qualitativa. Os dados foram construídos e transcritos sob a forma de episódios, dentre os quais destaco: a) o Resfriamento, sendo possível verificar o comportamento deste fenômeno, utilizando recipientes de materiais diferentes; b) Luminosidade, em que tanto o CBL quanto a calculadora gráfica propiciaram aos estudantes a análise das variações dos coeficientes da expressão y = a.xb, obtendo respostas gráficas em tempo real, de forma que a Matemática e a Física se apresentaram sem estarem dissociadas; c) Mistura, onde os alunos chegaram à generalização da média aritmética e, respectivamente, a média ponderada, ao observarem a temperatura da mistura de duas substâncias para volumes iguais e sua extensão para volumes diferentes; d) Filtros sobre uma fonte de luz (acetatos), ao apresentar o caminhar dos alunos do ajuste linear para o exponencial, na escolha do modelo, utilizando o ZOOM da calculadora. Com isso, esta dissertação expõe caminhos para que alunos, servindo-se da calculadora gráfica e do CBL produzam conhecimentos relativos a tópicos, como:...(Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This study grew out of an interest in the possibility of integrating the teaching of Mathematics and Physics in university-level courses, using information technology. The objective was to analyze how students work with mathematics and physics concepts in an environment of experimentation, using portable technologies, specifically graphing calculators and the Calculator-Based Laboratory (CBL). The theoretical reference is based on the notions of Reorganization of Thinking and Humans-with-Media, which establish the importance of information technologies in mediating and being actors in the production of knowledge. The research methodology used was Teaching Experiments (T.E.), within a qualitative research perspective. The data were constructed and transcribed in the form of episodes, of which the following are highlighted: a) Cooling, in which it was possible to verify the behavior of this phenomenon, using containers made of different materials; b) Luminosity, in which the CBL and graphing calculator enabled the students to analyze variations in the coefficients of the expression y = a.xb, providing graphic responses in real time in such a way that the Mathematics and the Physics are associated; c) Mixture, in which students arrived at generalizations regarding the arithmetic mean and, respectively, the weighted mean, when observing the temperature of a mixture of two substances of equal volume, and its extension to different volumes; d) Filters over a light source (acetates), when presenting the students' steps from the linear fit to the exponential fit, in the choice of the model, using the zoom on the calculator. This study describes the paths followed by the students, using the graphing calculator and the CBL, to produce knowledge about topics such as: differential equations, curve fit, and coordination between analytical models...(Complete abstract click electronic access below) / Mestre

Orientador: Marcus Vinicius Maltempi / Banca: Marcelo de Carvalho Borba / Banca: José Armando Valente / Resumo: 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. / Abstract: 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. / Mestre

Orientador: Pedro Paulo Scandiuzzi / Banca: Maria Cecília de Castello Branco Fantinato / Banca: Rosana Giaretta Sguerra Miskulin / Resumo: 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 / Abstract: 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 / Mestre

abstract: This thesis focuses on sequencing questions in a way that provides students with manageable steps to understand some of the fundamental concepts in discrete mathematics. The questions are aimed at younger students (middle and high school aged) with the goal of helping young students, who have likely never seen discrete mathematics, to learn through guided discovery. Chapter 2 is the bulk of this thesis as it provides questions, hints, solutions, as well as a brief discussion of each question. In the discussions following the questions, I have attempted to illustrate some relationships between the current question and previous questions, explain the learning goals of that question, as well as point out possible flaws in students' thinking or point out ways to explore this topic further. Chapter 3 provides additional questions with hints and solutions, but no discussion. Many of the questions in Chapter 3 contain ideas similar to questions in Chapter 2, but also illustrate how versatile discrete mathematics topics are. Chapter 4 focuses on possible future directions. The overall framework for the questions is that a student is hosting a birthday party, and all of the questions are ones that might actually come up in party planning. The purpose of putting it in this setting is to make the questions seem more coherent and less arbitrary or forced. / Dissertation/Thesis / Masters Thesis Mathematics 2014

<p> Extensive research on attitudes and beliefs relating to mathematics has been conducted over the past 30 years. Although the focus of this research has fluctuated at times, the results of this past research has often been applied to educational reform efforts, especially in the areas of curriculum planning and professional development. However, as suggested by Clements (2003), Woodward (2004), Ellis and Berry (2005), and Berry, Ellis, and Hughes (2014), the impact of this research on the implementation of mathematics education reforms may have been limited, at least in part, due to the complexities surrounding the study of attitudes and beliefs (Pajares, 1992; Richardson, 1996; Philipp, 2007), and the complexities surrounding teacher change (Ertmer, 1999; Cuban, 2013). </p><p> In an attempt to provide expanded support for the inclusion of attitudes and beliefs as a fundamental consideration addressed in the implementation of mathematics reform efforts, this study was designed to test what, if any, correlation exists between fifth-grade student performance in mathematics and the attitudes and beliefs held towards mathematics by the students and their teachers, and then to identify some elements that may contribute to the formation of these attitudes and beliefs. To achieve these goals, this study applied a mixed-methods approach as defined and supported by researchers such as Creswell and Clark (2007, 2011) and Crabtree, Magill, Scammon, Tomoaia-Cotisel, and Harrison (2013). According to this mixed-methods design, only the common findings that arose in the triangulation of the quantitative and qualitative data were identified as the results of this study. </p><p> For students, this study found a significant relationship and strong correlation between the students&rsquo; interactions with others in regard to mathematics and their enjoyment with math, and a significant relationship and moderate correlation between the students&rsquo; enjoyment with mathematics and their performance in mathematics. For teachers, this study found a significant relationship and strong correlation between the teachers&rsquo; past experiences and how the teachers think mathematics should be taught (their disposition), and a significant relationship and moderate correlation between the teachers&rsquo; confidence with mathematics and the students&rsquo; performance in mathematics. The identified results for students and for teachers were connected to past research on attitudes and beliefs.</p><p>

<p> This study, conducted at California State University (CSU) in Southern California, focused on student engagement factors and academic performance of supplemental instruction (SI) students concurrently enrolled in a gateway mathematics course. The purpose of this quantitative correlational survey study was to investigate engagement factors employed by SI students enrolled in gateway mathematics courses; the researcher explored the relationships of the SI students&rsquo; engagement factors to their gateway mathematics course grades. The participants completed a web-based survey in which they responded to items regarding their behaviors, thoughts, and feelings as experienced in the gateway mathematics course and the SI class sessions. The responses were scored within 4 engagement factor scales including skills engagement, emotional engagement, participation/interaction engagement, and performance engagement. The results of this study provided support for 2 alternative hypotheses: (a) there was a positive relationship between each of the 4 engagement factors and the gateway mathematics course grades of the participants, and (b) there was a positive relationship of the linear combination of the 4 engagement factors to the gateway mathematics course grades of the participants. The findings of this research study supported 3 conclusions: (a) engagement is a multidimensional construct, and the more students are engaged in their studies, the more likely they are to earn higher grades in a gateway mathematics course; (b) academic support and resources are essential for student learning; (c) college success, specifically, positive academic course performance, is a significant indicator of persistence toward college completion. Recommendations based on the findings and conclusions of this study include regular collaboration of efforts among all university stakeholders to provide a variety of student-centered venues for academic support and resources to engage students in developing self-efficacy for academic success in gateway mathematics courses.</p><p>

<p> Persistence and retention of college students is a great concern in American higher education. The dropout rate is even more apparent among first-generation college students, as well as those majoring in science, technology, engineering, and math (STEM). More students earning STEM degrees are needed to fill the many jobs that require the skills obtained while in college. More importantly, those students who are associated with a low-socioeconomic background may use a degree to overcome poverty. Although many studies have been conducted to determine the characteristics associated with student attrition among first-generation students or STEM majors, very little information exists in terms of persistence and retention among the combined groups. The current qualitative study identified some of the characteristics associated with persistence and retention among first-generation college students who are also STEM majors. Participants were juniors or seniors enrolled at a regional 4-year institution. Face-to-face interviews were conducted to allow participants to share their personal experiences as first-generation STEM majors who continue to persist and be retained by their institution. </p><p> Tinto&rsquo;s Theory of Individual Departure (1987) was used as a framework for the investigation. This theory emphasizes personal and academic background, personal goals, disconnecting from one&rsquo;s own culture, and institutional integration as predictors of persistence. The findings of the investigation revealed that persisting first-generation STEM majors are often connected to family, but have been able to separate that connection with that of the institution. They also are goal-driven and highly motivated and have had varied pre-college academic experiences. These students are academically integrated and socially integrated in some ways, but less than their non-first-generation counterparts. They are overcoming obstacles that students from other backgrounds may not experience. They receive support from their families and institution, but have diverse academic backgrounds. The findings show that a culmination of many characteristics have enabled the participants to persist and be retained by their institution.</p><p>

<p> <b>Purpose.</b> The first purpose of this study was to identify and describe what actions faculty experts recommend for California Community Colleges to ensure maximum effectiveness of instructional strategies and related academic support programs in developmental mathematics by the year 2020. The second purpose of the study was to identify and describe which of those actions instructional practice and related academic programs faculty experts believe are most important and most feasible for implementation by the year 2020. </p><p> <b>Methodology.</b> This Delphi study was conducted in a three rounds with a panel of twenty-four expert faculty members of California Community Colleges who met the following criteria: eight to ten years of teaching experience in California community college, experienced in the teaching/developing of new methods of community college mathematics remediation, recognized by the individual community college, the state, or national groups for experimentation in new methods of mathematics remediation, and recognized by peers as evidenced by peers&rsquo; knowledge of names aligned with successful/innovative programs in mathematics remediation. </p><p> <i>Findings.</i> Seventy-eight instructional strategies in seven categories were actions recommended in round one; those categories were instructional strategies in the following areas: Pedagogy/Andragogy-Adult Learning Theory, Active Learning, Classroom Environment, Engaging and Connecting with Students, Non-Cognitive Support, Assessment, Reviewing Material and Technology. Rounds two and three produced consensus of the importance of providing clear expectations, building classroom communities, building confidence with competence, addressing math anxiety, and teaching connected/spiraling concepts with frequent reviews and individual feedback. In round one, thirty-three Related Academic Support Programs were recommended in four categories. They were: Faculty Discussion and Support, Tutoring and Supplemental Support, Counseling, and Including Exceptional Processes and Programs. Rounds two and three produced consensus on the following actions: having excellent instructors in developmental mathematics, conducting faculty training and dialogue, providing consistent and hands-on tutoring coordinated with instruction, and encouraging counseling and individual educational planning. </p><p> <b>Implications for Action.</b> Though the state faces challenges in hiring expert mathematics faculty for growing college enrollments, a group of experts exist who deliver excellent instruction and create positive learning environments. There are many of these instructors who could become a consortium to help others improve faculty development programs, embed adult learning theory, and achieve the end-goal of increasing student success and graduation rates.</p><p>

This investigation focuses upon two major problems. The first problem is to determine what effect the inclusion of economics in the mathematics curriculum will have upon student attitudes toward and understanding and retention of economics and mathematics. The second problem is to determine whether different methods of instruction will result in significantly different levels of student attitudes toward and understanding and retention of economics and mathematics.

The problem with which this investigation was concerned is that of determining whether remedial mathematics students who receive individualized attention in small groups with many special materials would gain more knowledge in the areas of computation, concepts, problem solving, and total composite mathematics than would remedial mathematics students taught as sub-groups of regular mathematics classes.