Made available in DSpace on 2016-04-04T18:33:14Z (GMT). No. of bitstreams: 1 Silvia Helena Ferrao Silva.pdf: 1765995 bytes, checksum: d5d8a80eba8028ab8f87866ee7d926e4 (MD5) Previous issue date: 2014-02-03 / This paper presents a study on the actions taken by teachers of the 3rd year of Elementary School, related to the decisions and referrals regarding the students indicated as having learning gap in Mathematics. Our question at issue is: How and why do referrals of students in the 3rd year of Elementary School with Mathematics difficulties occur in the teachers view? The main goal was to analyze, based on pieces of information from teachers of the 3rd year of Elementary School regular and special education classes the conceptions related to the Mathematics concepts learning difficulties found by students and the need for psychological referral or pedagogical remedial help. The research development brought indications with reference to the issue of children learning difficulties in Mathematics, their emotions during the learning process and the aspects regarding Mathematics teaching and learning in school. The data arose from semi-structured interviews with three teachers of the 3rd year two from the classrooms and the resource room teacher in two different moments: in the beginning of 2013 school year and in November of the same year; and also the documentation for the student referral to remedial classes and psychological support. During the interviews the participants pointed out that the initial training course didn`t offer them enough theoretical subsidies to perform in the teaching discipline of Mathematics to the initial years of Elementary School. It was also pointed that a lot of the learning difficulties of these students is generally related to Mathematics concepts that weren`t understood by them. Teachers considerations about the referrals of students with learning difficulties were analyzed, as well as their conceptions about how and why these referrals should happen. In addition, the documentation of a 3rd year student who attended the resource class and the psychological assistance for two years was analyzed. It has been concluded that the services of resource class and psychological assistance, both offered by the city council, do not become linked, then bringing little contribution to students progress. The considerations to evaluate the student`s development are evasive, advancing little to identify their difficulties and to show alternatives to those people who will keep working with children, what provides little contribution to cognitive and psychological development. / O trabalho apresenta um estudo sobre as a??es de professoras do 3? ano do Ensino Fundamental, relacionadas ?s decis?es e encaminhamentos referentes aos alunos indicados como portadores de defasagem de aprendizagem em Matem?tica. Nossa quest?o problema assim se configura: Como e por que ocorrem os encaminhamentos de alunos com dificuldades relacionadas ? Matem?tica em sala de 3? ano do Ensino Fundamental de uma rede p?blica municipal na vis?o das professoras? Teve por objetivo analisar, a partir das informa??es de professoras do 3? ano do Ensino Fundamental da sala regular e de educa??o especial as concep??es relacionadas ?s dificuldades encontradas pelos alunos ao aprender conceitos matem?ticos e a necessidade de encaminhamento psicol?gico ou de refor?o pedag?gico. No desenvolvimento da pesquisa trouxemos apontamentos relativos ?s quest?es das dificuldades de aprendizagem das crian?as em Matem?tica, das suas emo??es no percurso da aprendizagem e de aspectos relacionados ao ensino e ? aprendizagem de Matem?tica na escola. Os dados originaram-se das entrevistas semiestruturadas realizadas com tr?s professoras de 3? ano duas de sala de aula e a professora da sala de recurso em dois momentos diferentes: no in?cio do ano letivo de 2013 e no m?s de novembro do mesmo ano. Ainda, de documenta??o relativa ao encaminhamento do aluno para sala de refor?o e de atendimento psicol?gico. Nas entrevistas as participantes indicaram que o curso de forma??o inicial n?o lhes ofereceu subs?dios te?ricos suficientes para a atua??o na doc?ncia na disciplina de Matem?tica para os anos iniciais do Ensino Fundamental. Tamb?m que muitas das dificuldades de aprendizagem destes alunos, de maneira geral est?o relacionadas com os conceitos matem?ticos n?o compreendidos por eles. Analisamos as considera??es das professoras referentes ao encaminhamento de alunos com defasagem de aprendizagem, suas concep??es sobre como e por que esses encaminhamentos devam se dar. Ainda, a documenta??o de um aluno de 3? ano, que freq?entou por dois anos a sala de recurso e o atendimento psicol?gico. Conclu?mos que os servi?os de sala de recurso e atendimento psicol?gico, ambos oferecidos pela prefeitura, n?o se articulam, trazendo pouca contribui??o para os avan?os dos alunos. As considera??es para avaliar o desenvolvimento do aluno se fazem evasivas, pouco avan?ando no sentido de identificar suas dificuldades e de apresentar alternativas para o trabalho daqueles que com a crian?a v?o continuar atuando, o que proporciona pouca contribui??o para os avan?os cognitivos e psicol?gicos.

Made available in DSpace on 2016-07-27T13:54:27Z (GMT). No. of bitstreams: 1 VIVIANE MENDONCA GOMIDES ROSA.pdf: 684026 bytes, checksum: 2710fa051797ee2cbfc80549b4c98e85 (MD5) Previous issue date: 2009-09-16 / The mathematics has if outstanding as the discipline that the students consider difficult to learn, they refer not to like, they present low acting in the learning. Beyond of those, several they are the factors that interfere in learning. To present research it privileged the form of the organization of the teaching of an algebra content as factor to improve the students' learning, starting from the following subjects: That way can be to organize the algebra teaching for the students to reach better learning? Would the developmental teaching be a possibility to help to improve the learning of equation of the second degree completes? What contradictions would mark the materialization of that type of organization of the teaching? Being based mainly in the theories of Vygotsky, Davydov and Leontiev, they were also considered ideas of theoretical their followers. The objectives of the research were: - to analyze the practical application of the organization of the teaching of a content of the algebra, according to the theory of the developmental teaching, for the students to reach the learning; - to analyze the results of the students' learning with that type of teaching organization; - to identify the contradictions that show in the materialization of that type of teaching organization. The qualitative research, that it consisted of a didactic-formative experiment in agreement with the presuppositions of Davydov (1988). Data were collected through observations, semi-structured interviews and instruments of evaluation of the learning. The subjects of the research were the mathematics teacher and the 19 students of a 9th year-old group, of a public school. The analysis of the data showed that most of the students demonstrated better learning of the content, however some didn't obtain her. In the researched context, important contradictions were revealed that you/they interfered in the use in that way of teaching organization: - own sociocultural factors linked the subjects affect the institutional context of the learning; - the place of the learning activity in the students' life; - the logical and historical analysis of the content. The main contribution of this research consisted of showing that it is possible, for the developmental teaching, that the students learn in a more effective way a content of the algebra, particularly of the equation of the second degree it completes, but the teacher be assist to the contradictions that involve his/her accomplishment. It is believed that their results are useful also to all that worry about the theme of the mathematics didacticism. / A matemática tem se destacado como a disciplina que os alunos consideram difícil de aprender, referem não gostar, apresentam baixo desempenho na aprendizagem. Além desses, diversos são os fatores que interferem na sua aprendizagem. A presente pesquisa privilegiou a forma da organização do ensino de um conteúdo de álgebra como fator para melhorar a aprendizagem dos alunos, a partir das seguintes questões: De que modo pode ser organizar o ensino de álgebra para que os alunos alcancem melhor aprendizagem? O ensino desenvolvimental seria uma possibilidade para ajudar a melhorar a aprendizagem de equação do segundo grau completa? Que contradições marcariam a concretização desse tipo de organização do ensino? Fundamentando-se principalmente nas teorias de Vygotsky, Leontiev e Davydov, consideraram-se também idéias de teóricos seus seguidores. Os objetivos da pesquisa foram: - analisar a aplicação prática da organização do ensino de um conteúdo da álgebra, segundo a teoria do ensino desenvolvimental, para que os alunos alcancem à aprendizagem; - analisar os resultados de aprendizagem dos alunos com esse tipo de organização do ensino; - identificar as contradições que se manifestam na concretização desse tipo de organização do ensino. Realizou-se uma pesquisa qualitativa que consistiu num experimento didático-formativo de acordo com os pressupostos de Davydov (1988). Foram coletados dados por meio de observações, entrevistas semi-estruturadas, instrumentos de avaliação da aprendizagem. Os sujeitos da pesquisa foram a professora de matemática e os 19 alunos de uma turma de 9º ano, de uma escola pública. A análise dos dados mostrou que a maioria dos alunos demonstrou melhor aprendizagem do conteúdo, no entanto alguns não a obtiveram. No contexto pesquisado, revelaram-se contradições importantes que interferiram no uso dessa forma de organização do ensino: - fatores socioculturais próprios ligados às sujeitos afetam o contexto institucional da aprendizagem; - o lugar da atividade de aprendizagem na vida dos alunos; - a análise lógica e histórica do conteúdo. A principal contribuição desta pesquisa consistiu em mostrar que é possível, pelo ensino desenvolvimental, que os alunos aprendam de modo mais efetivo um conteúdo da álgebra, particularmente da equação do segundo grau completa, mas o professor deve estar atendo às contradições que envolvem sua realização. Acredita-se que seus resultados são úteis também a todos que se preocupam com o tema da didática de matemática.

Esta investigación es un trabajo de intervención que se ha enmarcado dentro de la metodología cualitativa, bajo una perspectiva interpretativa, asumiendo como fundamento el desarrollo de un proceso de análisis participativo, en la que se han unido docentes y estudiantes en un proceso de reconocimiento y comprensión de la dinámica que gira alrededor del proceso de enseñanza y aprendizaje de Matemática I, en la Universidad Nacional Experimental Politécnica "Antonio José de Sucre" (UNEXPO), Vicerrectorado Puerto Ordaz, Estado Bolívar, Venezuela. Es por ello que la investigación se ha situado, particularmente, en la perspectiva de la investigación-acción colaborativa, en la que han participado los profesores colaboradores de manera activa en una serie de acciones promotoras de cambios en sus ámbitos de actuación y de acuerdo con sus necesidades, para interpretar las implicaciones de esos cambios en su desarrollo y valorar las transformaciones que se iban dando dentro del proceso. / This investigation is a work of intervention that has framed inside the methodology cualitativa, under an interpretative perspective, assuming as fundamento the development of a process of analysis participativo, in which have joined docentes and students in a process of recognition and understanding of the dynamics that turns around the process of education and learning of Mathematical I, In the National University Experimental Politécnica "Antonio José of Sucre" (UNEXPO), Vicerrectorado Port Ordaz, State Bolívar, Venezuela. Is thus that the investigation has situated, particularly, in the perspective of the investigation-action colaborativa, in which have taken part the professors collaborators of active way in a series of actions promoters of changes in his fields of performance and in accordance with his needs, to interpret the implications of these changes in his development and value the transformations that went giving inside the process.

Cette recherche porte sur l’amélioration de la motivation à l’apprentissage des mathématiques à l’Université Abdou Moumouni. Elle se situe dans une dynamique globale de mise au point d’actions pédagogiques pour remédier au problème préoccupant de la motivation à l’apprentissage des sciences. Plus spécifiquement, il s’agit de prospecter si les environnements virtuels d’apprentissage peuvent contribuer à l’amélioration de la transmission des savoirs dans un contexte universitaire au Niger. Ainsi, notre recherche vise à mieux comprendre l’impact de l’intégration des TIC sur la motivation chez des étudiants à apprendre les mathématiques au Niger. Les trois objectifs spécifiques de notre recherche sont : explorer les impacts sur le sentiment de compétence chez des étudiants à l’apprentissage des mathématiques dans un contexte d’intégration pédagogique des TIC; mieux comprendre le changement des types de motivations autodéterminées à l’apprentissage des mathématiques chez des étudiants exposés à une intégration pédagogique des TIC; comprendre les perceptions de l’usage d’un environnement virtuel à l’apprentissage des mathématiques chez des étudiants et l’évolution de leurs motivations autodéterminées. Se fondant sur une méthodologie de type mixte, cette recherche quasi-expérimentale a consisté en la collecte de données quantitatives au moyen de 2 questionnaires sur la motivation (sentiment de compétence et sentiment d’autodétermination) en pré-test et en post-test. Pour les données qualitatives, nous avons eu recours à des entrevues dirigées auprès de 9 participants. Au total 61 étudiants inscrits en science de la vie et de la terre, dont 51 hommes, ont participé à la recherche. La thèse respecte le mode de présentation par articles. Chacun des trois articles est en lien avec un des trois objectifs de la recherche, dans l’ordre cité plus haut. Les principaux résultats indiquent un impact positif sur la motivation à travers un recul du sentiment négatif de compétence chez les étudiants ayant bénéficié de l’apport des TIC comparativement aux étudiants ordinaires. En ce qui concerne le sentiment d’autodétermination, chez les étudiants ayant bénéficié de l’apport pédagogique des TIC, il est mis en évidence une stagnation ou une légère baisse des motivations peu ou pas autodéterminées et une légère hausse ou une stagnation des motivations autodéterminées chez les étudiants ayant bénéficié de l’apport des TIC. Finalement, la recherche a permis de mettre en relief l'existence de corrélations positives entre l’augmentation des motivations autodéterminées et la perception d’une qualité positive de l’expérience d'innovation pédagogique que représente l’environnement virtuel d’apprentissage des mathématiques. En définitive, cette recherche fait ressortir l’importance de l'intégration pédagogique des TIC pour améliorer les pratiques pédagogiques actuelles, et satisfaire deux besoins psychologiques fondamentaux, notamment le sentiment de compétence et le sentiment d’autodétermination, deux composantes essentielles de la motivation selon la théorie de l’autodétermination de Deci et Ryan. Les résultats obtenus dégagent des perspectives intéressantes en vue de renforcer les recours aux environnements virtuels d'apprentissage au profit de la motivation à l'apprentissage des mathématiques. Les forces et les limites de la recherche sont discutées et un ensemble de recommandations sont émises à l’intention des acteurs académiques, notamment les perspectives assez prometteuses de l’intégration pédagogique des TIC au service de l'apprentissage des sciences en Afrique, et au Niger en particulier. / This study focuses on enhancing motivation for learning mathematics at the University Abdou Moumouni. It is situated in a dynamic development of educational activities to address the serious problem of motivation for learning science. More specifically, it is exploring whether virtual learning environments can contribute effectively to improving the transmission of knowledge at university level in Niger. Thus, our research aims to better understand the impact of the integration of ICT on student motivation to learn mathematics in Niger. The three specific objectives of our research are: to explore the impact on sense of competence in students learning of mathematics in the context of integration of ICT, and better understand the change of self-determined types of motivation towards learning of mathematics in students exposed to integration of ICT; understand the perceptions of the use of a virtual environment for learning mathematics among students and their evolving self-determined motivation. Based on a methodology of mixed type, this quasi-experimental research has included the collection of quantitative data by means of 2 questionnaires on motivation (sense of competence and self-feeling) in pretest and posttest. For qualitative data, we used structured interviews with 9 participants. A total of 61 students enrolled in life science and earth, including 51 men, participated in the research. The thesis meets the format articles. All three articles are related to one of three research objectives in the order mentioned above. The main results indicate a positive impact on motivation through a decrease in the negative sense of competence among students who have benefited from the contribution of ICT compared to regular students. With regard to feelings of self-determination among students who benefited from the contribution of ICT, it is clearly demonstrated in a stagnation or decline in average little or no self-determined motivation and a slight increase or stagnation of the reasons self-determined in students who have benefited from the contribution of ICT. Finally, research has helped to highlight the existence of significant positive correlations between increased self-determined motivation and perceived quality of the positive experience of pedagogical innovation that represents the virtual learning mathematics. Definitively, this research highlights the importance of integration of ICT to improve current teaching practices, and meet two basic psychological needs, including perceived competence and feeling of self-determination, two main components of motivation according to the self-determination theory of Deci and Ryan. The results show interesting perspectives for strengthening the use of virtual learning environments for the benefit of the motivation for learning mathematics. The strengths and limitations of the research are discussed and a set of recommendations are made for academic actors, for instance the promising prospects of pedagogical integration of ICT for learning science in Africa, and specially in Niger.

Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

The author shares some of the findings of the research he conducted in 2007 on grade 11 mathematics learners in two schools, one experimental and the other one control. In his study, the author claims that an open-ended approach towards teaching and learning of mathematics enhances understanding of mathematics by the learners. The outcomes of the study can be summarised as follows: 1. In the experimental school, where the author intervened by introducing an open-ended approach to teaching mathematics (by means of giving the learners an open-ended approach compliant worksheet to work on throughout the intervention period), the performance of the learners in the post-test was better than that of the learners from the control school. Both schools were of similar performance in the pre-test. The two schools wrote the same pre-test and same post-test. Both schools were following common work schedule. 2. Within the experimental school, post-test performance of the learners in the class where the intervention was monitored throughout the intervention period (thus ensuring compliance of the teacher to the open-ended approach) out-performed those in which monitoring was less frequent. 3. There was no significant difference in performance between learners from the unmonitored experimental class and those from the control class.

Esta pesquisa buscou averiguar as potencialidades das tecnologias, em especial as Tecnologias da Informação e Comunicação (TICs), no processo de aprendizagem matemática de alunos da Educação de Jovens e Adultos (EJA). Levando em conta a imersão na cultura digital que a atual sociedade vivencia, o pesquisador se dedicou a estudar, investigar, observar e evidenciar as possíveis contribuições para o processo de aprendizagem de tarefas exploratórias investigativas de matemática permeadas pelas TICs, no âmbito da Educação de Jovens e Adultos. O estudo possui caráter qualitativo, interpretativo e participativo com traços que se aproxima da pesquisa-ação. Participaram como sujeitos da pesquisa vinte e cinco alunos de três turmas (sexto, sétimo e nono anos) do Ensino Fundamental do Proeja (Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos). As ações e reflexões foram norteadas pela seguinte questão: Que contribuições pedagógicas as propostas de prática de ensino com recursos tecnológicos podem oferecer para o ensino e aprendizagem de Matemática para alunos da Educação de Jovens e Adultos? Ao observar os benefícios e as dificuldades do uso da tecnologia na EJA, respeitando as necessidades e as características dessa modalidade de ensino, objetivou-se: investigar as potencialidades da tecnologia educacional no processo de ensino e aprendizagem de Matemática no âmbito da EJA; avaliar os benefícios no processo de ensino e aprendizagem de Matemática de tarefas exploratórias investigativas; oferecer a comunidade matemática propostas de ensino avaliando a possibilidade de desenvolver o pensamento matemático crítico dos alunos da EJA. A fim de alcançar os objetivos desse estudo, delineou-se duas propostas de ensino, uma abordando os conteúdos de Área e Perímetro, que utilizou como recurso pedagógico somente as TICs, e a outra proposta de ensino abarcou os conteúdos de Simetria e Ângulo, conciliando as TICs e o Espelho Plano, assumindo como hipótese que essa integração de artefatos tecnológicos podem contribuir para o processo de ensino e aprendizagem. Na pesquisa de campo, recorreu-se às seguintes estratégias para produção dos dados: questionários, áudio e vídeo gravações, entrevistas semiestruturadas, registros das propostas de ensino desenvolvidas e notas de campo do professor pesquisador. Fundamentou-se teoricamente em autores que realizaram pesquisas sobre os temas relacionados. A análise deste estudo teve um caráter interpretativo advindo das informações que emergiram das informações coletadas na pesquisa, que apresentavam elementos que contribuíam e apresentavam evidencias para responder à questão de investigação. Três categorias de análise foram identificadas: 1) Aspectos Afetivos dos alunos da EJA; 2) Conhecimentos matemáticos e tecnológicos emergentes e 3) Reflexos da Tecnologia, sendo que a segunda categoria foi dividida em duas subcategorias: a) Conhecimentos emergentes dos alunos e b) Conhecimentos emergentes do professor pesquisador. Os resultados indicaram a contribuição do uso das tecnologias, em especial as TICs, no favorecimento do processo de ensino e aprendizagem de Matemática quando se propõe tarefas exploratórias investigativas em turmas da EJA. Espera-se que a pesquisa contribua na formação inicial e continuada de professores de Matemática e com o processo de ensino e aprendizagem dos alunos da EJA. / This research aimed to investigate the technology potential, especially regarding the learning process of Mathematics. We focused on the Information and Communication Technologies (ICTs) and on the students at the Adult Basic Education (ABE). Taking into account the digital culture immersion the society is nowadays, the research aimed to study, to investigate and to observe the contributions the ICTs may present to the learning process of exploratory and investigative Mathematics' tasks for students at the ABE. This is a qualitative, hermeneutic and collaborative study, and it presents some similarities to action research. The study involved twenty-five students from three different Elementary School classes (6th, 7th and 9th grades) from a government program called Proeja (National Integration Program of the Vocational Education into the Basic Education at the Adult Basic Education). The actions and reflections were guided by the following question: Which pedagogical contributions the teaching proposal using technological resources may offer to the Mathematics' teaching and learning process of students at the ABE? As observing the possible benefits and challenges of using technology resources at the ABE classes, regarding the needs and specific characteristics of this kind of teaching, it was aimed to investigate the potentials of educational technology for the Mathematics' teaching and learning process at the ABE; to evaluate the benefits it may bring to the teaching and learning process of exploratory and investigative Mathematics' tasks; to offer the Mathematical community teaching techniques that evaluate the possibility of developing critical mathematical thinking on the ABE students. To achieve the goal of this study, it was designed two teaching proposals. One of the proposals focus the contents Area and Perimeter and it used only the ICTs as pedagogical resources. The other one approached the contents Symmetry and Angle and it used the ICTs and the Plane Mirror. The hypothesis assumed was that the integration between these technological artefacts could contribute to the teaching and learning process. During the field research, we used the following strategies to produce data: questionnaires, audio and video recording, semi-structured interviews, records of the teaching proposals developed, and field notes taken by the teacher researcher. The theoretical basis came from authors that performed research about the related themes. The study analysis had a hermeneutic nature. This characteristic originated by the information that emerged from the data collected during the research, but only the data that presented elements to add evidence that could answer the investigation's question. Three analysis categories were identified: 1) Feelings aspects of ABE students; 2) Emerging Mathematics and Technological Knowledge and 3) Reflex of the Technology. The second category had two subsections: a) Students' Emerging Knowledge and b) Teacher Researcher's Emerging Knowledge. The results indicated that the use of technology, especially the ICTs, helped the teaching and learning process of Mathematics when presenting exploratory and investigative tasks to the ABE classes. It is expected that this research may contribute to Mathematics teacher's education and to the teaching and learning process of ABE students. / Dissertação (Mestrado)

The effects from prenatal alcohol exposure have been found to cause a range of congenital physical and cognitive abnormalities (Chasnoff, Wells, Telford, Schmidt, & Messer, 2010; Kable & Coles, 2004a). The neurological impairments associated with the effects from prenatal alcohol exposure often cause learning problems, most notably in mathematics (Kable & Coles, 2004a; Howell et al., 2006). Studies have indicated that when provided instructional interventions in mathematics, children affected by prenatal alcohol exposure made gains in learning. However, the studies did not provide specifics as to how children with FAS construct the understanding of a skill or concept (Kable, Coles, & Taddeo, 2007; Coles, Kable, & Taddeo, 2009). This study contributes to the literature by examining how children affected by prenatal alcohol exposure learn the concept of equivalence through their use of gestures in contrast to their learning outcomes. Previous studies have shown that children’s use of gestures while learning mathematics assist with the integration of verbal and visual stimuli, support concept formation, and facilitate flexible encoding of problems (Goldin-Meadow, Cook, & Mitchell, 2009; McNeil & Alibali, 2004). The results from this study indicated that children in the Alcohol Exposed group showed little to no learning after the intervention as compared to a control group matched by age and IQ. The study showed that children affected by prenatal alcohol exposure used fewer conceptual gestures while learning equivalence as compared to a control group. According to the gesture analysis, the children in the Alcohol Exposed group mentally represented the concept of equivalence as a series of isolated steps or procedures. The procedural representation was not transitioned into a flexible conceptual format and applied to solve different problem types accurately (McNeil & Alibali, 2004). Future studies need to investigate whether teaching children affected by prenatal alcohol exposure to gesture during mathematics instruction would be effective to increase concept formation, accurate encoding, and learning mathematics / Inclusive Education / D. Ed. (Inclusive Education)

Mathematics learning seems to be a demanding and time-consuming task for many learners. Information and communication technology (ICT) is an attractive tool of learning for students at any level and it can provide an effective atmosphere for understanding mathematics. The question is how to combine mathematics teaching contents, approaches, curricula, and syllabus with new media. The key issue in European educational policy (and other countries as well) is exchange and sharing digital learning resources (learning objects) among countries. In order to accumulate the practice of various countries and use the best digital resources created by different countries, it is necessary to localize learning objects (LO). The paper deals with some problems connected with localization of LO, developed for mathematics education, and presents some solution. Software localization is mainly referred to as language translation (e.g., translation of user interface texts and help documents). However, there are many other important elements depending on the country and people who will use the localized software. In this paper, the main attention is paid to localization of learning objects used for teaching and learning mathematics.