The Swedish government has authorised the teaching of mathematics in English to Swedish speaking students. Much of that teaching is performed by foreign trained native English speaking teachers lacking training in second language learners. This systematic review summarises international studies from the last ten years that deal with the teaching of mathematics to second language learners. The review shows that second language students working in a bilingual environment achieve higher rates of content and language knowledge than learners in a monolingual environment. This study also summarises some of the teacher practices that are effective for teaching mathematics in English to second language learners.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-04-24T12:12:07Z No. of bitstreams: 1 Marta Cristina Cezar Pozzobon.pdf: 1268473 bytes, checksum: 1871c4af4bb37ff036505e31a125fca6 (MD5) / Made available in DSpace on 2015-04-24T12:12:07Z (GMT). No. of bitstreams: 1 Marta Cristina Cezar Pozzobon.pdf: 1268473 bytes, checksum: 1871c4af4bb37ff036505e31a125fca6 (MD5) Previous issue date: 2012-12-12 / Nenhuma / Esta tese problematiza a formacao de professores que ensinam matematica nos anos iniciais a partir de um Curso de Formacao de Professores de Nivel Medio de uma Escola do interior do Rio Grande do Sul, nas decadas de 1960 a 2000, considerando algumas aproximacoes dos estudos foucaultianos, da area da educacao e da area de educacao matematica. As questoes que orientaram a pesquisa sao: de que forma os saberes matematicos constituiram as praticas de ensino de matematica de nivel medio (Normal/Magisterio) do Curso de Formacao analisado? Que praticas de ensino de matematica operaram na formacao de professores de anos iniciais no periodo analisado? Para dar conta de tais questoes, as ferramentas analiticas ?\praticas discursivas de formacao., ?\regimes de verdade. e ?\jogos de verdade. foram se constituindo juntamente com as analises do material, que consistiu de: um livro de atas de estagio, oito entrevistas com professores que trabalharam no Curso, quatro questionarios com supervisoras de estagio, um caderno de planejamentos, um Programa Experimental de Matematica, duas apostilas de planejamentos e duas propostas de estagio. Do exercicio de analise empreendido, resultaram dois movimentos, nomeados como regimes e jogos de verdade. No primeiro, sao apresentados os regimes de verdade constituidos na producao do desenvolvimento do raciocinio e do comportamento, a partir da alianca entre a psicologia e a pedagogia, no final do seculo XIX e inicio do seculo XX, no sentido de investir em praticas voltadas ao desenvolvimento do raciocinio, a producao de um sujeito inteligente, a aprendizagem de conceitos, ao uso do material concreto, ao raciocinio logico. No segundo movimento, os jogos de verdade e uma politica de verdade enfatizam as praticas de ensino de matematica voltadas aos discursos das pedagogias centradas na crianca, na pedagogia critica, em que a enfase esta em ensinar a partir do interesse da crianca, do tema gerador, da globalizacao e da realidade do aluno. Esses jogos de verdade produzem efeitos na formacao de professores, produzindo outra matematica, que assume a funcao de luta politica e esclarecimento de consciencias, tanto de alunos quanto de professores. Com essas praticas, produzem-se outros modos de ver e de dizer a matematica, o professor e o aluno. Dessa forma, a analise empreendida permitiu argumentar que as praticas de ensino de matematica nos anos iniciais constituem e sao constituidas por jogos de verdade que envolvem as concepcoes de conhecimento cientifico, de matematica, de ensino de cada epoca e de sujeito, articuladas pela razao de um Estado governamentalizado. / From approximations to both Foucauldian studies and investigations in the areas of education and mathematical education, this thesis problematizes the education provided by a Teaching Course from 1960 to 2000 in a countryside high school in Rio Grande do Sul to teachers who teach mathematics to the early grades. The questions that have guided this research are the following: How did mathematical knowledge constitute the mathematics teaching practices of the high school Teaching Course analyzed? Which mathematics teaching practices operated on the education of early grade teachers in the period analyzed? In order to address these questions, the analytical tools of ‘discursive education practices’, ‘regimes of truth’ and ‘games of truth’ were considered along the analysis of the material, which consisted of the following: a training record book, eight interviews with teachers that taught the Course, four questionnaires applied to training supervisors, a planning notebook, a Mathematics Experimental Program, two planning booklets and two training proposals. Two movements resulted from the analysis, and they were named as regimes and games of truth. The first one is related to regimes of truth constituted in the production of the development of reasoning and behavior, from the alliance between psychology and pedagogy in the late nineteenth century and early twentieth century by investing in practices directed to reasoning development, production of intelligent subjects, concept learning, use of concrete material, and logical reasoning. In the second movement, the games of truth and a politics of truth emphasize mathematics teaching practices directed to discourses of pedagogy centered on the child, in the critical pedagogy, in which the emphasis has been put on teaching from the child’s interest, the generating topic, the globalization and the student’s reality. Such games of truth have produced effects on teacher education by producing other kind of mathematics, one that assumes the function of political struggle, of enlightenment of consciences of students and teachers. With these practices, other ways of regarding and talking about mathematics, teachers and students have been produced. The analysis has led to the argument that the mathematics teaching practices of early grades both constitute and are constituted by games of truth, involving the conceptions of scientific knowledge, mathematics knowledge, teaching knowledge and subject in different times, and such conceptions are articulated by the reason of a governmentalized State.

Made available in DSpace on 2016-04-27T16:58:24Z (GMT). No. of bitstreams: 1 Jose Joao de Melo.pdf: 974281 bytes, checksum: 43f60f31d2ac1eb47af7311e771fc75e (MD5) Previous issue date: 2007-08-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study discusses the teaching of Inequalities in the elementary school system of Indaiatuba, a town located in the state of São Paulo. Our main goal was to investigate whether the issue of inequalities was being developed in this segment of education and, if so, the way it is being approached. Based on DUVAL s theory of Semiotic Representation Registers and taking into account the prevailing mathematics teaching practices, including the ones described by FIORENTINI in 1995, as well as other practices that have been currently endorsed by mathematics teachers, we drew up a questionnaire filled out by twenty-seven out of thirty-two mathematics teachers working in ten out of forty-two schools in the town of Indaiatuba; the schools were chosen according to the criterion of representativeness. Besides the answers provided through the questionnaire, we also analyzed textbooks used by the assessed teachers in the topics related to inequalities. In assessing the teacher s answers and the textbooks used by them, we noticed the predominance of the algebraic symbolic register approach in the teaching of the mentioned issue. Few conversions are made in class, most of which are the examples shown in the textbooks, leaving the students no alternative but to imitate the schemes already devised. According to existing cognitive analysis, conversion is the activity that best supports the process of understanding; however, if it is conducted by the teacher or by the textbook s author, it accounts very little for the student s learning. As far as teaching methods are concerned, we found a regular occurrence of two of them: the classical formalist and the technicist perspectives, both of which were present in the teachers answers and in the textbooks they use in the classroom. Signs of practices related to more recent approaches can be found in the teachers speech, but not in the textbooks they use. Taking into account both the role of the textbook in the teacher s performance and the analysis conducted, we came to the conclusion that the methods already mentioned and the use of conversions between registers of semiotic representation are not put into practice in the teaching of inequalities in the elementary schools of the town. The teachers adopt teaching methods rather censured in researches related to Mathematics education and merely emphasize the subject of semiotic representation registers, which are not suitable for the students adequate learning. With this in mind, we strongly advise the teachers of this town to take updating training courses on the mentioned issue, aiming to improve the teaching and the learning of the subject in the schools of Indaiatuba. Studies about other subjects based on different theoretical frameworks are also suggested / Este trabalho trata da docência de Inequações no Ensino Fundamental da cidade de Indaiatuba localizada no interior do estado de São Paulo. Nosso principal objetivo foi investigar se o tema inequações estava sendo desenvolvido nesse segmento de ensino e, em caso positivo, de que forma o assunto é abordado. Fundamentados na teoria dos Registros de Representação Semiótica de DUVAL e observando, também, Tendências de Ensino da Matemática, fossem as descritas por FIORENTINI em 1995 ou outras atualmente propugnadas por Educadores Matemáticos, elaboramos um questionário que foi aplicado a vinte e sete dos trinta e dois professores de Matemática de dez das quarenta e duas escolas da cidade de Indaiatuba, escolas estas selecionadas por critérios relativos à representatividade. Além das respostas ao questionário, analisamos livros didáticos utilizados pelos professores consultados, nos trechos em que tratam das inequações. Nas análises das respostas dos professores e dos livros didáticos adotados por parte dos professores, notamos a predominância do tratamento no registro simbólico algébrico, no ensino do tema. As conversões, quando observadas, na maioria das vezes são realizadas para os alunos como exemplos pelos autores dos livros, restando ao aluno o papel de imitar os procedimentos que lhes foram apresentados. Do ponto de vista cognitivo é a atividade de conversão que conduz aos mecanismos subjacentes à compreensão, no entanto, se elas são realizadas pelo professor ou pelo autor do livro, isso pouco contribuiu para a aprendizagem do aluno. Em relação às tendências de ensino, encontramos fortes características de duas: a formalista clássica e a tecnicista, tanto nas respostas dos professores ao questionário quanto nos livros didáticos adotados por eles. Indícios de práticas relacionadas a outras tendências mais recentes aparecem no discurso dos professores, mas não nos livros didáticos adotados. Dado o papel do livro didático na prática do professor e as analises realizadas, concluímos que estas tendências e o uso de conversões de registros de representação semiótica não são características da docência de inequações no segmento de Ensino Fundamental da cidade, que enfatiza tendências de ensino bastante criticadas em pesquisas de Educação Matemática e se reduz ao tratamento de registros de representação semiótica o que não é adequado à aprendizagem dos estudantes. Desta forma, indicamos a atualização de professores da cidade, nos aspectos investigados visando à melhoria do ensino e aprendizagem do tema na cidade de Indaiatuba. Pesquisas em outros temas e com base em outras referencias teóricas também são indicadas

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