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1	Olimpíadas de Matemática sua importância na divulgação e aprendizagem da Matemática. Uma experiência de análise, diagnóstico e intervenção didático pedagógica / Mathematics Olympiads its importance in the dissemination and learning of Mathematics. An experience of pedagogical didactic analysis, diagnosis and intervention Lisi, Eliene Cristine Izu Nakamura 03 August 2018 (has links) Submitted by Eliene Cristine Izu Nakamura Lisi (eliene82@gmail.com) on 2018-09-03T23:18:05Z No. of bitstreams: 1 Dissertação_ElieneLisi_final_alt_v6.pdf: 3059082 bytes, checksum: 70a2fedc2ca099f59d5e4d66d54bb196 (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-09-04T14:16:16Z (GMT) No. of bitstreams: 1 lisi_ecin_me_sjrp.pdf: 3059082 bytes, checksum: 70a2fedc2ca099f59d5e4d66d54bb196 (MD5) / Made available in DSpace on 2018-09-04T14:16:16Z (GMT). No. of bitstreams: 1 lisi_ecin_me_sjrp.pdf: 3059082 bytes, checksum: 70a2fedc2ca099f59d5e4d66d54bb196 (MD5) Previous issue date: 2018-08-03 / As Olimpíadas de Matemática, nos moldes atuais, são disputadas desde 1894. A primeira olimpíada ocorreu na Romênia. Com o passar dos anos, competições semelhantes se espalharam pelo mundo. Em 1959 foi realizada a primeira Olimpíada Internacional de Matemática, esta competição se expandiu gradualmente para mais de 100 países. Em 1979, a Sociedade Brasileira de Matemática (SBM) organizou a 1ª Olimpíada Brasileira de Matemática (OBM), que durante esses anos passou por diversas mudanças. Este trabalho tem o objetivo de mostrar como as olimpíadas de matemática podem ser utilizadas como fonte de divulgação e estímulo para o ensino e a aprendizagem da matemática, além de desenvolver e aperfeiçoar a capacitação de professores e também como fonte de dados para a melhoria do ensino e aprendizado. Foi realizada uma descrição das principais competições de matemática que tiveram como participantes alunos de uma escola da cidade de Bauru-SP, com destaque para o HMMT (The Harvard-MIT Mathematics Tournament), bem como quais foram as ferramentas utilizadas na preparação desses alunos, além de uma análise de dados visando uma intervenção didático pedagógica. Por fim são apresentadas questões de olimpíadas de matemática que têm em suas soluções a utilização de conteúdos abordados nas diversas disciplinas do PROFMAT. / The Mathematical Olympiads of the present day have been disputed since 1894. The first Olympiad was played in Romania. Over the years, similar competitions have spread throughout the world. In 1959, the first International Mathematical Olympiad was held, this competition gradually expanded to more than 100 countries. In 1979, the Brazilian Mathematical Society (SBM) organized the 1st Brazilian Mathematical Olympiad (OBM), which during these years underwent several changes. This paper aims to show how mathematical olympiads can be used as a stimulus for teaching and learning mathematics, as well as to develop and improve teacher training and also as a data source for improving teaching and learning. A description of the main math competitions was carried out, which included students from a school in the city of Bauru, SP, highlighting the HMMT (The Harvard-MIT Mathematics Tournament) and which tools were used to prepare the students as well as the analysis of data for pedagogical didactic intervention. Finally, questions are dealt with in Mathematical Olympiads, with resolution through contents of the PROFMAT disciplines. Olimpíadas de matemática Ferramentas de preparação Competições matemáticas Mathematical olympiads Preparation tools Mathematics tournament
2	2015, unprecedented successes of the OPQ in international competitions / 2015: triunfos inéditos de la OPQ en tierras lejanas Chong Cáceres, Miguel, Gonzales Gil, Patricia, Ortega San Martín, Luis 25 September 2017 (has links) El año 2015, durante el cual se han celebrado los 20 años de trabajo de la Olimpiada Peruana de Química (OPQ), ha sido un año de extraordinarios resultados en las distintas olimpiadas de química internacionales en las que Perú ha participado. Destacan las tres medallas logradas en la Olimpiada Internacional de Química (IChO) y las cuatro obtenidas en la Olimpiada Iberoamericana de Química (OIAQ). En esta última, además, uno de los representantes de nuestra delegación obtuvo el mejor puntaje de la competencia. A nivel nacional, la Olimpiada Peruana de Química (OPQ) tuvo una masiva participación de estudiantes (más de dos mil inscritos) lo que nos convierte en un evento de amplia aceptación en el país. / 2015, a year in which we commemorate the 20th anniversary of the Peruvian Chemistry Olympiad (OPQ), has been a very successful year for our Olympic team in the international Chemistry events in which Peru has participated. Three medals were obtained in the International Chemistry Olympiad (IChO) and four were awarded to our team at the Iberoamerican Chemistry Olympiad (OIAQ). Moreover, in the latter a student from our delegation had the best final score. Our national competition, the Peruvian Chemistry Olympiad (OPQ), had a great success with regard to student participation (more than two thousand students registered nationwide) making it an unmissable event among secondary school students interested in Chemistry. Chemistry Icho Oiaq Opq Chemistry Olympiads Icho Oiaq Opq Olimpiadas De Química
3	Olimpíadas de matemática e aliança entre o campo científico e o campo político Souza Neto, João Alves de 03 December 2012 (has links) Made available in DSpace on 2016-06-02T19:39:30Z (GMT). No. of bitstreams: 1 4898.pdf: 2900881 bytes, checksum: e2b74cb6388a05de81e85cae7fa3741c (MD5) Previous issue date: 2012-12-03 / This paper aims to discuss the mathematical Olympiads in terms of Bourdieu's theory, seeking demonstrate valorization strategies and adoption of the field of mathematics linked to social practices related to OBMEP. The concepts of field and symbolic capital were used for analysis of research papers in order to understand the mathematical Olympiads as a strategy for appreciate mathematical fields as well as a kind of normative evaluation. This paper promotes a discussion about the alleged role of social inclusion attributed to these competitions. The research is a qualitative approach and involved the preparation of a history of the Mathematical Olympiads, literature research and document analysis. Bourdieu's theory may us understand that the field of mathematics has sufficient capital to reward and recruit talent while it naturalizes, through this process, the ideology of the gift and the inculcation of a cultural arbitrary on the technological and scientific development, which is linked to factors and interests of the economic field. This critical view for the Olympiads can contribute to the expansion of studies in the field of mathematics education in relation to school evaluation and the symbolic value of mathematics, looking this as a kind of symbolic mechanism of domination, valorization and conservation of the field of mathematics. Then OBMEP can be understood as the manifestation of an alliance between the scientifical and political field, which simultaneously establishes the mathematical culture and corroborates the economic interests. / Este trabalho tem como objetivo discutir as olimpíadas de matemática do ponto de vista da teoria de Bourdieu, buscando evidenciar estratégias de valorização e de consagração do campo da matemática atreladas às práticas sociais relacionadas com a OBMEP. Os conceitos de campo e de capital simbólico foram utilizados para análise dos documentos de pesquisa de maneira a compreender as olimpíadas de matemática como uma estratégia de valorização do campo da matemática e como um tipo de avaliação normativa. Procuramos promover uma discussão em torno do suposto papel de inclusão social atribuído a estas competições. A pesquisa é de abordagem qualitativa e envolveu a elaboração de um histórico das olímpiadas de matemática, pesquisa bibliográfica e análise documental. A teoria de Bourdieu permite entender que o campo da matemática possui capital suficiente para premiar e recrutar talentos ao mesmo tempo em que naturaliza, mediante este processo, a ideologia do dom e a inculcação de um arbitrário cultural relativo ao desenvolvimento tecnológico e científico, o qual está atrelado a fatores e interesses próprios do campo econômico. Este olhar crítico às olimpíadas pode contribuir com uma ampliação dos estudos na área de Educação Matemática no que diz respeito à avaliação escolar e ao valor simbólico da matemática, compreendendo esse simbólico como um tipo de mecanismo de dominação, valorização e conservação do campo da matemática. A OBMEP pode ser entendida, assim, como a manifestação de uma aliança entre o campo da matemática e o campo político, pois ao mesmo tempo em que consagra a cultura matemática, também corrobora com interesses próprios do campo econômico. Matemática - estudo e ensino Matemática - competições Capital simbólico Campo científico Educação Matemática Avaliação Olimpíada de Matemática OBMEP Mathematics education Evaluation Scientifical field Symbolic capital Mathematical Olympiads OBMEP CIENCIAS HUMANAS::EDUCACAO
4	Problem-based teaching and learning in senior phase technology education in Thabo-Mofutsanyana District, Qwaqwa Mokoena, Matshidiso Maria 06 1900 (has links) The aim of this study is to report findings of inquiry into the role that problem-based approach can play in the teaching and learning of Technology in Thabo-Mofutsanyana District in Qwaqwa. This study followed qualitative research methods and ethnographic design informed by the researcher’s desire for the study to be conducted from firsthand knowledge generated in the research setting. The researcher interviewed Grade 9 Technology teachers and experts, observed teaching and learning in two participating and two non-participating secondary schools in Murray & Roberts Technology Olympiad and analysed Technology teachers’ lesson plans and workschedules, portfolios and files of Grade 9 Technology learners. Key findings that this study produced include: PBL is a need in the teaching of Technology; learners function at a higher level of thinking; learners treat concepts at higher and deeper level; learners become more motivated and learners are able to discover theories and make inventions. / Educational Studies / M. Ed. (Didactics) Problem-based learning Constructivism Technology education Inquiry-based learning Process skills Critical thinking Creative thinking Decision-making process Problem-solving process Design process Higher order thinking skills Technology Olympiads and EXPOS 607.126851
5	Problem-based teaching and learning in senior phase technology education in Thabo-Mofutsanyana District, Qwaqwa Mokoena, Matshidiso Maria 06 1900 (has links) The aim of this study is to report findings of inquiry into the role that problem-based approach can play in the teaching and learning of Technology in Thabo-Mofutsanyana District in Qwaqwa. This study followed qualitative research methods and ethnographic design informed by the researcher’s desire for the study to be conducted from firsthand knowledge generated in the research setting. The researcher interviewed Grade 9 Technology teachers and experts, observed teaching and learning in two participating and two non-participating secondary schools in Murray & Roberts Technology Olympiad and analysed Technology teachers’ lesson plans and workschedules, portfolios and files of Grade 9 Technology learners. Key findings that this study produced include: PBL is a need in the teaching of Technology; learners function at a higher level of thinking; learners treat concepts at higher and deeper level; learners become more motivated and learners are able to discover theories and make inventions. / Educational Studies / M. Ed. (Didactics) Problem-based learning Constructivism Technology education Inquiry-based learning Process skills Critical thinking Creative thinking Decision-making process Problem-solving process Design process Higher order thinking skills Technology Olympiads and EXPOS 607.126851
6	Mathematics and Mathematics Education Development in Finland: the impact of curriculum changes on IEA, IMO and PISA results Malaty, George 07 May 2012 (has links) (PDF) Mathematics has got roots in Finland in the last quarter of the 19th century and came to flourish in the first quarter of the next century. In the first quarter of the 20th century, mathematicians were involved in teaching mathematics at schools and writing school textbooks. This involvement decreased and came to an end by the launching of the ‘New Math’ project. Mathematics education for elite was of positive affect to higher education, and this has changed by the spread of education, the decrease of mathematics teaching hours at schools and the changes in school mathematical curricula. The impact of curriculum changes is evident in Finnish students’ performance in the IEA comparative studies, PISA and IMO. Mittag-Leffler Hjalmar Mellin Ernst Leonard Lindelöf Rolf Herman Nevanlinna Lars Valerian Ahlfors Ernst Bonsdorff Kalle Väisälä Elite Lehrplanänderungen Unterrichtsstunden Bildungsreformen Mathematikolympiaden Vergleichsstudien IEA TIMSS PISA PISA Formeln Algorithmen Unlogisches Problemlösen Alltagsmathematik Mittag-Leffler Hjalmar Mellin Ernst Leonard Lindelöf Rolf Herman Nevanlinna Lars Valerian Ahlfors Ernst Bonsdorff Kalle Väisälä elite curriculum changes teaching hours reforms Olympiads comparative studies IEA TIMSS PISA PISA formulas algorithms illogic problem-solving everyday life mathematics ddc:510 rvk:SD 2009
7	Mathematics and Mathematics Education Development in Finland: the impact of curriculum changes on IEA, IMO and PISA results Malaty, George 07 May 2012 (has links) Mathematics has got roots in Finland in the last quarter of the 19th century and came to flourish in the first quarter of the next century. In the first quarter of the 20th century, mathematicians were involved in teaching mathematics at schools and writing school textbooks. This involvement decreased and came to an end by the launching of the ‘New Math’ project. Mathematics education for elite was of positive affect to higher education, and this has changed by the spread of education, the decrease of mathematics teaching hours at schools and the changes in school mathematical curricula. The impact of curriculum changes is evident in Finnish students’ performance in the IEA comparative studies, PISA and IMO. info:eu-repo/classification/ddc/510 ddc:510

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