O presente século está sendo marcado pelo aceleramento da tecnologia eletrônica. Nesse momento se torna imprescindível a formação e compromisso dos professores com o ensino e a escola que devem trazer em pauta as TICs (Tecnologias da Informação e Comunicação). Através das relações diárias, o ser universal (o homem) pensa, sente e age a todo instante através das relações sociais de que fazem parte. As pessoas agem a partir de uma relação de trocas culturais, modificam a si mesmas, aos outros e à natureza, por esse motivo precisa haver uma educação voltada para a cidadania.O objetivo desta dissertação é contribuir para a análise dos desafios que o jovem aluno do ensino médio enfrenta hoje, o que diz o professor e a preparação que as escolas públicas oferecem para o futuro desses alunos em uma sociedade na qual a revolução tecnológica faz nascer um novo tempo e onde os valores são questionáveis, onde tudo é relativo. E seguindo esta linha de pensamento questionamos a ética na Educação, principalmente no ambiente virtual cibersociedade -, onde as pessoas se relacionam por meios eletrônicos.Nos capítulos II e III, deste estudo se buscou analisar sobre juventude tecnologia e educação. Como esse jovem do ensino médio utiliza as TICs, o desafio da escola com esse recurso educativo, orientando e qualificando essa geração para enfrentarem o mundo cada vez mais interligado. A sala de aula perde a exclusividade, ganhando uma nova dimensão. Quem ensina não pode se neutralizar diante da forte influência lançada pelas tecnologias. O currículo e a formação docente nos faz repensar paradigmas. A educação requer políticas publicas, de formação docente, capacitando para o uso das tecnologias da informação e comunicação TICs, entretanto, não bastam oficinas e sim formação continuada, pois não adianta sofisticar a técnica se o professor não estiver sofisticado na alma, nos fundamentos, e não souber o que desejam os seus alunos. O estudo foi realizado com pesquisa de campo, duas escolas da zona Oeste do Estado do Rio de Janeiro, com entrevistas e questionários para 220 alunos. / The present century has been marked by the acceleration of the electronic technology. Nowadays, it is crucial the graduation and compromise of the teachers with the apprenticeship and the ICT must be brought to discussion at school.By means of his daily relationships, the universal being (men) thinks, feels and act all the time through the social relationships he takes part. People act from a relationship of cultural exchanges, change themselves, the others and the nature. Thats the reason why it is necessary an education focused on the citizenship. The goal of this essay is to contribute for the analyses of the challenges the high school young student faces these days, what the teacher says and the empowerment the public schools provide for the future of these students in a society where the technological revolution brings to life a new era and the values are questionable, where everything is relative. And following this way of thinking, we question the ethics in education, mainly on this virtual environment cyber society where people communicate through electronic devices. At the chapters II and III of this essay, the aim is to analyze the youth, the technology and the education. And as the high school young student uses the ICT, the challenge of the school is to use this educational asset to guide and qualify this generation so that they can face a world that is more and more intertwined. The exclusivity of the classroom is no more or becomes limited because the school walls give it a new dimension. The one who teaches cannot be static before the strong influence launched by the technologies. The resume and the teacher graduation draw us to rethink paradigms. Education demands public politics, teachers graduation which empowers them to use the information and communication technologies ICT. Therefore, workshops are not enough, but an continued graduation, because it is useless to sophisticate the techniques if, on the other hand, there is no sophistication at the teachers classes and on their basis, and if he does not know what he wants from his students.

Esta dissertação apresenta uma sequência didática que visa trabalhar com os alunos a importância do uso das letras na Matemática, a partir da construção de tabelas, de leis de funções e de resolução de equações no contexto das funções. A metodologia de pesquisa toma como referencia os princípios da Engenharia Didática. As análises previas se concentram nas dificuldades de aprendizagem apresentadas pelos alunos e nas possibilidades da tecnologia informática no ensino da Matemática. As análises a priori e a posteriori da sequencia didática implementada tomam como referencia a teoria sócio-interacionista de Vygotsky. Ao longo do experimento foi possível observar uma gradativa compreensão dos alunos quanto ao papel das letras no estudo da álgebra e como resultado tem-se na sequencia didática, com algumas atividades desenvolvidas no GeoGebra, um produto que pode ser adaptado para outras experiencias. / This dissertation presents a didactic sequence aimed to work the importance of using letters in mathematics. The sequence makes use of tables, functions and equations in the context of functions. The research methodology takes as reference the principles of Didatic Engineering. The previous analyzes focus on the difficulties presented by the students in the learning of algebra and on the possibilities of computer technology in mathematics education. The priori and a posteriori analysis of the didactic sequence implemented use concepts of Vygotsky´s theory. Throughout the experiment it was observed a gradual understanding of students about the role of letters in the study of algebra and as a result the designed sequence is a didatic product that can be used to introduce the algebra in the secondary school.

Esta dissertação apresenta uma sequência didática que visa trabalhar com os alunos a importância do uso das letras na Matemática, a partir da construção de tabelas, de leis de funções e de resolução de equações no contexto das funções. A metodologia de pesquisa toma como referencia os princípios da Engenharia Didática. As análises previas se concentram nas dificuldades de aprendizagem apresentadas pelos alunos e nas possibilidades da tecnologia informática no ensino da Matemática. As análises a priori e a posteriori da sequencia didática implementada tomam como referencia a teoria sócio-interacionista de Vygotsky. Ao longo do experimento foi possível observar uma gradativa compreensão dos alunos quanto ao papel das letras no estudo da álgebra e como resultado tem-se na sequencia didática, com algumas atividades desenvolvidas no GeoGebra, um produto que pode ser adaptado para outras experiencias. / This dissertation presents a didactic sequence aimed to work the importance of using letters in mathematics. The sequence makes use of tables, functions and equations in the context of functions. The research methodology takes as reference the principles of Didatic Engineering. The previous analyzes focus on the difficulties presented by the students in the learning of algebra and on the possibilities of computer technology in mathematics education. The priori and a posteriori analysis of the didactic sequence implemented use concepts of Vygotsky´s theory. Throughout the experiment it was observed a gradual understanding of students about the role of letters in the study of algebra and as a result the designed sequence is a didatic product that can be used to introduce the algebra in the secondary school.

Magister Educationis - MEd / This thesis investigates grade seven learners perceived experiences in learning algebra.Things that learners do and say during algebra lessons and about algebra were investigated. The study was done at one of the previously disadvantaged schools in Cape Town, South Africa.The data were collected through observations, a questionnaire and interviews. Observations were made from the day the topic was started in two grade seven classes. Two different teachers taught the two classes. Focus group interviews were conducted, two group of learners, ten learners from each of the two classes were interviewed. Learners devised a number of strategies for solving problems related to sums and differences. The principal learning difficulties experienced by learners in algebra related to the transition from arithmetic conventions to those of algebra, the meaning of literal symbols and the recoginition of structures. It became obvious then that developing algebraic thinking is not necessarily dependent upon algebraic notation and that the presence of algebraic notation says little about the level of problem solving. / South Africa

This qualitative case study explores how secondary school teachers innovate in the face of complex simultaneous and ongoing mandated changes and in particular, how they innovate with ICTs. The study argues that by understanding the whole-school context, the integration of ICTs can be better understood. The research setting is a complex independent, monastic secondary school in South Africa. Rather than select exemplary projects which are the usual focus of ICT research, the school was chosen for its combination of highly developed ICT infrastructure, but relative lack of exemplary achievement with ICTs. Using Sherry and Gibson’s (2005) terminology – convergence, mutuality and extensiveness – derived from their sustainability research, this study investigates the interplay of contextual factors that affects teachers’ ability to innovate in their practice, focussing on process innovation and arguing from a complexity and innovation theory point of view. Contextual factors were identified broadly as organisational factors, collegial and professional relationship factors, and ICT factors. Although all teachers were willing to innovate in practice, particularly in response to radical mandated curricular change and an inclusive philosophy, it was found that contextual factors have differing effects on their individual ability to innovate. The study identifies patterns in which not only positive factors converge, but negative factors (termed disconvergent factors) also converge. Collegial and professional relationship factors affect the diffusion or extension of innovation. These are limited by a lack or under-exploitation of lateral communication means. The study concludes that the effects of context are unique to each individual teacher and that their professional learning trajectory needs to be scaffolded and personalised. Both ICT-based and collaborative opportunities should be provided in support of a professional learning community to address the need to diffuse innovation laterally and to enable sharing that will reduce current overload and stress levels. / Thesis (PhD)--University of Pretoria, 2010. / Science, Mathematics and Technology Education / unrestricted

Looked after children (LAC) have been identified as one of the most vulnerable and disadvantaged members of our education system (Sempik, Ward, & Darker, 2008); they are at risk of failing to achieve the Every Child Matters outcomes (DFES, 2004), and, there are particular concerns regarding low levels of academic achievement (DCSF, 2009). Much of the research regarding LAC is from a deficit perspective and attempts to justify the poor outcomes reported; only recently has attention been paid to identifying what works well in schools to promote achievement. Appreciative Inquiry (AI) proposed by Cooperrider & Srivastva (1987) is an affirmatively focused method of research and development which challenges traditional problem-solving approaches (Grant & Humphries, 2006); it seeks to discover the existing strengths and successes within an organisation to inspire change (Espinosa, Roebuck, & Rohe, 2002). Whilst the efficacy of AI has been demonstrated within organisational and healthcare settings there is a dearth of literature evidencing the efficacy of AI in educational settings. AI has not been used with LAC, or the professionals who work with them, and this approach has the potential to provide a new lens on this historically problematic area. This thesis proposed to identify key factors which have the greatest positive impact on the school experience of LAC, in secondary schools, through the use of AI. In doing so, this thesis also sought to explore the efficacy of AI as a research tool for working with LAC and school staff, and, to explore its potential for creating change. A single case study design was used involving one local authority secondary school. Participants attended semi-structured interviews aligned with the AI 4-D cycle; this was followed by a workshop session to explore findings and agree future actions. Further data was also collated through content analysis of the research interviews, participant evaluations and a research diary. Key themes were identified including: effective adult support, engaging learning opportunities, rewarding school systems, a safe and secure environment, good quality relationships, and the importance of normalising the school experience. A number of supplementary themes were also identified. AI was found to be an effective method of research; it appears to be an interactive and enabling approach, which considers both organisational successes and concerns. During the workshop a number of actions were identified to further improve the school experience and there is a high likelihood that change will occur. Implications for EP practice and areas for future research are also considered.

Through a study of North American Indian folklore and mythology, the non-Indian can at last begin to know the Indian with whom he has shared a continent and to find out something of his religion, traditions, history, humor, and tribal peculiarities. The approach to this study through motifs, already familiar to the students from other literature, offers a practical approach and one that can be adapted to classroom use, perhaps either in the study of myth, the study of literary types, the study of literature per se, or perhaps in the study of cultural differences.

Magister Artium (Sport, Recreation and Exercise Science) - MA(SRES) / Childhood obesity and its associated major health risk factors such as dyslipidaemia, type II diabetes mellitus and cardiovascular disease, is a growing problem across the globe, with physical inactivity being considered a major contributing factor. At present it appears that we are losing the fight against inactivity and obesity in young people. According to some researchers we are raising the most sedentary and unhealthy generation in history. However, the existence of Physical Education in schools is under continuous threat. An overview of the literature on the global status of Physical Education highlights the nonexistence of the subject in many parts of the world especially in developing regions, while some national governments proposed either the removal of Physical Education from the curriculum or a reduced curriculum time allocation. Therefore, the overall aim of the study is to assess the current status of Physical Education in the Zambezi region of Namibia and to assess the attitudes of senior secondary school learners towards the subject. Quantitative and qualitative research approaches were used to obtain information about the official status of Physical Education in Namibia and the Zambezi region in particular; whether it is offered and taught; barriers (facilities; teacher qualifications; time-tabling, etc.) and learners' experiences, feelings, beliefs and perceptions on the status of the subject in the region. Questionnaires and focus group discussions were used to gather the data. The study population consisted of all the PE teachers and Grade 11 and 12 learners from all 10 senior secondary schools in the Zambezi region. Learners' and teacher's responses to each item in the questionnaires were analysed using Statistical Package for Social Sciences V22 (SPSS) software programme. The study was conducted according to ethical practices pertaining to human subjects, as specified by the Faculty of Community and Health Sciences Research Ethics Committee of the UWC. A lack of qualified teachers was found to be one of the factors that cause low status of Physical Education in schools in the region. The study further found that lack or shortage of facilities was established to be a major crisis in all schools across the Zambezi Region. The 'non-educational' status of Physical Education come forth when earners were accorded time to express their feelings by answering the questions: "Do you consider Physical Education to be an important subject at a school?" and "Do you consider Physical Education to be as important as other subjects like Mathematics?" The findings too revealed that learners felt Physical Education is not as important as Mathematics, because Physical Education is a non promotional subject with no examinations written, while Mathematics is a promotional subject with examinations. Physical Education was found to be offered to both boys and girls without discrimination based on gender or cultural background. Girls and boys differed on all items tested. Boys were found to be a lot more negative about Physical Education. The study further found that monitoring, supervising and inspection of Physical Education in schools were inadequate. There were no inspectors from the regional education offices to oversee whether the subject was being taught according to the national standards outlined in the curriculum. Both phases of the study found that the school curriculum's goals and objectives were clearly stated in some of the schools' syllabi, though it was not fully emphasised or given effect to in the implementation phases. This was also one of the factors contributing to the low status of Physical Education in schools in which learners established that the curriculum was uninteresting.

Magister Educationis - MEd / Euclidean geometry was recently re-introduced as a compulsory topic in the Mathematics Curriculum for learners in the Further Education and Training (FET) band in 2012. The diagnostic analysis reports on the National Senior Certificate (NSC) Mathematics Paper 2 examinations since 2014 has repeatedly expressed concern of the poor performance of leaners in proof and reasoning items linked to circle geometry. Various efforts have been made to examine the composition of the curriculum to find ways of motivating learners in the study of circle geometry and enhancing their performance but not much has been realized. The use of technology or cooperative learning approaches for the teaching of geometry is beneficial for pedagogical purposes, particularly for improving learners’ performance in geometry. Hence, this study investigated the impact of using technology through cooperative learning on learners’ performance on grade circle 11 geometry. It was thus an attempt to focus on blending these two teaching methods with an emphasis on the use of technology. The research took place at a Khayelitsha school and the scope of technology was limited to using a mathematical computer programme called Heymath.

The purpose of the study is to develop and propose a system of industrial arts accounting and bookkeeping for the secondary schools of Fort Worth, Texas, if it is found, through the study, that the instructors of industrial arts in Fort Worth, Texas, need and desire a systematic method of keeping financial records.