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By manipulating constraints and goals, this study had generated some ill-posed problems in "Fractions" which were packed into 2 mathematical tasks for teacher uses in an intended exploration of their perceived effectiveness of teaching mathematical problem-solving against their student responses through the lens of the theory of formative assessment. Each ill-posed problem was characterized by certain descriptive "instability" that users would have to define own sets of mathematical assumptions for problem-solving inquiries. 3 highly qualified, experienced, and trained mathematics teachers were purposefully recruited, and instructed to acquire and mark student responses without any prior teaching and intervention. Each of these teachers' perceptions of ill-posed problems was acquired through a semi-structured clinical case-interview. All teachers in common demonstrated only individual singular mathematical problem-solving inquiries as major instructional adjustments during evaluation, even though individuals had ample opportunities in manipulating the described intention of each problem. Although some could realize inquiries from students being alternative to own used, not all would intend to change initial instructional plans of each problem and could design dedicated tasks in extending given problem-solving contexts for subsequent teaching and maintaining the described problem-solving intentions merely because of evaluation purposes. The resulting thick teacher perceptions were then analyzed by the Mayring's (2015) Qualitative Content Analysis (QCA) method for exploring particularly those who could intend to influence and get influenced by students' used mathematical assumptions in interviews. Certain unanticipated uses of assumptions of student individuals and groups were evidently found to have influenced cognitively some teachers' further problem-solving inquiries at some interview instants and stimulated their perception changes. In the lack of subject implementation in mathematics education for the theory of "formative" assessment (Black & Wiliam, 2009), based on its definition, these instants should be put as their potential creations of and/or capitalizations upon certain asynchronous moments of contingency according to their planning of instructional adjustments for more comprehensive learning and definite growths of mathematical inquiries of students according to individuals' needs of problem-solving. Due to QCA, these perception changes might be characterized by four certain inductively formed categories of scenarios of perceptions, which were summarized as 1) Evaluation Perception, 2) Assumption Expansion Perception, 3) Assumption Collection Perception, and 4) Intention Indecision Perception. These scenarios of perceptions might be used to explore teachers' intentions, actions, and coherency in accounting for students' used assumptions in mathematical inquiries for given problem-solving contexts and extensions of given intentions of mathematical inquiries, particularly in their designs of mathematical tasks. Teacher uses of ill-posed problems were shown to have provided certain evidences in implementing formative assessments which should substantiate a subject implementation of its theory in the discipline of mathematics education. Methodologically, the current study also substantiate how theory-guided designs of ill-posed problems as well as generic plain text analysis through QCA have facilitate effectiveness comparisons of instructional adjustments within a teacher, across different teachers, decided prior knowledge, students of prior mathematical learning experiences, and students in different levels of schooling and class size.

This work explores various methods teachers can use to promote high quality second language oral production. It consists of a review of empirical research and pedagogical implications related to the following factors: 1) Pre-task planning, 2) within-task planning, 3) task repetition, 4) task design, 5) formulaic sequences, 6) learner strategies, 7) form instruction, and 8) error correction. The work concludes with a consideration of issues within the literature and a brief summary of pedagogical implications. / text

Eine Kompetenz beschreibt im Kontext eines Lehr-/Lernprozesses fachliche und fachübergreifende Basisqualifikationen. Als latente Fähigkeit kann sie jedoch nicht direkt beobachtet werden. Eine indirekte Beobachtung ist möglich, indem sie durch eine Menge valider Aufgaben beschrieben wird, die nur erfolgreich bearbeitet werden können, wenn die Kompetenz existiert. Werden diese Aufgaben durch einen Lernenden bearbeitet, so liefert ihm das Ergebnis der Bearbeitung ein unmittelbares Feedback über seinen aktuellen Lernerfolg. Der Lehr-/Lernprozess verhält sich dabei wie ein Regelkreis, in dem das Feedback als Regelgröße Einfluss auf verschiedene Aspekte des Lernens nimmt, zum Beispiel die Motivation. Wurde eine Aufgabe nicht korrekt gelöst, wünschen sich die Lernenden Feedback, welches ihnen hilft, das Problem zu erkennen, zu verstehen und zu lösen. Dabei kann sie ein Tutor unterstützen. Betreut der Tutor jedoch mehrere Lernende gleichzeitig, zum Beispiel während einer Übung, kann es zu einer Verringerung der individuellen Betreuungszeit kommen. Dadurch fällt es dem Tutor schwerer, ein individuelles, ausführliches und sofortiges Feedback im Anschluss an die Aufgabenbearbeitung zu geben. Es wird anhand mehrerer empirischer Studien untersucht, ob zuvor entwickeltes FCF einen Beitrag zur Bewältigung dieser Herausforderung bei kompetenzorientierten Programmieraufgaben leisten kann.

Made available in DSpace on 2014-12-17T15:07:18Z (GMT). No. of bitstreams: 1 JoseMSU_TESE.pdf: 3832725 bytes, checksum: dbd234f30a69b32acf022ed8603bd5cf (MD5) Previous issue date: 2014-02-03 / Considering the following conditions: (1) the fluency demands of students in an undergraduate program in Languages and Literatures/English in the Amazon region; (2) the listening and speaking needs of pre-service teachers of English as a Foreign Language (EFL); (3) my continuing education as a professor of EFL and my academic literacy as a teacher-researcher and pre-service-teacher trainer, this study, which is based on Narrative Inquiry, reports on a teacher experience of working didactically with oral genres through podcasting an activity that emerged with the advent of Information and Communication Technology (ICT). Through this process, I engage with some theorists who promote teaching as a process that is driven by a concept of language as social practice. Subsequently, I make use of the notions of context of culture and context of situation, derived from Systemic Functional Linguistics, as well as the concept of genre and register derived from the perspective of this theory. Based on these principles and beliefs, the Amazon region constitutes the register (situation) of the genres used in this study. These principles also provide, opportunities for building learning strategies appropriate to this local context, and also to teach listening and speaking skills from a task-based approach. During the experience, based on the reflective teacher-education model, the participants produced narratives about the process, which I then analyzed according to Ely, Vinz, Downing and Anzul (2001), who propose possibilities of composing meanings in Narrative Inquiry. Based on this perspective, I discuss the following topics, which were highly emphasized in the participants narratives: the lack of didactic activities using oral genres; the relevance of context within teacher education; and collaborative work as a strategy to overcome gaps in digital literacy, language fluency and teaching skills. The meanings I thereby compose point to a paradigm shift in English language teaching within this context. I also argue for a pedagogical practice that is engaged with historical and socio-cultural issues, and with the development of language skills, also one that promotes the implementation of ICTs at the very start of teacher training programs, adopting teaching and learning strategies that correspond to the demands of fluency in this particular context, and deficiencies imposed by geographical isolation / Em conson?ncia com: (1) as demandas de flu?ncia dos participantes de um Curso de Letras/Ingl?s da Amaz?nia; (2) as necessidades da compreens?o e da produ??o oral em l?ngua inglesa dos professores de Ingl?s como L?ngua Estrangeira (ILE) em forma??o inicial e (3) a minha forma??o continuada e o meu letramento acad?mico na condi??o de professor-pesquisador e formador de professores de ILE, neste estudo, com base na Pesquisa Narrativa, relato os procedimentos adotados durante a viv?ncia em um processo de didatiza??o de g?neros discursivos orais difundidos pela pr?tica de podcasting, atividade oriunda do advento das Tecnologias da Informa??o e da Comunica??o (TICs). Neste processo, dialogo com te?ricos que advogam o ensino de ILE norteado por abordagem que preceitue uma vis?o de linguagem como pr?tica social, compreendendo o ensino tamb?m como uma atividade constru?da na intera??o e mediada pela linguagem. Para isso, lan?o m?o das no??es de contexto de cultura e de contexto de situa??o da Lingu?stica Sist?mico-Funcional, contemplando o conceito de g?nero e de registro. Como princ?pio e cren?a que defendo, os registros dos g?neros utilizados neste estudo possuem tem?ticas voltadas para o contexto da floresta Amaz?nica, oportunizando a constru??o de estrat?gias de ensino apropriadas ao contexto local para ensino da compreens?o e da produ??o oral pela elabora??o de tarefas. Durante a viv?ncia, com base no paradigma reflexivo de forma??o de professores, os participantes produziram narrativas sobre o processo que foram analisadas conforme Ely, Vinz, Downing e Anzul (2001), que defendem a composi??o de sentidos na Pesquisa Narrativa. Ao reler e rescrever sobre as experi?ncias vividas, elegi discutir sobre os seguintes temas revelados com maior ?nfase pela escrita dos participantes: a pouca viv?ncia em processos de didatiza??o de g?neros orais; a relev?ncia dos temas sobre o contexto para a forma??o do professor de ILE local; o trabalho colaborativo como estrat?gia para superar a defici?ncia de letramento digital, conhecimentos lingu?sticos e pedag?gicos. Os sentidos que componho dessa viv?ncia apontam para a mudan?a de paradigma que precisa ser estabelecida no ensino de ILE deste contexto e para o fazer pedag?gico engajado com as quest?es hist?rico-socioculturais e o desenvolvimento das habilidades lingu?sticas de produ??o e de compreens?o oral, sugerindo que as TICs devem ser implementadas progressivamente no contexto em quest?o durante a forma??o inicial do professor de ILE por meio de estrat?gias condizentes com as demandas de flu?ncia e as defici?ncias ocasionadas pelo isolamento geogr?fico

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-07-26T12:28:38Z No. of bitstreams: 1 leandrogoncalvesdossantos.pdf: 2418062 bytes, checksum: 43c6579bdace597e26582e7269bfdec2 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-07-26T13:56:09Z (GMT) No. of bitstreams: 1 leandrogoncalvesdossantos.pdf: 2418062 bytes, checksum: 43c6579bdace597e26582e7269bfdec2 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-07-26T13:58:09Z (GMT) No. of bitstreams: 1 leandrogoncalvesdossantos.pdf: 2418062 bytes, checksum: 43c6579bdace597e26582e7269bfdec2 (MD5) / Made available in DSpace on 2018-07-26T13:58:09Z (GMT). No. of bitstreams: 1 leandrogoncalvesdossantos.pdf: 2418062 bytes, checksum: 43c6579bdace597e26582e7269bfdec2 (MD5) Previous issue date: 2017-08-31 / Através da pesquisa que apresentamos na presente dissertação, propusemonos investigar o processo de produção de tarefas sobre inflação de preços, criadas com o objetivo de estimular a produção de significados dos estudantes do Ensino Médio para este tema. Este trabalho se caracteriza por uma abordagem qualitativa de investigação, envolvendo uma pesquisa de campo empreendida em uma escola pública estadual da cidade de Valença, Rio de Janeiro. A leitura da produção de significados dos sujeitos de pesquisa e a produção das tarefas foram referenciadas teoricamente pelo Modelo dos Campos Semânticos. O conjunto de tarefas produzido constituiu um produto educacional para uso em salas de aula de Matemática da Educação Básica. / Through the research that we present in this dissertation, we propose to investigate the process of production of tasks on price inflation, which were created with the purpose of stimulating the production of meanings by high school students for this theme. This work is characterized by a qualitative research approach, involving a field research undertaken at a state public school in the city of Valença, Rio de Janeiro. The reading of the meaning production of the research subjects and the production of the tasks were theoretically referenced by the Model of Semantic Fields. The set of tasks produced was an educational product for use in mathematics classrooms of Elementary Education.

<p>Crowdsourcing allows users to offload tedious work to an on-demand workforce. However, the time saved by the requesters is often offset by the time they must spend preparing instructions and refining them to address the ambiguities that typically arise. If crowdsourcing is to become viable, and result in net gains for requesters, requesters must be able to obtain high-quality results with a low investment of time in writing instructions. That might mean finding ways to accommodate hastily written instructions. Instruction quality could be improved by resolving ambiguities either with help of crowd workers, or by using NLP-based tools. </p> <p><br></p> <p>In this dissertation, I present 1) a taxonomy of ambiguities that can occur in task instructions, 2) a workflow that enables requesters to resolve ambiguities before posting them to workers, 3) a set of methods to improve the quality of instructions while workers are</p> <p>working on the task, and finally, 4) a system that leverages current NLP technologies to detect ambiguities automatically before they are posted to the workers.</p>

Cette recherche doctorale s’inscrit dans le cadre de la didactique de l’anglais et prend appui sur les champs théoriques propres à la didactique des langues et aux sciences du langage. Elle a pour objet l’étude de l’introduction d’approches plurielles fondées sur les langues inconnues (APLI) au sein du cours d’anglais et cherche à comprendre les effets d’une telle modification du savoir sur les acteurs de la relation pédagogique (l’élève et l’enseignant). Une quasi-expérimentation fut menée sur l’année scolaire 2011-2012 dans cinq classes de collège, de niveau cinquième. Les élèves, regroupés par tétrades, ont successivement été confrontés à trois langues inconnues (néerlandais, italien et finnois). Pour chacune de ces langues, ils ont été amenés à résoudre des problèmes d’ordre métasémantique, métasyntaxique, puis métaphonologique. Après avoir circonscrit le cadre institutionnel et théorique nécessaire à l’étude, le cadre méthodologique est précisé. Puis est abordée l’analyse des effets de la modification du savoir devenu plurilingue, tant sur les élèves que sur les enseignants. Lorsqu’on observe les effets des APLI sur la relation Savoir-Professeur, on constate que cette modification didactique a permis aux enseignants de mieux comprendre les concepts de situation-problème, de conceptualisation, de stratégies d’apprentissage et de compétence. La transposition didactique s’en trouve modifiée : les enseignants ont progressivement été amenés à concevoir des séquences didactiques donnant plus de place à l’élève, avec des exigences plus élevées. L’étude de la relation Enseignant-Élève met en exergue une modification de la pratique, essentiellement liée à la mise en place du travail de groupe. Le rôle de l’enseignant est alors révisé : il devient facilitateur du travail qui s’effectue en collaboration au sein du groupe. Finalement, l’analyse de la relation Savoir-Élève souligne la nécessaire conscientisation qui mène vers le développement de compétences plurilingues et la mise en œuvre de stratégies d’apprentissage transférables à l’étude de la L2. / This doctoral research work is embedded in the field of language didactics and is equally based on the linguistics and cognitive theoretical fields. Its main goal is to study the introduction of pluralistic approaches based on unknown languages (PAUL) within the English class, at lower secondary school. It seeks to understand the effects of such a change of knowledge on the actors of the pedagogical relationship (student and teacher). A quasi-experiment was conducted in 2011-2012 in five year 7 and four year 9 forms. Students, in groups of four, were successively confronted to three unknown languages (Dutch, Italian and Finnish). They were asked to solve metasemantic, metasyntactic or metaphonological problems in turn, for each of these languages. This doctoral work first explores the institutional and theoretical framework. Then, it presents the methodological framework so as to be able to analyze the effects of the change of the knowledge parameter which has become multilingual, both on the students and the teachers. When looking into the effects of PAUL on the Knowledge-Teacher relationship, we observe that it enables teachers to better apprehend concepts such as problem-solving, conceptualisation, learning strategies and competence. The didactic transposition is hence modified: teachers have gradually been led to develop teaching sequences with higher standards giving more space to the student. The study of the Teacher-Student relationship highlights a change in practice, mainly due to the implementation of group work. The role of the teacher is then revised: he becomes a facilitator of the collaborative learning. Finally, the analysis of the Knowledge-Student relationship underlines the necessary awareness that leads to the development of multilingual competences through the implementation of learning strategies which appear to be transferable to the study of L2.