This research concerns the development and testing of a new type of introductory astronomy curriculum material called ranking tasks. Ranking tasks are a novel form of conceptual exercise in which students are presented with (usually) pictures or diagrams that describe up to six slightly different variations of a basic physical situation. Students are then asked to make a comparative judgment identifying the order or ranking of the various situations based on some physical outcome or result. These exercises are easily incorporated as collaborative group activities into the traditional lecture-based classroom. This study developed design guidelines for ranking tasks based on several learning theories and classroom pilot studies. A single-group repeated measures experiment was then conducted using eight key introductory astronomy topics with 250 students at the University of Arizona in the Fall of 2004. Our research questions were: * Do in-class collaborative ranking task exercises result in student conceptual gains when incorporated into traditional lecture-based instruction? * Are these gains significant in terms of effect size measures commonly used in education research? * What value do students perceive in the use of in-class ranking tasks exercises? The study found that average assessment test scores across the eight astronomy topics increased from 32% on the start-of-semester pretest to 61% after traditional lecture, to 77% after the ranking task exercises. A mixed factors ANOVA confirmed a significant rise in test scores after the ranking tasks (alpha = 0.05). The average normalized gain on the post-ranking task tests was 0.41, with a Cohen’s d effect size of 0.62 which is described in the literature as moderately large. Interestingly, we found that the normalized gain from the ranking tasks was equal to the entire previous gain from traditional instruction. A repeated-factor ANOVA found that the use of ranking tasks equally benefited both genders and also both high and low-scoring median groups on the pretest. A Lickert-scale attitude survey found that 83% of the students participating in the 16 week study believed that the ranking task exercises helped their understanding of core astronomy concepts. Based on these results, we assert that adding collaborative ranking task exercises to a traditional classroom instruction can significantly improve student understanding of key introductory astronomy concepts. / Mathematical Sciences / Ph. D. (Mathematics, Science and Technology Education (Astronomy Education))

This research concerns the development and testing of a new type of introductory astronomy curriculum material called ranking tasks. Ranking tasks are a novel form of conceptual exercise in which students are presented with (usually) pictures or diagrams that describe up to six slightly different variations of a basic physical situation. Students are then asked to make a comparative judgment identifying the order or ranking of the various situations based on some physical outcome or result. These exercises are easily incorporated as collaborative group activities into the traditional lecture-based classroom. This study developed design guidelines for ranking tasks based on several learning theories and classroom pilot studies. A single-group repeated measures experiment was then conducted using eight key introductory astronomy topics with 250 students at the University of Arizona in the Fall of 2004. Our research questions were: * Do in-class collaborative ranking task exercises result in student conceptual gains when incorporated into traditional lecture-based instruction? * Are these gains significant in terms of effect size measures commonly used in education research? * What value do students perceive in the use of in-class ranking tasks exercises? The study found that average assessment test scores across the eight astronomy topics increased from 32% on the start-of-semester pretest to 61% after traditional lecture, to 77% after the ranking task exercises. A mixed factors ANOVA confirmed a significant rise in test scores after the ranking tasks (alpha = 0.05). The average normalized gain on the post-ranking task tests was 0.41, with a Cohen’s d effect size of 0.62 which is described in the literature as moderately large. Interestingly, we found that the normalized gain from the ranking tasks was equal to the entire previous gain from traditional instruction. A repeated-factor ANOVA found that the use of ranking tasks equally benefited both genders and also both high and low-scoring median groups on the pretest. A Lickert-scale attitude survey found that 83% of the students participating in the 16 week study believed that the ranking task exercises helped their understanding of core astronomy concepts. Based on these results, we assert that adding collaborative ranking task exercises to a traditional classroom instruction can significantly improve student understanding of key introductory astronomy concepts. / Mathematical Sciences / Ph. D. (Mathematics, Science and Technology Education (Astronomy Education))

The purpose of this study was to compare instructional effectiveness of traditional animal dissections and computer simulation dissections related to student achievement and attitudes.

Esta pesquisa teve como finalidade conhecer o trabalho docente dos professores de formação técnica que atuam na educação profissional e tecnológica (EPT) oferecida nos Institutos Federais de Educação, Ciência e Tecnologia sob a perspectiva do conceito de atividade oriundo da Psicologia Histórico-cultural, da Teoria da Atividade e da Clínica da Atividade. O objetivo geral é analisar a atividade do professor de formação técnica em Informática que atua na educação profissional e tecnológica. Os objetivos específicos são: conhecer as trajetórias profissionais e formativas dos docentes de formação técnica em Informática que atuam na educação profissional e tecnológica e que serão os interlocutores da pesquisa; compreender quais articulações estes professores fazem entre as experiências que vivenciaram como profissionais de suas áreas de formação inicial e as demandas da docência na educação profissional e tecnológica; identificar quais as prescrições e a presença delas na atividade destes professores; e explorar o significado e o sentido pessoal do trabalho docente para os interlocutores da pesquisa. A Clínica da Atividade foi utilizada como aporte teórico e como método e as informações foram produzidas através de instrução ao sósia, autoconfrontações simples e cruzadas, observação participante e entrevistas intensivas. Participaram da pesquisa dois docentes da área de Informática que atuam em câmpus de dois institutos federais do Rio Grande do Sul. Depois da realização de todas as etapas que constituíram a pesquisa, a tese construída é que os docentes pesquisados realizam uma atividade de ensino voltada para a orientação e preparação profissional que visa que os alunos se apropriem do acúmulo de cultura de área de Informática e possam exercer essa profissão. Os docentes agem através dos gêneros profissionais da docência e do campo de atuação em Informática e há indícios que demonstram que estes docentes produzem um novo gênero profissional ao qual imprimem os seus estilos. Esse novo gênero não é a negação de nenhum dos gêneros profissionais nos quais os docentes se movimentam, mas, sim, a confluência deles na criação de uma nova atividade real que assume as prescrições de ambas, encadeando-as, cruzando-as e equilibrando-as. Nessa atividade, os docentes esbarram em duas grandes questões que compõem o real da atividade: a dificuldade de adaptar o ensino de uma profissão aos tempos escolares e o desconhecimento de outras formas de ensinar pautadas mais na promoção de atividades de estudo aos alunos e menos em tarefas de reprodução do fazer do professor. Conhecer a atividade dos professores a partir da Clínica da Atividade pode colaborar com a construção de formações iniciais e continuadas que respeitem as especificidades da docência na educação profissional e promovam o aumento do poder de agir dos docentes diante de seu próprio trabalho. / This research aimed to know the work of the technical training of teachers who work in professional and technological educational (PTE) offered in the Federal Institutes of Education, Science and Technology under the perspective of the concept of activity originating from the Cultural-historical Psychology of Activity Theory and Activity Clinic. The general objective is to analyze the activity of the teacher that has technical training engaged in professional and technological education. The specific objectives are: to know the professionals and formative trajectories of the technical teachers training in Information Technology that work in professional and technological education and who will be the interlocutors of the research; to understand what interligations these teachers make between the experiences that lived as professionals in their areas of initial training and the demands of teaching in professional and technological educational; to identify the prescriptions and their presence in the activity of these teachers; and explore the meaning and personal sense of the teaching work to the interlocutors of the research. The Activity Clinic was used as a theoretical and methodological contribution and the information was produced through instruction to the look-alike, simple and crossed self-confrontations, participant observation and intensive interviews. Participated in the research two teachers of Information Technology area that work on campus of two federal institutes of Rio Grande do Sul. After the completion of all the steps that constitute the research, the built thesis is that the researched teachers perform a focused education activity for orientation and professional training that aims to students to take as of the culture of Computer Science area and to exercise this profession.The teachers act through the professional genres of teaching and of the field of action in Informatics and there are indications that show that these teachers produce a new professional type to which they imprint their styles. This new genre is not the denial of any of the professional genres in which teachers move, but rather the confluence of them in the creation of a new real activity that assumes the prescriptions of both, chaining them, crossing them and balancing them. In this activity, the teachers have two issues constitute the real activity: the difficulty of adapting teaching a profession to school organization and the lack of knowledge of other forms of teaching focused on the promotion the studying activities and less on the reproductions of the teacher’s act. Know the teachers activity from the Activity Clinic can collaborates with building of the initial and continued education that respect the characteristics of teaching in professional and technological educational and increase the teachers’ power to act in their own work space.

Orientador: Deivis Perez Bispo dos Santos / Resumo: Esta pesquisa foi dedicada ao exame das percepções, bem como dos significados e dos sentidos atribuídos à atividade ocupacional por dois Professores que atuam no Ensino Técnico Integrado ao Médio de uma Escola Técnica do estado de São Paulo. O objetivo primordial desta pesquisa foi identificar, examinar e compreender, de modo colaborativo, os sentidos e significados atribuídos ao trabalho docente pelos referidos professores. Pretendendo ir além do comportamento que é possível observar no trabalho docente dessa modalidade de ensino, utilizou-se a coanálise da atividade, ou seja, a análise da pesquisadora em conjunto com os voluntários da pesquisa, por meio da aplicação do dispositivo metodológico autoconfrontação simples. Esse dispositivo tem sido aprimorado no quadro da clínica da atividade, desenvolvido, principalmente, por Yves Clot, e caracterizado como um instrumento capaz de fornecer dados baseados em gravações audiovisuais e entrevistas, além de possibilitar a auto-observação do próprio trabalhador, mediada pelo pesquisador, de suas próprias sequências de atividades laborais, estimulando, assim, reflexões acerca de sua atividade e, por conseguinte, de seus elementos potencializadores e dificultadores. De modo complementar, esperou-se construir um entendimento e estabelecer nexos entre o trabalho docente e as percepções dos profissionais sobre os conflitos internos e externos que vivenciam no espaço ocupacional, e sua formação para o exercício laboral, que resultam na co... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research was dedicated to the examination of the perceptions, as well as the meanings and meanings attributed to the occupational activity by two Teachers who work in the Integrated Technical Education at the High School of a Technical School in the state of São Paulo. The main objective of this research was to identify, to examine and to understand, in a collaborative way, the meanings and meanings attributed to the teaching work by said teachers. In order to go beyond the behavior that can be observed in the teaching work of this teaching modality, we used the coanalysis of the activity, that is, the analysis of the researcher together with the volunteers of the research, through the application of the methodological device simple selfconfrontation. this device has been improved in the framework of the clinic of the activity, developed mainly by Yves Clot, and characterized as an instrument capable of providing data based on audiovisual recordings and interviews, in addition to enabling the self-observation of the worker, mediated by the researcher , of their own sequences of labor activities, thus stimulating reflections about their activity and, consequently, of its potentiating and hindering elements.. In a complementary way, it was expected to build an understanding and to establish links between the teaching work and the professionals' perceptions about the internal and external conflicts that they experience in the occupational space, and their formation for the ... (Complete abstract click electronic access below) / Mestre

Sidman and Tailby (1982) established procedures to analyze the nature of stimulus to stimulus relations established by conditional discriminations. Their research describes specific behavioral tests to determine the establishment of properties that define the relations of equivalence. An equivalence relation requires the demonstration of three conditional relations: reflexivity, symmetry, and transitivity. The equivalence stimulus paradigm provides a method to account for novel responding. The research suggests that equivalence relations provide a more efficient and effective approach to the assessment, analysis, and instruction of skills. The present research examined the effectiveness of the formation of an equivalence class in teaching young children coin value relations. The second aspect of the study was to determine if there was a relationship between equivalence class formation and generalization of the skills established to other settings. Five children, 4- and 5-years old, were selected to participate in the study based on their lack of skills in the area of coin values and purchasing an item with dimes or quarters equaling fifth cents. The experimental task was presented on a Macintosh computer with HyperCard programming. The experimental stimuli consisted of pictures of dimes, quarters, and Hershey candy bars presented in match-to-sample procedures. Two conditional discriminations were taught (if A then B and if B then C.). The formation of an equivalence class was evaluated by if C then A. Generalization across settings was tested after the formation of an equivalence class by having the children purchase a Hershey candy bar with dimes at a play store. A multiple baseline experimentaldesign was used to demonstrate a functional relationship between the formation of an equivalence class and generalization of skills across settings. The present research provides supportive evidence that coin value relations can be taught to young children using equivalence procedures. The study also demonstrated generalization of novel, untaught stimuli across settings, after the formation of an equivalence class. A posttest on generalization across settings was conducted 3 months after the study. Long-term stability of equivalence relations was demonstrated by three of the subjects. / Department of Special Education

Esta pesquisa teve como finalidade conhecer o trabalho docente dos professores de formação técnica que atuam na educação profissional e tecnológica (EPT) oferecida nos Institutos Federais de Educação, Ciência e Tecnologia sob a perspectiva do conceito de atividade oriundo da Psicologia Histórico-cultural, da Teoria da Atividade e da Clínica da Atividade. O objetivo geral é analisar a atividade do professor de formação técnica em Informática que atua na educação profissional e tecnológica. Os objetivos específicos são: conhecer as trajetórias profissionais e formativas dos docentes de formação técnica em Informática que atuam na educação profissional e tecnológica e que serão os interlocutores da pesquisa; compreender quais articulações estes professores fazem entre as experiências que vivenciaram como profissionais de suas áreas de formação inicial e as demandas da docência na educação profissional e tecnológica; identificar quais as prescrições e a presença delas na atividade destes professores; e explorar o significado e o sentido pessoal do trabalho docente para os interlocutores da pesquisa. A Clínica da Atividade foi utilizada como aporte teórico e como método e as informações foram produzidas através de instrução ao sósia, autoconfrontações simples e cruzadas, observação participante e entrevistas intensivas. Participaram da pesquisa dois docentes da área de Informática que atuam em câmpus de dois institutos federais do Rio Grande do Sul. Depois da realização de todas as etapas que constituíram a pesquisa, a tese construída é que os docentes pesquisados realizam uma atividade de ensino voltada para a orientação e preparação profissional que visa que os alunos se apropriem do acúmulo de cultura de área de Informática e possam exercer essa profissão. Os docentes agem através dos gêneros profissionais da docência e do campo de atuação em Informática e há indícios que demonstram que estes docentes produzem um novo gênero profissional ao qual imprimem os seus estilos. Esse novo gênero não é a negação de nenhum dos gêneros profissionais nos quais os docentes se movimentam, mas, sim, a confluência deles na criação de uma nova atividade real que assume as prescrições de ambas, encadeando-as, cruzando-as e equilibrando-as. Nessa atividade, os docentes esbarram em duas grandes questões que compõem o real da atividade: a dificuldade de adaptar o ensino de uma profissão aos tempos escolares e o desconhecimento de outras formas de ensinar pautadas mais na promoção de atividades de estudo aos alunos e menos em tarefas de reprodução do fazer do professor. Conhecer a atividade dos professores a partir da Clínica da Atividade pode colaborar com a construção de formações iniciais e continuadas que respeitem as especificidades da docência na educação profissional e promovam o aumento do poder de agir dos docentes diante de seu próprio trabalho. / This research aimed to know the work of the technical training of teachers who work in professional and technological educational (PTE) offered in the Federal Institutes of Education, Science and Technology under the perspective of the concept of activity originating from the Cultural-historical Psychology of Activity Theory and Activity Clinic. The general objective is to analyze the activity of the teacher that has technical training engaged in professional and technological education. The specific objectives are: to know the professionals and formative trajectories of the technical teachers training in Information Technology that work in professional and technological education and who will be the interlocutors of the research; to understand what interligations these teachers make between the experiences that lived as professionals in their areas of initial training and the demands of teaching in professional and technological educational; to identify the prescriptions and their presence in the activity of these teachers; and explore the meaning and personal sense of the teaching work to the interlocutors of the research. The Activity Clinic was used as a theoretical and methodological contribution and the information was produced through instruction to the look-alike, simple and crossed self-confrontations, participant observation and intensive interviews. Participated in the research two teachers of Information Technology area that work on campus of two federal institutes of Rio Grande do Sul. After the completion of all the steps that constitute the research, the built thesis is that the researched teachers perform a focused education activity for orientation and professional training that aims to students to take as of the culture of Computer Science area and to exercise this profession.The teachers act through the professional genres of teaching and of the field of action in Informatics and there are indications that show that these teachers produce a new professional type to which they imprint their styles. This new genre is not the denial of any of the professional genres in which teachers move, but rather the confluence of them in the creation of a new real activity that assumes the prescriptions of both, chaining them, crossing them and balancing them. In this activity, the teachers have two issues constitute the real activity: the difficulty of adapting teaching a profession to school organization and the lack of knowledge of other forms of teaching focused on the promotion the studying activities and less on the reproductions of the teacher’s act. Know the teachers activity from the Activity Clinic can collaborates with building of the initial and continued education that respect the characteristics of teaching in professional and technological educational and increase the teachers’ power to act in their own work space.

Made available in DSpace on 2016-06-02T20:02:56Z (GMT). No. of bitstreams: 1 6348.pdf: 5950256 bytes, checksum: 045f3c058bbb3f83ec90b1bd1f959acd (MD5) Previous issue date: 2014-08-14 / Financiadora de Estudos e Projetos / The objective of this research is to analyze the production of feelings and meanings that high-school students experience when enrolled in activities related to the concept of the Prisma Volume. The activities were organized by the teacher and considered the contents of composition and decomposition of figures. During the development of the manipulatives activities, for example, the golden material was used. Acrylic prisms were also used so that students could manipulate and calculate their volumes. The research is qualitative and can be characterized as a Case Study. The question guiding this study is: what are the feelings and the meanings that can be produced by high-school students when they experience educational activities while studying the concept of Materials Volume? The survey was conducted in a private school in São Carlos-SP, where classes were filmed and, after the development of activities, an analysis of their speeches and writings was held based on the interactions within the classroom with the teacher s mediation. Students performed three activities in thirteen classes, which were divided didactically, to be analyzed in the form of teaching episodes. Thus, information that enabled the understanding of what is interpreted to be the production of feelings and meanings made by students were pooled. Results suggest that the production of feelings and meanings explicited by the students are related to the skill of spatial visualization of the prism and its constituent elements, such as: measurement, size, composition area and perimeter. / O objetivo desta investigação é analisar a produção de sentidos e de significados produzidos por estudantes do Ensino Médio quando vivenciam atividades de ensino sobre o conceito de Volume de Prisma. As atividades foram organizadas pelo professor e consideram os conteúdos de composição e decomposição de figuras. Durante o desenvolvimento das atividades foram utilizados materiais manipuláveis, como, por exemplo, o material dourado. Além disso, prismas de acrílicos também foram utilizados para que os estudantes pudessem manipular e calcular os respectivos volumes. A pesquisa é qualitativa e pode ser caracterizada como Estudo de Caso. A questão que norteia o estudo é: quais são os sentidos e os significados que podem ser produzidos por estudantes do Ensino Médio ao vivenciarem atividades de ensino enquanto estudam o conceito de Volume de Primas? A pesquisa foi realizada numa escola particular de São Carlos-SP, onde as aulas foram filmadas e, após o desenvolvimento das atividades, a narrativa e a escrita dos estudantes foram analisadas com base nas interações que ocorreram na sala de aula e na mediação do professor. Os estudantes realizaram três atividades em treze horas-aula, as quais foram divididas, didaticamente, para serem analisadas, na forma de episódios de ensino. As informações obtidas possibilitaram o entendimento do que se interpretou como a produção de sentidos e de significados feitas pelos estudantes. Os resultados sugerem que a produção de sentidos e de significados explicitadas pelos estudantes estão relacionadas à habilidade da visualização espacial do prisma e de seus elementos constitutivos, tais como: medida, dimensão, composição e decomposição, área e perímetro.

Esta pesquisa teve como finalidade conhecer o trabalho docente dos professores de formação técnica que atuam na educação profissional e tecnológica (EPT) oferecida nos Institutos Federais de Educação, Ciência e Tecnologia sob a perspectiva do conceito de atividade oriundo da Psicologia Histórico-cultural, da Teoria da Atividade e da Clínica da Atividade. O objetivo geral é analisar a atividade do professor de formação técnica em Informática que atua na educação profissional e tecnológica. Os objetivos específicos são: conhecer as trajetórias profissionais e formativas dos docentes de formação técnica em Informática que atuam na educação profissional e tecnológica e que serão os interlocutores da pesquisa; compreender quais articulações estes professores fazem entre as experiências que vivenciaram como profissionais de suas áreas de formação inicial e as demandas da docência na educação profissional e tecnológica; identificar quais as prescrições e a presença delas na atividade destes professores; e explorar o significado e o sentido pessoal do trabalho docente para os interlocutores da pesquisa. A Clínica da Atividade foi utilizada como aporte teórico e como método e as informações foram produzidas através de instrução ao sósia, autoconfrontações simples e cruzadas, observação participante e entrevistas intensivas. Participaram da pesquisa dois docentes da área de Informática que atuam em câmpus de dois institutos federais do Rio Grande do Sul. Depois da realização de todas as etapas que constituíram a pesquisa, a tese construída é que os docentes pesquisados realizam uma atividade de ensino voltada para a orientação e preparação profissional que visa que os alunos se apropriem do acúmulo de cultura de área de Informática e possam exercer essa profissão. Os docentes agem através dos gêneros profissionais da docência e do campo de atuação em Informática e há indícios que demonstram que estes docentes produzem um novo gênero profissional ao qual imprimem os seus estilos. Esse novo gênero não é a negação de nenhum dos gêneros profissionais nos quais os docentes se movimentam, mas, sim, a confluência deles na criação de uma nova atividade real que assume as prescrições de ambas, encadeando-as, cruzando-as e equilibrando-as. Nessa atividade, os docentes esbarram em duas grandes questões que compõem o real da atividade: a dificuldade de adaptar o ensino de uma profissão aos tempos escolares e o desconhecimento de outras formas de ensinar pautadas mais na promoção de atividades de estudo aos alunos e menos em tarefas de reprodução do fazer do professor. Conhecer a atividade dos professores a partir da Clínica da Atividade pode colaborar com a construção de formações iniciais e continuadas que respeitem as especificidades da docência na educação profissional e promovam o aumento do poder de agir dos docentes diante de seu próprio trabalho. / This research aimed to know the work of the technical training of teachers who work in professional and technological educational (PTE) offered in the Federal Institutes of Education, Science and Technology under the perspective of the concept of activity originating from the Cultural-historical Psychology of Activity Theory and Activity Clinic. The general objective is to analyze the activity of the teacher that has technical training engaged in professional and technological education. The specific objectives are: to know the professionals and formative trajectories of the technical teachers training in Information Technology that work in professional and technological education and who will be the interlocutors of the research; to understand what interligations these teachers make between the experiences that lived as professionals in their areas of initial training and the demands of teaching in professional and technological educational; to identify the prescriptions and their presence in the activity of these teachers; and explore the meaning and personal sense of the teaching work to the interlocutors of the research. The Activity Clinic was used as a theoretical and methodological contribution and the information was produced through instruction to the look-alike, simple and crossed self-confrontations, participant observation and intensive interviews. Participated in the research two teachers of Information Technology area that work on campus of two federal institutes of Rio Grande do Sul. After the completion of all the steps that constitute the research, the built thesis is that the researched teachers perform a focused education activity for orientation and professional training that aims to students to take as of the culture of Computer Science area and to exercise this profession.The teachers act through the professional genres of teaching and of the field of action in Informatics and there are indications that show that these teachers produce a new professional type to which they imprint their styles. This new genre is not the denial of any of the professional genres in which teachers move, but rather the confluence of them in the creation of a new real activity that assumes the prescriptions of both, chaining them, crossing them and balancing them. In this activity, the teachers have two issues constitute the real activity: the difficulty of adapting teaching a profession to school organization and the lack of knowledge of other forms of teaching focused on the promotion the studying activities and less on the reproductions of the teacher’s act. Know the teachers activity from the Activity Clinic can collaborates with building of the initial and continued education that respect the characteristics of teaching in professional and technological educational and increase the teachers’ power to act in their own work space.

Submitted by Caroline Falcao (caroline.rfalcao@ufpe.br) on 2017-05-24T17:53:35Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) dissertao_pablo charles de oliveira melo_bloq.pdf: 1810685 bytes, checksum: f4cff6456e5cfa93eca2484ed0701220 (MD5) / Made available in DSpace on 2017-05-24T17:53:35Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) dissertao_pablo charles de oliveira melo_bloq.pdf: 1810685 bytes, checksum: f4cff6456e5cfa93eca2484ed0701220 (MD5) Previous issue date: 2013-03-15 / O movimento das inovações tecnológicas trouxe, para a sala de aula, a Lousa Digital, tecnologia que associa as potencialidades do computador ao quadro - Associam-se as já discutidas potencialidades do computador para o ensino da Matemática com o tradicional quadro, num processo de convergência de mídias digitais. A presente pesquisa analisou a atividade docente com o uso da Lousa Digital em aula de Matemática, especificamente as interações docentes em aula de Razões e Proporções. Para tanto, realizou-se um estudo de caso com um professor considerado usuário experiente com a Lousa Digital, com a filmagem de uma de suas aulas, com 37 minutos e 38 segundos de duração, com o uso da Lousa Digital. A atividade docente foi analisada a partir da literatura em Interação e da revisão de literatura em Razão e Proporção. Pautada na análise de conteúdo, a atividade docente foi investigada a partir da identificação das interações docentes com a Lousa e com a turma, ou alunos da turma. Cada interação foi identificada a partir de seus objetivos, compondo um total de 130 interações, estas últimas classificadas em mediação didática, mediação pedagógica, gestão de recursos e outras. Os resultados mostram que a Lousa Digital foi usada pelo professor na maioria delas, em aproximadamente 71,8%, das interações com objetivo de mediação didática.. Nas interações de mediação didática, observou-se o uso da Lousa Digital em 95,3% para apresentação de conceitos e procedimentos, 88,9% das interações para estabelecer objetivos de aula e 90,9% das interações relativas à proposição de exercícios. No ensino de Razões e Proporções, em que foram utilizados recursos da Lousa Digital, ficou evidente que o uso da Lousa permitiu ao professor propor uma boa variedade de exercícios, elaborados a partir de recursos digitais e expressos em forma de textos, tabelas, exemplos, todos na tentativa de favorecer a apresentação dos conteúdos de razão e proporção. Ressalta-se que não foram propostas atividades em que os alunos interagissem diretamente com a Lousa Digital. Observou-se que algumas funções da Lousa Digital, como o uso do teclado na Lousa Digital ou a função lápis, precisam ser mais bem estruturadas e articuladas pelos desenvolvedores da ferramenta, facilitando, assim, a relação dessa com outros softwares e com outras apresentações. / The movement of the technological innovations brought to the classroom the interactive whiteboard, which associates the potentialities of the computer with the Whiteboard. The several potentialities of the computer for the Mathematics teaching coupled to one of the most traditional tools in the classroom, thus facilitating the work of the technological tools with the entire group of the classroom. In this context, the present study analyzed the teaching activity with the use of interactive whiteboard in mathematics class, particularly the interactions of teachers in the class of ratios and proportions. For both, we conducted a case study with a teacher regarded as an expert with the interactive whiteboard, with the filming of one of his classes, with 37 minutes and 38 seconds, with the use of interactive whiteboard. The teaching activity was analyzed starting from the literature on interaction and review of the literature in ratio and proportion. Guided in analysis of content, the teaching activity was analyzed through the identification of interactions with the interactive whiteboard and teacher with the class, or pupils in the class. Every interaction was identified from their goals, making a total of 130 interactions, classified as didactic Mediation, pedagogical mediation, resource management and others. The results show that, among the interactions with didactic mediation purpose, the Digital whiteboard was used by the teacher on most of these interactions, approximately 71.8%. From among the mediating didactic interactions, it was observed the use of Digital whiteboard in 95.3% for the presentation of concepts and procedures, 88.9% of the class to set goals and 90.9% of the interactions concerning to the exercises of proposition. In the teaching of ratios and proportions using interactive whiteboard resources, became apparent that the use of the interactive whiteboard allowed the teacher to propose a nice variety of exercises and digital resources, in form of texts, tables, examples, trying to encourage the presentation of related content. The use of interactive whiteboard promotes the teaching of mathematics in maximize methodologies of teaching in the presentation of the content and use of digital resources. There were not proposed activities in which students interact directly with the interactive whiteboard. Some digital tools, such as using the keyboard on the interactive whiteboard Pencil or function, need to be better structured and linked by developers to facilitate the writing of the interactive whiteboard.