Koldioxidutsläppen är idag ett av de största miljöproblemen som vi står inför. CO2-kalkylatorer används för att informera individer och företag som deras påverkan. Men även om användandet av CO2-kalkylatorer ökar så har dess användare fortfarande svårt att veta vad de behöver göra för att minska sina koldioxidutsläpp. Denna studie syftar till att undersöka hur CO2-kalkylatorer motiverar företag och dess anställda. Den syftar också till att se hur informationen från CO2-kalkylatorerna hjälper dem att bli mer koldioxidlitterära, alltså hur de förstår informationen och hur de implementerar denna kunskap. För att undersöka detta har en kvalitativ intervjustudie utförts med personer som använder sig av en CO2-kalkylator på sitt arbete. Studiens resultat påvisar att CO2-kalkylatorer idag är för komplexa för många användare och ofta skapar förvirring snarare än klarhet. / Carbon emissions is one of biggest environmental problems that we face today. CO2-calculators are used to inform individuals and companies about their impact on the environment. But even though they have become more commonly used, they still have problems in their functionality because the users still don’t know what they need to do to reduce their carbon emissions. The aim of this study is to investigate how CO2-calculators in companies motivate the company and its workers, and how the information helps them become more carbon literate. To explore how the workers use and understand their CO2-calculators at work, a qualitative interview study has been performed. The result of the study show that CO2-calculators today are complex and often confuse the users instead of supporting them.

Vi lever i ett samhälle där datorer och annan digitalteknik blir allt mer central i vår vardag. Sveriges regering har därför ålagt Skolverket att stärka elevernas digitala kompetens. Som en del av detta införs programmering som ett digitalt verktyg i matematikundervisningen både i grundskolan och på gymnasiet. Det krävs dock i nuläget inga kurser i programmering för att bli en legitimerad matematiklärare. Syftet med undersökningen som presenteras i denna rapport är att undersöka matematiklärares uppfattningar som uppkommit på grund av att Skolverkets revidering av läroplanerna i matematik. Denna revidering innebär att vissa matematikkurser på gymnasiet innefattar att programmering skall användas som problemlösningsverktyg. Underlaget till denna undersökning är en transkribering och tematisering av kvalitativa intervjuer med tio matematiklärare, samt tidigare forskning. Undersökningen fann en viss oro bland lärarna som till stor del handlade om bristande kunskap i programmering samt problematiken med att hinna med att få in ytterligare ett moment i undervisningen. Under intervjuerna framgick det att lärarna var allmänt fundersamma om vilka digitala verktyg de skulle använda för att lösa detta nya krav. En majoritet av lärarna förordade dock Excel och Geogebra. Det framkom ett visst missnöje med att detta nya krav infördes med mycket kort varsel. Många lärare förväntade sig och litade på att läroboksförfattarna skulle komma med en uppdatering av läroböckerna i matematik. En uppdatering som förväntades innefatta programmering och som därmed skulle lösa den nya pedagogiska utmaningen. / Computers and other digital technology are becoming increasingly important in our society. Due to that, the Swedish Government has instructed their National Agency for Education to strengthen the students' digital competence. One outcome of this was that programming become a part of teaching mathematics both in primary and upper secondary school. Programming is not a part of the mandatory studies needed to become a certified mathematics teacher. The purpose of this study is to investigate the ideas, attitudes and ideas of mathematics teachers that have arisen because of the National Agency for Education's revision of the curricula in mathematics. According to this revision of the curricula, students should use programming as a problem-solving tool. The basis for this study is a transcription of qualitative interviews with ten mathematics teachers and an examination of previous research. This study found that there was some concern among the teachers. Most of the concern was about lack of knowledge in programming. The majority of teachers preferred to use Excel and Geogebra as a digital tool to teach programming. Many teachers expressed spontaneously a general dissatisfaction with the impact that calculators already have in mathematics education. There was some dissatisfaction with the introduction of this new requirement at very short notice. Many teachers expected and trusted that the textbook authors would come up with an update of the textbooks in mathematics. An update that would thus solve their new educational challenge.

published_or_final_version / Education / Master / Master of Education

Made available in DSpace on 2016-04-27T16:59:02Z (GMT). No. of bitstreams: 1 Ariovaldo Guinther.pdf: 4387488 bytes, checksum: 00c33e26cf124a101cb7456b78e19eb7 (MD5) Previous issue date: 2009-11-12 / Secretaria da Educação do Estado de São Paulo / This research aims to investigate what teaching strategies, considering the use of a calculator in the classroom can become more efficient perception of mistakes in handling additive and multiplicative between students in a 7th grade of elementary school, in the afternoon shift of a State School in Osasco city S.P. (Brazil). This study consisted of a qualitative research as a tool with the use of two mathematical games: MAZE and HEX OF MULTIPLICATION. To achieve these games have used two hours/class of instruction for each one, the first without using the calculator. Thus, students enrolled in a sheet of paper paths (played) chosen using the additive and multiplicative. In our analysis, we point out that the mistakes made by most students when it comes to work with structures additive and multiplicative with decimal numbers were: a) adding or subtracting the decimal part of the whole, b) errors in the algorithm of division and multiplication c) errors in the positioning or absence of the comma d) subtracting tenths of hundredths. In the second hour of instruction, students played using the calculator, seeing their mistakes, beyond giving the results, providing opportunities for understanding the steps taken and opening new paths to knowledge. By assessing the strategies used in research on the foundations of Bianchini (2001) and Cunha (2002) and Bonanno (2007) and Rasi (2009) on the issue involving decimals, and additive and multiplicative, in the case of the use of games, we rely on research Grando (1995, 2000) and realize that such use involving the calculator, we allowed for greater efficiency in the perception of mistakes, and as our theoretical research by Penteado (2001) and Rubio (2003) and Borba ( 2005) and Schiffl (2006) and Borba et al (2008) and Sampaio and Leite (2008). Although these authors support the use of a mediator, there are various forms of resistance from many teachers in relation to such use. The argument used is that the student will not learn more mathematics, because no longer think, will do more calculations, nor shall the algorithms. Accordingly, we raised some discussions, which could help to illustrate the potential use of calculators and games in mathematics lessons. However, the analysis of collected data shows us that the practice of teaching mathematics gains new ground with the aid of games and calculator, which can facilitate teachers in their work to promote a more meaningful teaching of mathematics and the students a different view of use the calculator in the classroom / A presente pesquisa tem por objetivo investigar quais estratégias pedagógicas, considerando o uso da calculadora em sala de aula, podem tornar mais eficiente a percepção dos erros cometidos na manipulação de estruturas aditivas e multiplicativas entre alunos de um 7º ano do Ensino Fundamental, do período da tarde de uma Escola Estadual, na cidade de Osasco - São Paulo. Esse estudo se constituiu em uma pesquisa qualitativa tendo como instrumento a utilização de dois jogos matemáticos: MAZE e HEX DA MULTIPLICAÇÃO. Para a realização desses jogos foram utilizadas duas horas/aula para cada um, sendo a primeira sem o uso da calculadora. Dessa forma, os alunos registraram numa folha de papel que caminhos (jogadas) escolheram, utilizando as estruturas aditivas e multiplicativas. Em nossas análises, apontamos que os erros mais cometidos pelos alunos no que tange trabalhar com estruturas aditivas e multiplicativas com números decimais foram: a) somar ou subtrair a parte decimal da parte inteira; b) erros no algoritmo da divisão e multiplicação; c) erros no posicionamento ou ausência da vírgula; d) subtrair décimos de centésimos. Na segunda hora/aula, os alunos jogaram utilizando a calculadora, percebendo os erros cometidos, indo além de conferir os resultados obtidos, oferecendo possibilidades de compreensão das etapas realizadas e abrindo caminhos para novos saberes. Ao analizarmos as estratégias utilizadas, nos alicerçamos nas pesquisas de Bianchini (2001), Cunha (2002), Bonanno (2007) e Rasi (2009) quanto ao tema envolvendo números decimais e estruturas aditivas e multiplicativas; em se tratando do recurso aos jogos, nos baseamos nas pesquisas de Grando (1995, 2000) e percebemos que essa utilização envolvendo a calculadora, nos permitiu maior eficiência na percepção dos erros cometidos, tendo como nosso referencial teórico as pesquisas de Penteado (2001), Rubio (2003), Borba (2005), Schiffl (2006), Borba et al (2008) e Sampaio e Leite (2008). Embora esses autores apóiem o uso desse elemento mediador, ainda existem várias formas de resistências por parte de muitos professores em relação a tal uso. O argumento utilizado é de que o aluno não vai mais aprender Matemática, pois deixará de pensar, não fará mais cálculos e nem fixará os algoritmos. Nesse sentido, levantamos algumas discussões, que poderão contribuir para ilustrar as potencialidades da utilização das calculadoras e dos jogos nas aulas de Matemática. Contudo, a análise dos dados coletados nos aponta que, a prática docente da Matemática ganha novos horizontes com o auxílio dos jogos e da calculadora, podendo facilitar aos professores nas suas tarefas de promover um ensino mais significativo da Matemática e dos alunos uma visão diferente do uso da calculadora em sala de aula

There is a worldwide development, better to say a non-development: We teach paper & pencil skills in primary schools almost like we did 30 or 50 or 100 years ago. Till today the primary school teachers spend up to more than 100 hours in the class room to teach and to train old fashioned algorithms though in daily life situations and for business purposes everybody uses a calculator. Why do we waste so much time of our children to teach them things which later on they will not need? We see an emotional dichotomy. Despite the research results from many research projects in many countries there still is the fear that the use of calculators in primary grades will harm mental arithmetic and estimation skills. To explain and to overcome that fear we will reflect the nature of number sense and of paper&pencil skills more carefully. We realize that the development of number sense is an intuitive and unconscious mental process while the ability to get an exact calculation result is trained logically and consciously. To overcome the above dichotomy we must solve the hidden dichotomy number sense versus precise calculation result. We need a new balance. Different types of examples will be given how we can further the development of number sense in a technology dominated curriculum.

In our presentation we will show how technology enables us to improve the teaching and learning of linear functions at the middle school level. Through various classroom activities that involve technology such as dynamic geometry software, graphing calculators and Excel, students explore functions and discover basic facts about them on their own. Students then work with real life data and on real life problems to draw graphs and form linear models that correspond to given situations as well as draw inferences based on their models. Participants will receive complete classroom materials for the unit on linear functions.

The main purpose of the research was to investigate the influence of scientific calculators on Grade 8 South African learner's understanding of fractions in learning mathematics. Quasi-experimental quantitative research methods were used. A sampling frame was selected using non probability sampling technique. A total of 15 learners in each group were randomly selected for an experimental and control group for the study. Both groups were taught fraction concepts by different teachers for the same duration and at the same time. The experimental group used a calculator as a learning aid while the control group used the traditional paper pencil method. Two tasks (post-test and assignment) were administered to both groups and a questionnaire to the experimental group. The results indicated that the scientific calculator has a positive influence in learner's conceptual understanding of fractions in mathematics as reflected in their performance. / Mathematics Education / M. Ed. (Mathematics Education)

The work deals with the determination of the sum insured in the insurance of houses. For this purpose are used three methods of real estate valuation. These procedures are compared with the methods of insurers. The methods are applied in the practical part of the concrete houses and results of the methods are compared.

There is a worldwide development, better to say a non-development: We teach paper & pencil skills in primary schools almost like we did 30 or 50 or 100 years ago. Till today the primary school teachers spend up to more than 100 hours in the class room to teach and to train old fashioned algorithms though in daily life situations and for business purposes everybody uses a calculator. Why do we waste so much time of our children to teach them things which later on they will not need? We see an emotional dichotomy. Despite the research results from many research projects in many countries there still is the fear that the use of calculators in primary grades will harm mental arithmetic and estimation skills. To explain and to overcome that fear we will reflect the nature of number sense and of paper&pencil skills more carefully. We realize that the development of number sense is an intuitive and unconscious mental process while the ability to get an exact calculation result is trained logically and consciously. To overcome the above dichotomy we must solve the hidden dichotomy number sense versus precise calculation result. We need a new balance. Different types of examples will be given how we can further the development of number sense in a technology dominated curriculum.

In our presentation we will show how technology enables us to improve the teaching and learning of linear functions at the middle school level. Through various classroom activities that involve technology such as dynamic geometry software, graphing calculators and Excel, students explore functions and discover basic facts about them on their own. Students then work with real life data and on real life problems to draw graphs and form linear models that correspond to given situations as well as draw inferences based on their models. Participants will receive complete classroom materials for the unit on linear functions.