Global ETD Search

1	Linguagem e educação matemática : um mapeamento de usos na sala de aula / Pinto, Thiago Pedro. January 2009 (has links) Orientador: Antonio Vicente Marafioti Garnica / Possui DVD anexo com apêndice da obra / Banca: Patricia Linardi / Banca: Miriam Godoy Penteado / Resumo: Este trabalho esboça um mapeamento dos usos da linguagem em sala de aula de matemática. Mais especificamente, analisa como professores utilizam a linguagem para comunicar-se com seus alunos durante as aulas. Inicialmente são expostas nossas intenções e a leitura de algumas produções em Educação Matemática que se aproximam de nossa proposta. Em seguida, apresentamos os dois aportes teóricos que dão sustentação ao nosso trabalho, o Modelo dos Campos Semânticos e os Jogos de linguagem de Wittgenstein, apresentando cada um deles separadamente para considerar, posteriormente, seus pontos de aproximação e distanciamento. As filmagens nas salas de aula de dois professores foram transformadas em clipes que, transcritos, nos ajudaram a organizar os dados por nós constituídos para esta pesquisa. Com a análise desses dados, a partir dos aportes teóricos adotados, foi possível elencar "eventos" que caracterizam alguns usos da linguagem e, por fim, são fundamentais para constituir nosso mapa como um jogo de linguagem da sala de aula de matemática. / Abstract: This work has as its main intention build a map on how language is used in Math classrooms, specifically we try to understand how teachers use language in order to share meanings with their students. Initially we present our main intentions, summarizing some researches close to our purposes. The two theoretical framework which give support to our study - the Model of Semantic Fields and the Wittgenteiniam "games of language" - are then presented and discussed in their similarities and distinctions. Some classrooms activities of two teachers were recorded and turned in "clips". The clips were transcribed it help us to organize the data for our research. Data analysis - developed according to our theoretical framework - allowed us to build the so-called "events", sketching a mapping on how language can be used in math classrooms. / Mestre Matemática - Estudo e ensino. Linguagem. Mathematics eucation. eng Language. eng Model of the semantic fields. eng
2	Linguagem e educação matemática: um mapeamento de usos na sala de aula Pinto, Thiago Pedro [UNESP] 25 May 2009 (has links) (PDF) Made available in DSpace on 2014-06-11T19:24:52Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-05-25Bitstream added on 2014-06-13T18:21:26Z : No. of bitstreams: 1 pinto_tp_me_rcla.pdf: 768177 bytes, checksum: f3dde9d06b1d60d19e760b819ad914f1 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Este trabalho esboça um mapeamento dos usos da linguagem em sala de aula de matemática. Mais especificamente, analisa como professores utilizam a linguagem para comunicar-se com seus alunos durante as aulas. Inicialmente são expostas nossas intenções e a leitura de algumas produções em Educação Matemática que se aproximam de nossa proposta. Em seguida, apresentamos os dois aportes teóricos que dão sustentação ao nosso trabalho, o Modelo dos Campos Semânticos e os Jogos de linguagem de Wittgenstein, apresentando cada um deles separadamente para considerar, posteriormente, seus pontos de aproximação e distanciamento. As filmagens nas salas de aula de dois professores foram transformadas em clipes que, transcritos, nos ajudaram a organizar os dados por nós constituídos para esta pesquisa. Com a análise desses dados, a partir dos aportes teóricos adotados, foi possível elencar “eventos” que caracterizam alguns usos da linguagem e, por fim, são fundamentais para constituir nosso mapa como um jogo de linguagem da sala de aula de matemática. / This work has as its main intention build a map on how language is used in Math classrooms, specifically we try to understand how teachers use language in order to share meanings with their students. Initially we present our main intentions, summarizing some researches close to our purposes. The two theoretical framework which give support to our study – the Model of Semantic Fields and the Wittgenteiniam “games of language” – are then presented and discussed in their similarities and distinctions. Some classrooms activities of two teachers were recorded and turned in “clips”. The clips were transcribed it help us to organize the data for our research. Data analysis – developed according to our theoretical framework – allowed us to build the so-called “events”, sketching a mapping on how language can be used in math classrooms. Matemática - Estudo e ensino Linguagem Educação matemática Modelo dos campos semânticos Jogos de linguagem Mathematics eucation Language Model of the semantic fields Wittgensteinian “Games of Language”
3	A Case Study Exploring The Relationship Between Culturally Responsive Teaching And A Mathematical Practice Of The Common Core State Standards Howse, Tashana 01 January 2013 (has links) This collective case study explores the nature of the relationship between teachers’ use of culturally responsive teaching (CRT) practices and students’ engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support teachers’ facilitating specific student engagement practices, professional development was provided. This study is situated in the growing body of research associated with student engagement and cultural identity. The case of two teachers was defined from interviews, classroom observations, journal prompts, and student artifacts. Data was collected before, during, and after professional development following a cross-case analysis. Four themes emerged: (a) shift in teacher practice; (b) depth and breadth of the knowledge of culturally responsive teaching and standard for mathematical practice three; (c) teacher reflection and reception; and (d) classroom management. The findings suggest that the shift in teacher practice can be supported by professional development focused on reflective practice. This shift is impacted by classroom management and teachers’ depth and breadth of their knowledge of CRT and SMP3. Student engagement engagement gap achievement gap common core common core state standards mathematical practices standards for mathematical practice middle school students secondary education education african american students blacks hispanics hispanic students diverse students multicultural education culturally responsive teaching culturally responsive pedagogy culturally relevant teaching culturally relevant pedagogy culture mathematics eucation mathematics culture and mathematics culture and mathematics education ethnomathematics discourse classroom discourse classroom management classroom environment classroom interactions Education Science and Mathematics Education

1

Page generated in 0.0907 seconds