1 |
A Mathematics Workshop for Parents: Exploring Content Knowledge and Perceptions of Parental InvolvementAnthony, Kristina C 01 January 2019 (has links)
This qualitative study explored a mathematics workshop for parents and the impact on a parent’s mathematical content knowledge in rational numbers, perceptions of current instructional practices, and parental beliefs in supporting their children in learning mathematics. A 6-week parent workshop on rational numbers was offered in a rural middle school. Data sources included interviews and workshop audio transcriptions. This study concluded that a mathematics workshop supports parents in developing a conceptual understanding of rational numbers and rational number operations. Furthermore, parents recognized the importance of discourse, representation, and justification for building conceptual understanding in mathematics. Parents, who participated in the workshops, were more open to the use of standards based instructional practices for developing conceptual understanding. Parental engagement in mathematics should include discourse at home to help students justify and explain their thinking. Questions related to the teaching of non-standard procedures without building a conceptual understanding hindered many parents from completely accepting new instructional practices.
|
2 |
Oficina experiências matemáticas: professores e a exploração de padrõesSilva, Renato Silvestre da 22 May 2009 (has links)
Made available in DSpace on 2016-04-27T16:58:54Z (GMT). No. of bitstreams: 1
Renato Silvestre da Silva.pdf: 1486226 bytes, checksum: 1eb1a6ff98fbca8c4cee8f7017dd691a (MD5)
Previous issue date: 2009-05-22 / Secretaria da Educação do Estado de São Paulo / With the objective to verify how activities involving observation of regularities
and generalization of patterns are used by teachers in workshops
Experiences Mathematics in Schools full-time, was held a qualitative research,
using semi-structured interviews with five teachers of these workshops.
The relevance of this research is justified by the importance of the work with
observation and generalization of patterns, identified by researchers like Mason
(1996), Lee (1996) and Vale and Pimentel (2005) as a resource to students
express algebraic thinking and create algebraic expressions, giving meaning to the
use of symbols. The methodological procedures to prepare the roadmap
for research, analyze and implement the protocols were based in the
stages of the Didactics Engineering, described by Artigue (1996).
The analysis about the present resolutions in the protocols and the recordings that
were made during the interviews indicate that these kind of activities are little
worked in the workshops Experiences Mathematics, because teachers who
give these lessons, know little about why and how work these kind of activities / Com o objetivo de verificar como atividades que envolvem observação e
generalização de padrões são exploradas por professores que ministram aulas nas
oficinas Experiências Matemáticas das Escolas de Tempo Integral, foi realizada uma
pesquisa qualitativa, utilizando-se de entrevistas semi-estruturadas com cinco
professores destas oficinas. A relevância desta pesquisa se justifica pela importância do
trabalho com observação e generalização de padrões, apontado por pesquisadores como
Mason (1996), Lee (1996) e Vale e Pimentel (2005) como recurso para que alunos
manifestem o pensamento algébrico e criem expressões algébricas, dando sentido à
utilização dos símbolos. Os procedimentos metodológicos para elaborar o roteiro de
pesquisa, aplicar e analisar os protocolos foram baseados nas fases da Engenharia
Didática, descrita por Artigue (1996). As análises das entrevistas indicam que atividades
que envolvem observação e generalização de padrões são pouco trabalhadas nas
oficinas Experiências Matemáticas porque os professores de matemática que ministram
estas oficinas desconhecem o objetivo principal do trabalho com esse tipo de atividade e
conseqüentemente seu beneficio para os alunos
|
Page generated in 0.0683 seconds