scholarly journals Textbook: an Analysis in the Light of the Ontosemiotic Focus on Rational Numbers

2020 ◽  
Vol 22 (5) ◽  
pp. 122-142
Author(s):  
Patricia Pujol Goulart Carpes ◽  
Eleni Bisognin
Keyword(s):  
Elementary School ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
Rational Numbers ◽  
Instructional Process ◽  
Mathematical Instruction ◽  
Problem Situations ◽  
Curriculum Guidelines ◽  
Textbook Design ◽  
Current Curriculum

Background: Many teachers consider the textbook the primary guide for the curriculum materialisation. This work analyses the content of the rational numbers in a textbook used in the 7th-grade of elementary school. For this analysis, the theoretical and methodological tools of the Ontosemiotic Approach to Knowledge and Mathematical Instruction (OSA) are used. Objective: Our goal was to understand the level of didactic suitability of the instruction process in the textbook. Design and setting: Thus, we analysed a section of the textbook about rational numbers using the categories described by OSA. Concepts, procedures, problem situations, definitions and arguments used by the authors were also analysed. Results: From the results obtained, we could infer that there are examples of the concepts worked in class, but without the proper definitions and arguments, hindering generalisation. The analysis also allowed us to highlight didactic-mathematical knowledge that can guide the teacher concerning the textbooks' possibilities and limitations, to achieve more didactic suitability in the process of teaching and learning rational numbers. Conclusions: the book under study should not be considered as planning for an instructional process to meet the current curriculum guidelines.

scholarly journals A transposição didática na perspectiva do saber e da fromação do professor de matemáticaThe Didactic Transposition in the perspective of knowledge and of the professor's mathematics

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Rúbia Carla Pereira ◽  
Maria Auxiliadora Vilela Paiva ◽  
Rony Cláudio Oliveira Freitas
Keyword(s):  
Elementary School ◽  
Number Theory ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
School Mathematics ◽  
Initial Formation ◽  
Didactic Transposition ◽  
Made In

Este artigo aborda a formação do professor com um olhar no seu saber e no processo de transposição didática do conteúdo de divisibilidade. Este estudo traz como resultado de pesquisa que a matemática científica trabalhada na disciplina de Teoria dos Números utiliza-se de conceitos diferentes da matemática escolar, ensinada no ensino fundamental. A análise no saber do professor de matemática e como ele influencia o processo de ensino e aprendizagem é feita à luz da teoria da Transposição Didática de Ives Chevallard. Observou-se a construção do conceito de divisibilidade em uma turma de 6° ano do Ensino Fundamental e na disciplina de Teoria dos Números em um curso de Licenciatura em Matemática. Foram identificadas distorções no saber matemático, consequência do distanciamento entre a formação do inicial do professor e a matemática escolar. This article deals with the formation of the teacher with a look at his knowledge and the process of didactic transposition of the content of divisibility, showing that the scientific mathematics taught in the discipline of Numbers Theory has different concepts of school mathematics, taught in elementary school - final series . The analysis in the knowledge of the teacher of mathematics and how it influences the process of teaching and learning, is made in the light of the Theory of Didactic Transposition by the Frenchman Chevallard. It was observed the construction of the concept of divisibility in a class of 6th year of Elementary School and in the discipline of Number Theory in a course of Degree in Mathematics. Distortions have been identified in mathematical knowledge, as a consequence of the distance between teacher's initial formation and school mathematics. 

scholarly journals LA ENSEÑANZA DEL ÁLGEBRA EN LOS AÑOS INICIALES DE LA ENSEÑANZA FUNDAMENTAL: INVESTIGACIONES Y ORIENTACIONES CURRICULARES

PARADIGMA ◽  
2020 ◽  
pp. 938-959
Author(s):  
Claudianny Amorim Noronha ◽  
Luanna Priscila da Silva Gomes
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Teaching And Learning ◽  
Basic Education ◽  
Early Years ◽  
Pedagogical Practices ◽  
Mathematical Education ◽  
School Research ◽  
Curriculum Guidelines ◽  
Teaching Curriculum

El objetivo de del estudio reportado en este artículo fue investigar las orientaciones para la enseñanza y el aprendizaje del álgebra en los años iniciales de la Enseñanza Fundamental contenidas en los documentos curriculares oficiales que orienta las prácticas pedagógica en la Educación Básica, así como también hacer un inventario de los estudios sobre el tema, divulgados en las memorias de uno de los principales eventos brasileros de Educación Matemática. Para ello, fueron utilizados elementos propios de las pesquisas de tipo documental y bibliográfica. La investigación permitió realizar un mapeo general de la caracterización acerca de la enseñanza y el aprendizaje del álgebra con infantes, y constatar que ese eje de la matemática, para los años iniciales de la Enseñanza Fundamental, debe ser diseminado, mejor explorado, investigado y comprendido tanto en sus aspectos teóricos y metodológicos.Palabras clave: enseñanza del álgebra, orientaciones curriculares, años iniciales de la Enseñanza FundamentalO ensino de álgebra nos anos iniciais do Ensino Fundamental: pesquisas e orientações curricularesResumoO presente artigo objetiva investigar orientações acerca do ensino e aprendizagem da álgebra nos anos iniciais do Ensino Fundamental em documentos oficiais curriculares brasileiros que apresentam direcionamentos para práticas pedagógicas na Educação Básica, bem como inventariar pesquisas sobre o tema, divulgadas nos anais de um dos principais eventos brasileiros de Educação Matemática. Para isso, foram utilizados elementos das pesquisas documental e bibliográfica. A investigação possibilitou um mapeamento geral sobre o ensino e aprendizagem da álgebra com crianças e a constatação de que esse eixo da matemática, para os anos iniciais do Ensino Fundamental, necessita ser disseminado, melhor explorado, investigado e compreendido em seus aspectos teóricos e metodológicos.Palavras-chave: ensino de álgebra, orientações curriculares, anos iniciais do Ensino FundamentalThe teaching of algebra in the initial years of elementary school: research and curricular guidelinesAbstractThis paper aims to investigate guidelines about teaching and learning algebra in the initial years of Elementary Education in official Brazilian curricular documents, which presents guidelines for pedagogical practices in Basic Education, as well as to inventory research on the theme, published in the annals of one of the main Brazilian events of Mathematical Education. For this, elements of documentary and bibliographic research were used. The investigation enabled a general mapping about teaching and learning algebra with children and the finding that this axis of mathematics, for the early years of elementary school, needs to be disseminated, better explored, investigated and understood in its theoretical and methodological aspects.Keywords: algebra teaching, curriculum guidelines, initial years of elementary school

Importance of Video Aids’ Usage in Teaching and Learning Process of English Language Classes

2015 ◽  
Vol 1 (3) ◽  
pp. 160 ◽  
Author(s):  
Eriselda Vrapi ◽  
Xhevdet Zekaj
Keyword(s):  
Elementary School ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Main Hypothesis ◽  
Communicative Skills ◽  
English Curriculum ◽  
9Th Grade ◽  
8Th Grade

This study aims to explore the use of video in English language teaching (ELT) elementary school (grades 8 to 9)... In addition, the thesis aims to find out how videos in English lessons helped to achieve the goals of English curriculum. The main hypothesis was that teaching with video would develop pupils’ communicative skills and, therefore, was appropriate for the communicative approach to ELT. The study addressed five research questions regarding the use of videos in English lessons in the case study school: why the teachers used videos in ELT, what kinds of videos were used in English lessons, how and how often videos were used, what was taught and learned through the use of videos and, finally, what the teachers’ and pupils’ attitudes to lessons with videos were. The research was performed as a case study at an Elbasan elementary school. The data for the research was obtained through the use of mixed methods: qualitative, in the form of interviews with four English teachers and observations of three of the interviewed teachers’ lessons with videos, and quantitative, in the form of a pupil questionnaire answered by 105 pupils from two 8th grade and two 9th grade classes.

Applying the Prototype Model into the Electronic Reporting System for the Elementary School Student Base on Android

2021 ◽  
Vol 2 (1) ◽  
pp. 17-21
Author(s):  
Tukino ◽  
Siti Masruroh ◽  
Daryanto Herdiana
Keyword(s):  
Elementary School ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Reporting System ◽  
Student Assessment ◽  
Student Learning Outcomes ◽  
Assessment System ◽  
Prototype Model ◽  
Electronic Reporting ◽  
System Method

Teaching and learning is an activity that is bound by goal directed and carried out specifically to achieve that goal. Because it is very important to seek knowledge for a bright future. Supervision of students by the guardians of the students made the results of their children's achievements not improving. As well as student assessment by the teacher is still not well managed because it is still in the form of a note report. The system method used is the Prototype model. With observation and direct interviews with the student section regarding the assessment system in the school where the author researched. The results of this study are applications that can be operated on an Android Smartphone. This application can provide fast information and update automatically in obtaining information on student learning outcomes.        

scholarly journals Strategic competence for multistep fraction word problems: an overlooked aspect of mathematical knowledge for teaching

2021 ◽  
Author(s):  
Yasemin Copur-Gencturk ◽  
Tenzin Doleck
Keyword(s):  
Word Problem ◽  
Word Problems ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Mathematical Knowledge For Teaching ◽  
Important Indicator ◽  
Strategic Competence ◽  
The Usa ◽  
Valid Solution

AbstractPrior work on teachers’ mathematical knowledge has contributed to our understanding of the important role of teachers’ knowledge in teaching and learning. However, one aspect of teachers’ mathematical knowledge has received little attention: strategic competence for word problems. Adapting from one of the most comprehensive characterizations of mathematics learning (NRC, 2001), we argue that teachers’ mathematical knowledge also includes strategic competence, which consists of devising a valid solution strategy, mathematizing the problem (i.e., choosing particular strategies and presentations to translate the word problem into mathematical expressions), and arriving at a correct answer (executing a solution) for a word problem. By examining the responses of 350 fourth- and fifth-grade teachers in the USA to four multistep fraction word problems, we were able to explore manifestations of teachers’ strategic competence for word problems. Findings indicate that teachers’ strategic competence was closely related to whether they devised a valid strategy. Further, how teachers dealt with known and unknown quantities in their mathematization of word problems was an important indicator of their strategic competence. Teachers with strong strategic competence used algebraic notations or pictorial representations and dealt with unknown quantities more frequently in their solution methods than did teachers with weak strategic competence. The results of this study provide evidence for the critical nature of strategic competence as another dimension needed to understand and describe teachers’ mathematical knowledge.

scholarly journals Relações com o saber, com o ensinar e com a aprendizagem em um projeto de formação inicial de professores de matemática no Brasil Relations with the knowledge, teaching and learning in a initial training Project of mathematic teachers in Brazil

2017 ◽  
Vol 19 (2) ◽  
Author(s):  
Diego Fogaça Carvalho ◽  
Marinez Meneghello Passos ◽  
Sergio De Mello Arruda ◽  
Angela Marta Pereira das Dores Savioli
Keyword(s):  
Elementary School ◽  
University Students ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Analytical Instrument ◽  
Initial Training ◽  
School Students ◽  
Training Project ◽  
The University ◽  
The Relationship

ResumoNeste artigo analisamos as relações com o saber, com o ensinar e com o aprender em atividades desenvolvidas em um subprojeto de Matemática no Programa Institucional de Bolsas de Iniciação à Docência (PIBID). Os dados consistiram no registro das ações realizadas em sala de aula por um supervisor (professor), seis estudantes da licenciatura em Matemática e alunos do Ensino Fundamental de uma escola pública do estado do Paraná, Brasil. Para a interpretação dos dados foi utilizado um instrumento que possibilita evidenciar as relações com o saber na sala de aula denominado Matriz 3x3. As análises revelaram implicações da ação do supervisor na ação tanto dos estudantes universitários quanto dos alunos da escola e, consequentemente, nas relações que estes estabeleceram com o saber, o ensinar e o aprender.AbstractIn this article we analyze the relationship with knowledge, with teaching and with learning in activities developed in a subproject of Mathematics in the Institutional Program of Initiation to Teaching (PIBID). The data consisted of the registration of actions carried out in the classroom by a supervisor (teacher), six undergraduate students in Mathematics and students of the Elementary School of a public school in the state of Paraná, Brazil. For the interpretation of the data we used an analytical instrument called Matrix 3x3. The analyses revealed the implications of the supervisor's action on the actions of the university students and of the school students and consequently on the relationships they established with knowledge, teaching and learning.

scholarly journals Análisis confirmatorio de la estructura factorial de la ansiedad hacia las matemáticas

2019 ◽  
Vol 38 (1) ◽  
pp. 221-237 ◽  
Author(s):  
Vicente López-Chao ◽  
Dorinda Mato-Vázquez ◽  
Rocío Chao-Fernández
Keyword(s):  
Regression Analysis ◽  
Mathematics Anxiety ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Structural Equations ◽  
Predictor Variables ◽  
Mathematical Activity ◽  
Factorial Structure

Esta investigación replantea la estructura factorial de la ansiedad hacia las matemáticas propuesta por Autor (2006), a través del estudio de una muestra de 1220 estudiantes de Educación Secundaria Obligatoria. El modelo de ecuaciones estructurales sugiere un modelo basado en cuatro escalas: "Ansiedad hacia la demostración del conocimiento matemático", "Preocupación por la presencia inevitable de las matemáticas", "Ansiedad hacia la acción matemática" y "Ansiedad hacia la actividad matemática en el entorno No formal". Posteriormente, se ha analizado mediante análisis de regresión lineal múltiple (paso a paso), con el objetivo de predecir el rendimiento académico en matemáticas medido a través de la calificación del curso anterior. Los resultados muestran un mayor porcentaje de predicción en el curso más alto, lo que confirma la importancia de la ansiedad como variable predictora en el rendimiento y, por lo tanto, su influencia determinante en el proceso de enseñanza y aprendizaje, así como los resultados académicos adquiridos. This research rethinks the factorial structure of the anxiety towards mathematics proposed by Autor (2006), through the study of a sample of 1220 students of Compulsory Secondary Education. The model of structural equations suggests a model based on four scales: "Anxiety towards the demonstration of mathematical knowledge", "Preoccupation with the inevitable presence of mathematics", "Anxiety towards mathematical action" and "Anxiety towards mathematical activity in environment Not formal". Subsequently, it has been analyzed by multiple linear regression analysis (step by step), with the aim of predicting the academic performance in mathematics measured through the qualification of the previous Mathematics course grade. The results show a higher prediction percentage in the highest course, confirming the importance of anxiety as predictor variables on the performance and therefore, its determining influence on the teaching and learning process, as well as the academic results acquired.

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