scholarly journals Vertentes da pesquisa brasileira sobre a metodologia de jogos nos processos de ensino e de aprendizagem de Matemática nos anais do ENEM

Revemop ◽  
2020 ◽  
Vol 2 ◽  
pp. e202016
Author(s):  
Jean Carlos Lemes ◽  
Flávia Sueli Fabiani Marcatto
Keyword(s):  
Critical Thinking ◽  
Mathematics Education ◽  
Social Relations ◽  
Teaching And Learning ◽  
Educational Games ◽  
Mathematical Concepts ◽  
National Meeting ◽  
Documentary Analysis ◽  
Qualitative Nature ◽  
Teaching Learning

Nesse artigo, apresentamos um mapeamento realizado nos anais do Encontro Nacional de Educação Matemática (ENEM), no período de 2001 a 2016, que se propôs a investigar o uso de jogos no ensino-aprendizagem de Matemática. Selecionamos e organizamos os trabalhos de acordo com a identificação de temáticas convergentes e divergentes, nas Comunicações Científicas (CC) e Relatos de Experiência (RE). A pesquisa é de natureza qualitativa e apoiou-se na análise documental. Observamos que a metodologia de jogos auxilia a ludicidade, a motivação e o interesse dos alunos, procura desenvolver e significar conceitos matemáticos. Essa abordagem pode favorecer o uso da linguagem e a formação de relações sociais a partir de uma perspectiva metodológica que incentive o pensamento crítico, a investigação, a elaboração de estratégias e a reflexão sobre o erro.Palavras-chave: Aprendizagem matemática. Jogos didáticos. Educação Matemática.Strands of brazilian research on the methodology of games in the teaching and learning of Mathematics in ENEM proceedings In this article we present a mapping carried out in the proceedings of the National Meeting on Mathematics Education (ENEM), from 2001 to 2016, which proposed to investigate the use of games in the teaching-learning of mathematics. We selected and organized the work according to the identification of convergent and divergent themes, in Scientific Communications (CC) and Experience Reports (RE). The research has a qualitative nature and is based on documentary analysis.  We observed that the methodology of games helps the playfulness, motivation and interest of students, seeks to develop and mean mathematical concepts. This approach can favor the use of language and the formation of social relations from a methodological perspective that encourages critical thinking, research, the development of strategies and reflection on error.Keywords: Mathematical learning. Educational games. Mathematics Education.Vertientes de la investigación brasileña sobre la metodología de juegos en la enseñanza y aprendizaje de Matemáticas en actas de ENEM En este artículo presentamos un mapeo realizado en actas del Encuentro Nacional de Educación Matemática (ENEM), de 2001 a 2016, que objetiva investigar el uso de los juegos en la enseñanza-aprendizaje de las matemáticas. Para eso seleccionamos y organizamos el trabajo de acuerdo con la identificación de temas convergentes y divergentes, en Comunicaciones Científicas (CC) e Informes de Experiencia (RE). La investigación es de naturaleza cualitativa y se basa en el análisis documental.  Observamos que la metodología de los juegos ayuda a la lúdica, la motivación y el interés de los alumnos, busca desarrollar y significar conceptos matemáticos. Este enfoque puede favorecer el uso del lenguaje y la formación de relaciones sociales desde una perspectiva metodológica que fomente el pensamiento crítico, la investigación, el desarrollo de estrategias y la reflexión sobre el error.Palavras chave: Aprendizaje matemático. Juegos didácticos. Educación Matemática.

scholarly journals How Does Language Impact the Learning of Mathematics? Let Me Count the Ways

2007 ◽  
Vol 5 (1) ◽  
Author(s):  
Genevieve Boulet
Keyword(s):  
Mathematics Education ◽  
Current Literature ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Mathematical Discourse ◽  
Mathematical Concepts ◽  
Teachers And Students ◽  
Key Factor

The role that language plays in the teaching and learning of mathematics is at the forefront of current literature in mathematics education. In this paper, I give particular attention to the manner in which teachers and students engage in the exploration of mathematical concepts and procedures with the goal of revealing how language impacts students’ learning. Through a series of examples of language commonly used in the mathematics classroom, I address specific issues pertaining to language used to describe mathematical processes, to read and interpret notation, and to define mathematical terms. Considering that communication is a key factor in the building of understanding, it is hoped that these examples will motivate teachers to examine and to adapt their own practices in order to cultivate productive and meaningful mathematical discourse in their classrooms.

scholarly journals Validitas Lembar Kerja Peserta Didik Berbasis Penemuan Terbimbing dalam Upaya Meningkatkan Pemahaman Konsep dan Kemampuan Penalaran Matematis

2018 ◽  
Vol 1 (2) ◽  
pp. 56
Author(s):  
Aan Putra ◽  
Hendra Syarifuddin ◽  
Zulfah Zulfah
Keyword(s):  
Qualitative Research ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Mathematical Reasoning ◽  
Mathematical Concepts ◽  
Guided Discovery ◽  
Reasoning Abilities ◽  
Teaching And Learning Quality ◽  
Abstract Learning

Abstract. Learning equipment is important things that determine the quality of the learning process and output. We need a study about validity, practicality, and effectiveness of the learning equipment to ensure teaching and learning quality. The purpose of this research is to evaluate the validity of the learning equipment based on guided discovery, especially the students’ worksheets. This research was a descriptive qualitative research that provides the result of students’ worksheets and experts recommendation. The experts who validated these student’s worksheets were three experts on mathematics education. The instruments used in this study was the validation sheets for LKPD. The result of validation sheets analysis for LKPD showed that in general, the students’ worksheets were valid. The validity of the didactical aspect and contents aspect sequently were 0,667 dan 0,704. Keywords: students’ worksheets, guided discovery, mathematical concepts understanding, mathematical reasoning abilities Abstrak. Perangkat pembelajaran merupakan kelengkapan pelaksanaan proses pembelajaran yang sangat penting dan menentukan capaian proses dan hasil pembelajaran. Untuk menjamin kualitas perangkat pembelajaran, dibutuhkan kajian khusus untuk menilai validitas, praktikalitas dan efektifitas perangkat pembelajaran yang digunakan. Penelitian ini bertujuan untuk menilai aspek validitas perangkat pembelajaran, khususnya Lembar Kerja Peserta Didik (LKPD) berbasis penemuan terbimbing yang digunakan dengan tujuan meningkatkan kemampuan pemahaman konsep dan penalaran matematis siswa. Penelitian ini merupakan penelitian kualitatif deskriptif yang menyajikan data hasil validasi dan saran validator terhadap validitas LKPD berbasis penemuan terbimbing. Validator terdiri dari tiga orang pakar pendidikan Matematika. Instrumen yang digunakan adalah lembar validasi LKPD. Hasil analisis terhadap lembar validasi menunjukkan bahwa secara umum LKPD memenuhi kriteria valid. Validitas aspek didaktik dan aspek isi berturut-turut adalah 0,667 dan 0,704. Kata Kunci: validitas lembar kerja peserta didik,  penemuan terbimbing, pemahaman konsep matematis, kemampuan penalaran matematis

A New Way of Teaching

1996 ◽  
Vol 178 (1) ◽  
pp. 49-59 ◽  
Author(s):  
Fernand J. Prevost
Keyword(s):  
Mathematics Education ◽  
Education Reform ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
National Curriculum ◽  
And Mathematics ◽  
Teaching Learning ◽  
Change Task ◽  
Analysis Of Teaching ◽  
Present Understanding

A new view of teaching is emerging from the work of the constructivists and mathematics education reform leaders. In particular, we examine here four aspects of teaching that must change: task selection, guidance of classroom discourse, setting the learning environment, and the analysis of teaching and learning. Several national curriculum projects are working to effect these changes and examples of their work are provided. This work has motivated individual teachers to similarly design investigations that engage students in the study of significant mathematics, and two examples are included. Assessment must also change and students must learn to become less dependent on “authority” for the correctness of answers. Finally, our present understanding of constructivism and its implications for teaching/learning must not be static; though that view now may be at the center, we must listen to those who are on the edges and expect to be changed again and again in the years ahead.

Implementing the Assessment Standards for School Mathematics: Communicating Performance Criteria to Students through Technology

1996 ◽  
Vol 89 (1) ◽  
pp. 66-69
Author(s):  
Nancy C. Lavigne ◽  
Susanne P. Lajoie
Keyword(s):  
Mathematics Education ◽  
School Mathematics ◽  
Performance Criteria ◽  
Mathematical Concepts ◽  
Mathematics Classrooms ◽  
Implementing Change ◽  
Mathematics Problems ◽  
Realistic Mathematics ◽  
Assessment Standards ◽  
Teaching Learning

Mathematics education at all levels of schooling is currently undergoing change. Recommendations for improving the teaching, learning, and assessment of mathematics have been translated into standards that furnish guidelines for implementing change in mathematics classrooms (NCTM 1989, 1991, 1995). These standards emphasize the importance of engaging students in performance activities that require solving complex and realistic mathematics problems, reasoning about content and solutions, communicating understanding, and making connections among mathematical concepts.

scholarly journals Natural alternatives to natural number: The case of ratio

2018 ◽  
Vol 4 (1) ◽  
pp. 19-58 ◽  
Author(s):  
Percival G. Matthews ◽  
Amy B. Ellis
Keyword(s):  
Mathematics Education ◽  
Natural Number ◽  
Teaching And Learning ◽  
Mathematical Thinking ◽  
Overwhelming Majority ◽  
Natural Numbers ◽  
Mathematical Concepts ◽  
Mathematical Ideas ◽  
Mathematics Education Researcher ◽  
Do So

The overwhelming majority of efforts to cultivate early mathematical thinking rely primarily on counting and associated natural number concepts. Unfortunately, natural numbers and discretized thinking do not align well with a large swath of the mathematical concepts we wish for children to learn. This misalignment presents an important impediment to teaching and learning. We suggest that one way to circumvent these pitfalls is to leverage students’ non-numerical experiences that can provide intuitive access to foundational mathematical concepts. Specifically, we advocate for explicitly leveraging a) students’ perceptually based intuitions about quantity and b) students’ reasoning about change and variation, and we address the affordances offered by this approach. We argue that it can support ways of thinking that may at times align better with to-be-learned mathematical ideas, and thus may serve as a productive alternative for particular mathematical concepts when compared to number. We illustrate this argument using the domain of ratio, and we do so from the distinct disciplinary lenses we employ respectively as a cognitive psychologist and as a mathematics education researcher. Finally, we discuss the potential for productive synthesis given the substantial differences in our preferred methods and general epistemologies.

scholarly journals The Use of Visualization in Teaching and Learning Process for Developing Critical Thinking of Students

2017 ◽  
Vol 9 (1) ◽  
pp. 71
Author(s):  
Kyvete Shatri ◽  
Kastriot Buza
Keyword(s):  
Critical Thinking ◽  
Student Performance ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Critical Approach ◽  
Overall Performance ◽  
Teaching Learning ◽  
Positive Effect

Many researches has been conducted for the need to increase critical thinking of students (in (different fields, (also many researches has been done on the importance and the role of critical thinking for students achievements. In this context this requires a critical approach. To achieve this should be used effective teaching methods that develop critical thinking and also facilitate and enhance the learning of students and their performance in general, making them able to solving problems in their fields. A visualization approach increase communication, increase critical thinking and provides analytical approach to various problems. Therefore, this research is aimed to investigate visualization for the purpose of examining its role in developing critical thinking. In order to achieve this it was made an experiment for the use of visualization and from this experimentation are extracted the results of the effect of using the visualization for the aspect of developing and increasing critical thinking. The results which are taken from this research highlight the positive effect that the use of visualization in teaching and learning process has in developing the critical thinking of students and their overall performance. The results also shows that the visualization motivates students to learn, making them more cooperative and developing their skills for critical approach. Keywords: visualization, critical thinking, teaching, learning, student performance

Überbringen Störche Babys? Dinge, die wir Kindern nicht erzählen (können)

2020 ◽  
pp. 195-220
Author(s):  
Katalin Fried ◽  
Judit Török
Keyword(s):  
Number Theory ◽  
Mathematics Education ◽  
Prospective Teachers ◽  
Educational Games ◽  
University Education ◽  
Developmental Level ◽  
Greatest Common Divisor ◽  
Mathematical Concepts ◽  
Abstraction Levels ◽  
Division With Remainder

One of the main goals of the Complex Mathematics Education Experiment set by Tamás Varga was the following: “That is, the knowledge we provide fits the closest developmental zone and developmental level of the children; and yet is mathematically correct and forward-thinking. We do not tell stork tales.” (Varga, 1974, p. 1984.) We give some examples from the topic of number theory, where we cannot avoid telling “stork tales”, no matter how hard we try. In section 1.3 we describe some of the sources of disturbance. In section 2 we deal with the conflict of the different interpretations of some concepts occurring in primary/secondary school and university education, such as: “divisibility”, “divisor”, “common divisor”, “greatest common divisor”, “division with remainder”, the perceived or real special properties of zero, and “prime number”. We believe that it is important to make prospective teachers aware what facts they hide and why when teaching. In section 3 we present problems that can be discussed with children of different ages and different abstraction levels. Classification: D70, E40, F60, U60. Keywords: misconceptions and student errors, concept formation, treatment of mathematical concepts and definitions in mathematics education, number theory, educational games.

scholarly journals A bibliometric study on the use of games in the Production Engineering area

2021 ◽  
Vol 28 (3) ◽  
Author(s):  
Carlos Antonio Gonçalves Rosado ◽  
Marcio Coutinho de Souza
Keyword(s):  
Teaching Strategies ◽  
Learning Process ◽  
Reference Lists ◽  
Educational Games ◽  
Bibliometric Study ◽  
Bibliographic Coupling ◽  
Production Engineering ◽  
National Meeting ◽  
Teaching Learning ◽  
Independent Thinking

Abstract: Keeping the student focused for long periods of time has been a challenge for teachers. The adoption of new teaching strategies in which students leave the position of listeners and share with the master the active position is already known and even adopted. These strategies give students the opportunity to have more interactive experiences, stimulate independent thinking, create discussions within the group thus contribute to the improvement of the teaching- learning process. In that sense, the use of educational games has been an alternative, as they can mitigate the difficulty that students have in making the parallel between the concepts theorists learned from situations of application of this knowledge. Monitor the growth of the literature and research patterns in a given thematic area is an important step to understand the development of this domain. Therefore, the bibliometrics has been an emerging area, as it aims to describe, evaluate and monitor research published in a given field of knowledge. In this way, it is defined as the general objective of this work to map and characterize publications on the use of games and related terms in Production Engineering from bibliometric research in the annals of the National Meeting of Production Engineering. In this research, techniques such as Citation, Bibliographic Coupling, Co-author, Co-citation and Co- word were used, from which bibliometric maps are generated with the aid of the VOSviewer software, in which, for example, the most used keywords are shown; institutions and authors who publish works in the field; the authors who are engaged bibliographically; those who work together; and those that appear simultaneously in the reference lists.

scholarly journals Pengaruh Pendekatan Pembelajaran Realistic Mathematics Education dan Contextual Teaching Learning terhadap Pemahaman Konsep dan Komunikasi Matematis

2020 ◽  
Vol 7 (02) ◽  
pp. 239-252
Author(s):  
Mara Samin Lubis
Keyword(s):  
Data Analysis ◽  
Mathematics Education ◽  
Realistic Mathematics Education ◽  
Learning Approach ◽  
Mathematical Communication ◽  
Mathematical Concepts ◽  
Realistic Mathematics ◽  
Quasi Experimental ◽  
Level Of Understanding ◽  
Teaching Learning

This research was conducted to see the extent of students' understanding of concepts and mathematical communication after being treated with learning using the RME and CTL approaches. The approach used in this research is quantitative with a type of quasi-experimental research. The population as well as the sample in this study were 2 classes with a total of 70 XI MAS PAB 2 Medan Estate students. Next to find out the understanding of concepts and mathematical communication students are given a description test. To process the data obtained using ANACOVA; The results of the data analysis test concluded: the level of understanding of the concepts of students who were treated with the RME approach was lower in influence than students who were treated with the CTL approach. The mathematical communication of students who were treated with the RME approach was less influential than students who were treated with the CTL approach. The level of understanding of mathematical concepts and communication of students who were treated with the RME learning approach was lower in influence than students who were treated with the CTL learning approach. Data analysis concluded that there was an interaction effect of applying the learning approach to students' understanding of concepts and mathematical communication.

scholarly journals Prática Pedagógica e Mídias Digitais: um Diálogo Necessário na Educação Contemporânea

2021 ◽  
Vol 22 (1) ◽  
pp. 02-10
Author(s):  
Rosilene Maria Tessari ◽  
Cleonice Terezinha Fernandes ◽  
Maria das Graças Campos
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Technological Evolution ◽  
Pedagogical Practice ◽  
Digital Information ◽  
Structured Interviews ◽  
Documentary Analysis ◽  
Technological Advances ◽  
Methodological Practice ◽  
Teaching Learning

ResumoApesar de os avanços científicos e tecnológicos se fazerem, constantemente, presentes nas mais diversas áreas, atualmente, a prática metodológica aponta indícios de poucas transformações no que se refere ao planejamento e aplicação dos conteúdos nas aulas. Este artigo se originou de uma pesquisa qualitativa etnográfica, que discute a importância da contextualização da prática pedagógica perante os desafios impostos pelo avanço tecnológico. O objetivo do estudo é refletir sobre os procedimentos de ensino utilizados por professores de uma escola pública, apresentando um breve recorte histórico sobre o uso das mídias na escolarização, considerando a evolução tecnológica e o surgimento de diferentes recursos educacionais. A recolha das informações ocorreu pela análise documental e entrevistas semiestruturadas, com a observação de atividades desenvolvidas. Os resultados apresentam aulas expositivas e a utilização do livro didático e do quadro como ferramentas mais empregadas pelos professores em suas aulas. A conclusão aponta para a importância das discussões sobre os temas no panorama educativo contemporâneo e destaca a necessidade de o professor procurar se atualizar, modernizando seu ofício no contexto atual, garantindo o uso das tecnologias como instrumento capaz de priorizar seu desenvolvimento e do seu educando, promovendo a aplicação das Tecnologias Digitais de Informação e Comunicação na conjuntura de um processo de ensino e aprendizagem dinâmico, significativo e transformador. Palavras-chave: Educação. Tecnologia. Professores. Ensino e Aprendizagem. Formação continuada. AbstractAlthough technological evolution is constantly present in the most diverse areas today, methodological practice points to evidence of few changes in relation to the content planning and application in classes. This article originated from a qualitative ethnographic research that discusses the importance of contextualizing pedagogical practice before the challenges imposed by technological advances. The objective of the study is to reflect on the teaching procedures used by teachers of a public school, presenting a brief history of the use of media in schooling, considering the technological evolution and the emergence of different educational resources. The information collection was based on documentary analysis and semi-structured interviews, with observation of the activities developed. The results indicate expository classes and the textbook use and the blackboard as tools most used by teachers in their classes. The conclusion points to the importance of discussions on topics in the contemporary educational landscape and highlights the need for teachers to seek to update themselves, modernizing their practice in the current context and highlighting the use of technologies in order to prioritize their development and that of the students, promoting the application of Digital Information and Communication Technologies in the context of a dynamic, meaningful and transforming teaching and learning process. Keywords: Education. Technology. Teachers. Teaching-Learning. Continuing education

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