Mapeamento de pesquisas que investigaram a Função Quadrática em contextos de ensino e/ou aprendizagem da MatemáticaMapping of research that investigated the Quadratic Function in contexts of teaching and / or learning of Mathematics.

ResumoO presente artigo é um recorte de uma pesquisa concluída e tem por objetivo apresentar um mapeamento de pesquisas que investigaram a função quadrática em processos de ensino e de aprendizagem da matemática. Para sua estruturação, optou-se por explorar as pesquisas disponibilizadas no Banco de Dissertações e Teses da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), considerando as pesquisas defendidas no período de 2013 a 2019 e o descritor “Função Quadrática”. Inicialmente foram analisadas 129 pesquisas e verificou-se que, destas, 88 versavam sobre função quadrática em contextos de ensino e/ou de aprendizagem de matemática. Tais pesquisas compuseram o corpus de análise do presente artigo, que focalizou aspectos como lócus de produção, contextos investigados, recursos didáticos utilizados e objetivos na relação com os resultados apresentados. Em síntese, os resultados indicam que há predominância da abordagem qualitativa, que a maioria das pesquisas (57) foram realizadas no 1º ano do Ensino Médio, e que o software GeoGebra foi o recurso didático mais utilizado pelas pesquisas.Palavras-chave: Função quadrática, Tecnologia, Ensino, GeoGebra.AbstractThis article is an excerpt from a completed research and aims to present a mapping of studies on the quadratic function in mathematics teaching and learning processes. We chose to explore the research found at the Banco de Dissertações e Teses da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior/ Bank of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES), considering the works defended from 2013 to 2019 and the descriptor “Quadratic Function”. Initially, we analysed 129 studies and found that 88 were about quadratic function in contexts of mathematics teaching and/or learning. Such works made up the corpus of analysis of this article, which focused on aspects such as locus of production, contexts investigated, didactic resources used, and objectives in relation to the results presented. In summary, the results indicate that the qualitative approach predominates, that most of the works (57) were carried out in the 1st grade of high school, and that the teaching resource the works used most was GeoGebra software.Keywords: Quadratic function, Technology, Teaching, GeoGebra. ResumenEste artículo es un recorte de una investigacion completa y tiene como objetivo presentar un mapeo de estudios sobre la función cuadrática en los procesos de enseñanza y aprendizaje de las matemáticas. Elegimos explorar las investigaciones encontrada en el Banco de Dissertações e Teses da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Banco de Tesis y Disertaciones de la Coordinación para la Perfeccionamiento del Personal de Educación Superior (CAPES), considerando los trabajos defendidos desde 2013 hasta 2019 y el descriptor “Función Cuadrática”. Inicialmente, analizamos 129 estudios y encontramos que 88 se referían a la función cuadrática en contextos de enseñanza y/o aprendizaje de las matemáticas. Dichos trabajos conformaron el corpus de análisis de este artículo, que se centró en aspectos como locus de producción, contextos investigados, recursos didácticos utilizados y objetivos en relación con los resultados presentados. En resumen, los resultados indican que predomina el enfoque cualitativo, que la mayoría de los trabajos (57) se realizaron en 1er grado de secundaria, y que el recurso didáctico más utilizado fue el software GeoGebra.Palabras clave: Función cuadrática, Tecnología, Docencia, GeoGebra.

Diversity in the Muslim Student Experience

This chapter addresses the experience that Muslim students have of higher education in the UK. It is divided into three main sections, the first focusing on the individual level of analysis, the second and third on the collective. First, survey data is used to paint a picture of how Muslim students experience university and relate it to their identities as Muslims. Second, a theoretical framework for situating this experience within broader contexts is proposed, based around a three-fold distinction between governing discourses, contexts of teaching and learning, and the campus interaction order as stratified dimensions of university life. Third, this framework is built upon in introducing the six case studies from which our qualitative data is drawn. The four universities are described and compared, before the two Muslim colleges are also introduced.

Sharing Our Narratives on Developing Our Practice in Online Music Pedagogy

This chapter begins with an introduction focused on the importance of instructor's reflection on his/her teaching practices and pedagogy through the theoretical lens of Schön's work on reflection-in-action and reflection-on-action. Five case narratives are presented that highlight instructors at different entry points into their experiences of teaching music online. The narratives outline significant learning processes that took place as instructors continued on their journey in teaching music online. The implications raised from the narratives identify the need for effective online learning systems for music, institutional support for instructors teaching music online, and a need for online music instructors to have resilience and adaptability when teaching music online. Additionally, the various contexts of teaching music online signals a need for future research in the areas of: active learning for online music courses, appropriate technology tools available with a LMS, and collaborative online music tasks for effective student learning outcomes.

Fostering Interdisciplinarity: Implications for Social Sciences

At a time when interdisciplinarity is encouraged, the aim of this article is to analyse some of its implications in contexts of teaching, research and professional practice. For this purpose, and through a literature review, the concept of interdisciplinarity is discussed. Subsequently, the paper discusses its importance and the implications of its promotion, focusing on the following aspects: scientific disciplinary identity, institutional consequences, and professional consequences. It is concluded that interdisciplinary collaboration, while being, in general, difficult to achieve, can, provided that it is controlled, be both a source of recognition and scientific and/or professional opportunities for social sciences. However, there are also potential risks not to be overlooked, being important to be aware of them.

ADAPTIVE MUTUAL CURRICULUM: A BREAKTHROUGH IN CHARACTER EDUCATION

<p><em>Character education is perceived differently and has been implemented partially. In addition, its execution in classroom context seems to simply be on the concept level which later on leads to the ineffectiveness of the program. Therefore, a reference or guidance in the form of applicable curriculum is necessitated. The study seeks to create a model of an adaptive mutual curriculum that can provide a clear cut practical guidance for teachers in implementing character education and validates it. The </em><em>mutual adaptive curriculum as the product of the study</em><em> </em><em>in its implementation is adjusted to contextual needs, real and existing condition, and adopted developmental requirements. </em><em>The design and content of curriculum is designed and determined by the external contexts of teaching and learning. The adaptation is carried out in pre and whilst the process of the implementation. </em><em>The design of mutual adaptive curriculum is actualized in the forms of objectives, content or materials, learning experiences, and evaluations which are realized in the form of curriculum manual and instructional materials and activities for students. Despite the weaknesses and the problems that the mutual adaptive curriculum has, it has in certain extent proven to be a validated model of curriculum in character education</em></p>

De parabels van Jezus en van de Rabbijnen als ‘media’ van Tora

This study provides the outline of the Research Project ‘Parables and the Partings of the Ways’, a comparative reading of Rabbinic and synoptic parables (Utrecht and Tilburg Universities, 2014‐2019). It delineates the status quaestionis of comparative parable research, focusses on issues of form and rhetoric of parables and argues a multi-faceted methodology to study parables as religious media or ‘sensational forms’ in several contexts of teaching Torah. The development of the genre may also attest to the growth and separation of Christianity and Rabbinic Judaism.

Student-Teachers’ Beliefs on the Use of L1 in EFL Classroom: A Global Perspective

This study examines the English language student-teachers’ beliefs about the use of L1 in EFL classroom across the world in the context of ongoing debate among researchers and practitioners whether or not L1 should be used to teach English in ESL or EFL context. This research investigates the opinion of teachers and their reflection upon their students’ demands in the Master of Applied Linguistics program at University of Queensland, Australia. These participants have different contexts of teaching English in their home countries. To collect data, four point Likert scale questionnaire was used. Data after calculations and analysis is presented in the table and discussed. Results indicate that the limited use of L1 is not unnecessary and has positive effects in certain activities.