Universidade Luterana do Brasil: Periódicos ULBRA
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Mathematical Discourse in Research Lessons from a Lesson Study with Two Prospective Teachers
Get PDFBackground: Mathematical classroom discourse is fundamental to control mathematical communication. Initial teacher education should support the prospective teacher to prepare and lead discussions that favour mathematical discourse. Lesson study is a professional development process with potential benefits related to developing the prospective teacher’s knowledge of mathematics teaching. Objectives: We intend to characterise the mathematical discourse in two research lessons led by prospective teachers and understand which aspects of their participation in the process they highlight. Design: We follow a qualitative and interpretative participant-observation approach. Setting and participants: The study took place in a Portuguese higher education institution. Two prospective teachers, their supervisor and cooperating teacher, and the researcher participated voluntarily. Data collection and analysis: Data collection included participant observation, field notes, audio and video recordings, document collection, and semi-structured interviews. Data were transcribed, coded, and analysed according to predefined categories. Results: The mathematical discourse in the first research lesson was more favourable to communication than in the second. The prospective teachers’ perceptions about their participation in lesson study highlighted aspects of the teacher’s role, questioning, explaining mathematical thinking, and mathematical representations. Conclusions: We show that detailed prior preparation of the research lesson can strongly benefit the performance of the prospective teacher. However, this does not guarantee that the lesson is not strongly centred on the teacher
The black identity in the national imaginary of the black movement in its proposals for an education for ethnic-racial relations (1948–1983)
Get PDFO presente texto apresenta uma reflexão acerca da construção de um lugar para o negro na história nacional vigente na proposta de uma educação para as relações étnico-raciais, a partir de escritos do Movimento Negro. Para tanto, tomamos como objeto de discussão o conceito cunhado pelo grupo [educação para o negro] e analisamos as visões construídas sobre Zumbi dos Palmares na criação do sítio arqueológico em homenagem a este personagem e o imaginário projetado sobre a figura de Luis Gama. No exercício interpretativo de nossas fontes (O Negro Revoltado e o Primeiro Congresso do Negro nas Américas), percebemos que as intenções do movimento em questão eram por meio da memória desses agentes usarem essa educação para as relações étnico-raciais no processo que envolve a construção da própria identidade negra
Música como intervenção para crianças com dificuldades de aprendizagem: revisão sistemática da literatura
Get PDFAs crianças são uma população que se beneficia da música como um recurso que tem múltiplos efeitos no organismo, desde psicológicos até fisiológicos. Este artigo teve por objetivo realizar uma revisão sistemática da literatura sobre estudos empíricos que abordassem efeitos da música em crianças com dificuldades de aprendizagem. O período pesquisado foi de 2008-2018 nas bases de dados Pubmed, Medline, e Scopus, utilizando-se os descritores music therapy, music education, children, learning difficulties nos idiomas inglês, português e espanhol. Foram selecionados 11 artigos de pesquisas de intervenção, e os efeitos foram em melhorias no desempenho social e de auto expressão, efeitos sobre a consciência fonológica e nas funções executivas. Os estudos apontaram que a música e/ou som foi uma estratégia que alcançou melhorias de índices em habilidades de leitura, aspectos cognitivos e emocionais em populações de crianças que apresentam dificuldade de aprendizagem, porém sem diagnóstico.Palavras-chave: revisão sistemática; musicoterapia; dificuldades de aprendizagem.
Decision-Making in Situations of Uncertainty as School Mathematical Knowledge
Get PDFBackground: One of the explicit objectives of school mathematics is to prepare students to make decisions. However, decision-making itself is not usually considered curriculum content. Recently, the Chilean school mathematics curriculum incorporated decision-making in contexts of uncertainty as a teaching object in differentiated secondary education. Objective: Discuss from a socioepistemological perspective how the teaching of decision-making in uncertainty is proposed in the Chilean curriculum, considering both the study programme and the official school text. Design: Based on a qualitative methodology, thematic analysis is used to identify historical-epistemological criteria and content analysis to review the activities of the curriculum texts. Setting and participants: Three textual corpora are analysed: a historical work, the syllabus, and the official school text. Data collection and analysis: By applying interpretative content analysis, the activities proposed for teaching decision-making in contexts of uncertainty are analysed, considering as a criterion the epistemological distinction between single-case decisions and decision-making processes, as well as the use of a priori and a posteriori probabilities. Results: The textbook provides more tasks or questions involving the student in decision-making than the syllabus, but not always explicitly, emphasizing calculation and formulas. Based on the defined analysis criteria, it was possible to classify all the activities except one related to the Monty Hall problem. Conclusions: The activities proposed in both the textbook and the syllabus almost exclusively promote single-case decisions, with a predominance of a posteriori probabilites, which generates a conceptual overlap between chance and randomness
Education and africanities: for the right to history and afro-descendant memory
Get PDFO artigo apresenta reflexões a partir de pesquisas e disciplinas ministradas nos anos 2005-2022 no âmbito de diversos programas de formação nos quais atuei como professora, palestrante e oficineira. Apresento parte de minha trajetória de educadora na prática de uma educação emancipadora na perspectiva da sabedoria tradicional Iorubá, que vai ao encontro das diretrizes curriculares nacionais para Educação das Relações Étnico Raciais (ERER). Assim, parto de reflexões oriundas de projetos e palestras ministradas na perspectiva da ERER, onde usei metodologias e estratégias quais a arte-educação, contação de histórias, vivências práticas de oficinas e rodas de escutatórias, e estudos dirigidos para formação de alunos de graduação
Reflections on Continued Training in Fractions: Influence on Teachers’ Professional Development
Get PDFBackground: The teaching of fractions is important due to its everyday applicability and relevance in different fields. However, its teaching is still challenging, and students often encounter difficulties. Given this reality, it is necessary to promote continuous training on this topic to enhance teachers' pedagogical practices. Objectives: The objective of the research was to analyze the activities developed in continued training for teachers in the area of Mathematics in the initial years of Elementary School, aiming to examine their contributions to the development of Fraction content. Design: The methodology adopted was qualitative, with an interpretative analysis of the collected materials. Environment and participants: The continued training for teachers was carried out remotely, with synchronous moments via Google Meetings and the Moodle platform. The research participants were 24 teachers from the initial years of Elementary School in the city of Taquara, in Rio Grande do Sul. Data collection and analysis: Data collection and analysis were carried out based on materials obtained during continued training for teachers, being analyzed in a descriptive and interpretative way. Results: The training offered to teachers allowed them to expand their knowledge on the proposed topic, enabling them to develop plans that enhance the teaching and learning process of Fractions content. Conclusions: The training meetings were considered important to enable teachers to improve their mathematical and methodological knowledge, allowing them to approach the concepts judiciously, promoting a comprehensive understanding. It is understood that continued training, such as the proposal, is fundamental to improving teaching and strengthening teaching practice
The Individual and the Collaborative Nature of Metacognitive Strategies and Their Unfoldings for Mathematical Modelling
Get PDFBackground: Mathematical modelling has been pointed out as a means for teaching and learning mathematics in the classroom. Objective: To investigate consequences for the development of mathematical modelling activities arising from students’ metacognitive strategies. Design: The research follows the guidelines of the qualitative approach. Environment and participants: The modelling activities were developed by students in the fourth year of a Mathematics degree course. Data collection and analysis: In classes of the discipline Perspectives on Mathematical Modelling, data were collected through recordings of classes held on Google Meet. The written records produced by the students and the reports delivered by them also make up the material for analysis. Results: The unfolding evidenced for the activities can be allocated into four groups: identification of the interaction between mathematics and reality; use of mathematical concepts and construction of models; validation of models and results; back-and-forth movements in mathematical modelling activities. Conclusions: Although the main agent of metacognition is the individual, in modelling activities, metacognitive strategies are not limited to the individual nature, there is also evidence of collaborative metacognition in the group. Some developments result from more of one metacognitive strategy than another. This signals that it is not an isolated strategy, but a set of them that enables actions in mathematical modelling activities
Mediation in Mathematics Teaching and Learning in Deaf Education: Algebraic Thinking
Get PDFThe proposal of inclusive education in the education of deaf children does not limit the issues of access to communication. Bilingual education is necessary for their learning and cognitive development, also considering their way of interacting and organising life. Objectives: To investigate how mediation is done through signs and instruments in appropriating algebraic knowledge by deaf students attending non-special schools. Design: The design experiment based on educational design research (EDeR) has been chosen as the methodological path. Setting and participants: The teaching episodes were developed with two deaf students from two state public schools in a municipality in Paraná, Brazil. Data collection and analysis: Field diaries and video recordings of teaching episodes were used for data collection. The collected data were analysed through the use of content analysis. Results: Mediation through signs and instruments is the key point for high-quality teaching, as it establishes connections between the student’s previous experiences and the mathematical concepts in consolidation. Conclusions: Visuality is reaffirmed as essential for the development of mathematical contents, especially in the development of algebraic thinking in the education of deaf students. It also points out the need to expand investments in universal education of quality to guarantee human and material resources for public schools
#ChegaDeMentiras: Novas masculinidades no currículo da publicidade
Get PDFAs transformações culturais contemporâneas têm promovido a difusão de novas identidades sociais, novas subjetividades de gênero e de sexualidade. Neste artigo, com base nas teorizações pós-críticas de currículo, nos voltamos para o anúncio #ChegaDeMentiras da empresa Gillette com o objetivo de analisar os discursos que têm promovido novas masculinidades. As práticas discursivas indicam que a possibilidade dos homens se emocionarem, demonstrarem insegurança e acharem outros homens bonitos, sem abrirem mão da heterossexualidade, se materializam entre os enunciados do currículo cultural da Gillette, sinalizando para uma nova ordem do discurso (de gênero) e para a invenção de novos nichos subjetivos na sociedade do consumo
The Profile of Palaeontology Teaching in Undergraduate Courses in Brazil
Get PDFBackground: Currently, palaeontology professors have been challenged to update and incorporate innovative teaching approaches into their planning to help students develop the necessary skills and competencies. However, today there is a mismatch between the current and the ideal teaching profiles. Objective: To describe the palaeontology teaching profile in undergraduate courses in Brazil. Design: Descriptive and exploratory study. Setting and participants: Palaeontology professors (n=37) in undergraduate courses at several Brazilian higher education institutions. Data analysis collection: Data were collected through a semi-structured online form (survey), triangulated and categorised into (a) general characteristics, (b) teacher education, (c) teaching experience, (d) undergraduate courses, (e) curriculum, syllabus, and programme discussion meetings, (f) inter and multidisciplinarity, and (g) curriculum. Results: Despite the limited scope (small sample size), the study results guided the focus of the research and improvement efforts, as there are still many difficulties and challenges to be overcome to raise the quality of teaching in undergraduate palaeontology across the country. Conclusions: The data from this study can serve as a valuable basis for professors-researchers, educational managers, and policymakers interested in implementing innovative continuing education programmes and in supporting management and policy decisions regarding potential reforms of palaeontology teaching in Brazilian undergraduate courses in higher education institutions