Universidade Luterana do Brasil: Periódicos ULBRA
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Integration of STEM Education in Differential and Integral Calculus classes: Aspects Evidenced in a Mathematical Modelling Activity
Get PDFBackground: The integration of STEM areas (science, technology, engineering and mathematics) in engineering courses has been the focus of research in the educational context and mathematical modelling has the potential for its success. Objectives: The research question that guides the discussion is: What aspects of STEM education can be evidenced when engineering students develop mathematical modelling activities in a virtual environment within the scope of a Differential and Integral Calculus course? Design: Qualitative research carried out in the second half of 2020, based on research design guidelines, in the Differential and Integral Calculus subject during remote teaching. Setting and Participants: Virtual environment shared by two classes with 72 students from different courses for the development of a mathematical modelling activity. Data collection and analysis: Data from 18 groups were collected virtually from notes on the wiki, audio or video recordings of group meetings or orientation meetings, activity communication video and individual response to a questionnaire. The analysis was based on an initial coding of data from all groups, carried out with the support of AtlasTi, in which three groups were selected for a detailed analysis related to aspects of STEM education. Results: Some groups naturally integrate the four STEM areas and others carry out this integration in a partial way. Conclusions: The virtual environment made it possible for students to interact in their groups and collaborate with each other to solve a problem in a way that knowledge of basic sciences and mathematics were articulated
Tasks About Impossible Random Events: A Pedagogical Game as a Teaching Tool for the Early Years of Elementary School
Get PDFBackground: The concepts of impossible random events are an integral part of the National Common Curricular Base – BNCC and of the thematic unit “Probability and Statistics”, in which 6- to 8-year-old students must classify events involving chance, such as “it is impossible to happen”, indicating the need for proposals that help in the teaching and learning process. Objectives: A possibility was shown to develop a pedagogical work for the initial years of Brazilian Elementary School based on pedagogical games, creating methodological theoretical subsidy to rethink strategic methods, resizing them in order to minimise the existing gap between ludic activities and everyday tasks carried out by students, spontaneously, and the work triggered in the classroom. Design: Cards were prepared for the game “Probability in Action”, called Questions (?), which are tasks based on problem situations with the objective of favouring the apprehension of contents and the development of probabilistic knowledge, having as theoretical support the Anthropological Theory of the Didactic - ATD by Yves Chevallard, consisting of two blocks, the practical and the theoretical. Setting and Participants: It was a theoretical work that presented a didactic and mathematical praxeology that exposed and explored, in detail, the practice and the probabilistic theory involved in the cards of the game “Probability in Action” focused on impossible random events in which it is associated with the solving tasks or problem situations. Data collection and analysis: Tasks associated with impossible random events were created and described using ATD, comprising type of tasks (T); techniques (τ) that solve tasks of this type; technology (θ) that justify the techniques and guarantee their validity, and, finally, the theory (Θ) that justifies the technology. This praxeological quartet is denoted [T, τ, θ, Θ], and the block [T, τ] is called practical-technical (praxis), or know-how block; and the block [θ, Θ] is called the technological-theoretical block (logos) or knowledge block. Results: In terms of the ATD, its use allowed identifying a set of praxeologies that made it possible to characterize both the probabilistic object and the didactic approach for such an object, and the praxeological organization was composed of four elements: 1) Task (T) and its subtasks (t), which was characterized by the action required by the problem situation proposed for the question cards in the game; 2) Technique (τ), identifying the way to perform the task and its subtasks; 3) Technology (θ), specified by the set of definitions, properties, axioms and theorems that justify the technique, that is, that the random phenomenon refers to experimental realization when its observation is impossible; 4) Theory (Θ), the field in which technology is justified, probability theory. Conclusions: Supported by the results of this study, basic probabilistic concepts were thought of that meet the needs of Brazilian fundamental education, so that it is possible to contribute to the growth and development of an autonomous, critical, active society capable of making decisions in front of to the information you encounter
APRESENTAÇÃO
No full textApresentação - Dossiê PEDAGOGIAS DO PRESENTE: Implicações nos sujeitos, nas relações e na sociedadeOrganizadoras: Profª. Drª. Mariangela Momo e Profª. Drª. Patrícia Ignácio
A PEDAGOGIA DO YOUTUBE E O EMPREENDORISMO DOCENTE DIGITAL
Get PDFEste artigo decorre de pesquisa em andamento que visa compreender como a plataforma de vídeos YouTube opera no agenciamento de professores, transformandoos em empreendedores digitais. O recorte aqui selecionado diz respeito ao mapeamento de enunciações do material publicado no YouTube Official Blog intitulado Conheça 3 professores que cresceram no YouTube em 2021. Por meio da Análise de Discurso de inspiração foucaultiana, foi possível perceber as operações discursivas utilizadas pela plataforma para atrair docentes e formar o professor youtuber para seguir carreira na plataforma. Uma demonstração da Pedagogia Cultural opera ensejando o empreendedorismo docente digital e a plataformização do trabalho do professor yout
Desenho animado para e com crianças: produção de gêneros e sexualidades na Cultura Visual - meninos heróis e meninas heroínas
Get PDFDos artefatos visuais que promovem a construção de infâncias generificadas, interessam-nos os desenhos animados que, em produções cinematográficas e outras, decorrentes delas, exploram o uso dos superpoderes. Que desestabilizações localizamos na construção de feminilidades e masculinidades de personagens infanto-juvenis com superpoderes? Objetivamos, neste artigo, tensionar as relações de gênero dessas animações por meio dos subsídios teórico-metodológicos dos Estudos da Cultura Visual e dos Estudos de Gêneros. Para tanto, apresentamos como essas mídias provocam a padronização dos gêneros analisando duas produções: Miraculous: As aventuras de Ladybug (2015--) e Os Incríveis (2004; 2018). Consideramos que essas personagens e narrativas, ainda que fictícias, correspondem aos projetos que, na vida real, capturam meninos e meninas na intenção de torná-los/as masculinos e femininas, respectivamente
Students’ Creative Thinking Stages in Inquiry-Based Learning: A Mixed-Methods Study of Elementary School Students in Indonesia
Get PDFBackground: Creative thinking skills significantly affect the learning process's success. Improving higher-order thinking skills requires wise consideration of learning techniques and a commitment to an active and learner-centered learning environment. Objectives: The objective of this research is to explore the creative process of children when playing games using coding skills. Design: This study employed a mixed-methods approach to data collection, combining semi-structured and comparison methods. Setting and Participants: The research sample consisted of 20 five-grade students (twelve boys and eight girls) from SD Negeri 149 Tokinjong, Sinjai Regency. Data collection and analysis: Descriptive statistics and the N-Gain test were used to analyse participants’ creative thinking pre- and post-test scores. Interview analysis was performed through data reduction, data display, and conclusion drawing and verification. Results: The results showed that IBL has the potential to improve elementary school students’ creative thinking skills with a mean score of 77.25. Besides, participants engaged in a cyclical thinking phase between the preparation and imagination phases. The two cognitive tasks distinguished the cyclical thinking process are information collection and information examination. This process was repeated until participants decided that no more viable alternatives. Conclusions: The implementation of inquiry-based learning has the potential to improve elementary school students’ creative thinking skills; participants engaged in a cyclical thinking phase between the preparation and imagination stages
Mathematics in the Preparation and Sale of Colombian Rice Pies and Its Potential Contribution to Mathematics Education
Get PDFBackground: The pastel de arroz [rice pie] is part of the traditional foods of the Colombian coast. Its preparation and sale encompass various unconventional mathematical processes. At this point, ethnomathematics allows the study of such processes without separating them from the social and cultural environment where they are employed. Objective: To study the mathematical processes involved in preparing and selling rice pies from an ethnomathematical perspective. Design: A qualitative methodology was applied for this purpose through an ethnographic approach. Setting and participants: Two cooks who are experts in making rice pies and are recognised for their work participated in the study. Data collection and analysis: Semi-structured interviews and participant observation were used as data collection methods, and electronic devices were also used to collect audiovisual material. The analysis of the information was categorical. Results: Among the main results, measurement processes, the use of non-conventional measurement units, and the use of mathematical processes, such as groping and the simple rule of three, for determining the quantities of ingredients and the price of the pies are identified. Conclusions: The stages of the preparation of the rice pies and the mathematical processes that are implicitly developed in them are exposed, and the importance of the connections of the results with topics related to school mathematics education and its potential contribution to this field is raised.Background: The pastel de arroz [rice pie] is part of the traditional foods of the Colombian coast. Its preparation and sale encompass various unconventional mathematical processes. At this point, ethnomathematics allows the study of such processes without separating them from the social and cultural environment where they are employed. Objective: To study the mathematical processes involved in preparing and selling rice pies from an ethnomathematical perspective. Design: A qualitative methodology was applied for this purpose through an ethnographic approach. Setting and participants: Two cooks who are experts in making rice pies and are recognised for their work participated in the study. Data collection and analysis: Semi-structured interviews and participant observation were used as data collection methods, and electronic devices were also used to collect audiovisual material. The analysis of the information was categorical. Results: Among the main results, measurement processes, the use of non-conventional measurement units, and the use of mathematical processes, such as groping and the simple rule of three, for determining the quantities of ingredients and the price of the pies are identified. Conclusions: The stages of the preparation of the rice pies and the mathematical processes that are implicitly developed in them are exposed, and the importance of the connections of the results with topics related to school mathematics education and its potential contribution to this field is raised
Statistical Graphs in Natural and Social Sciences Textbooks in Chile
Get PDFBackground: Currently, statistical graphics are an interdisciplinary resource for the development of various activities, such as mathematics, natural sciences and history, geography, and social sciences, being essential for the teaching process. Objective: To analyse activities related to statistical graphs in natural sciences and history, geography, and social sciences textbooks in Chilean primary education. Design: Qualitative methodology, descriptive level, using the content analysis method. Setting and participants: The sample consisted of two textbook collections for both subjects (n=24), covering elementary school courses from grades 1 to 6. Data collection and analysis: Through content analysis, types of graphs, reading levels, levels of semiotic complexity, and types of tasks and activities with statistical graphs. Results: The results show a total of 105 activities. In natural sciences, reading level 4, semiotic level 3, and the explaining task predominated. In the case of history, geography and social sciences, level 1, semiotic level 2, and the example task predominate. Conclusions: More activities must be included in the HGSSci in the first years of schooling, as they only appear in the 5th and 6th grades, especially if analysis work is encouraged. NSci textbooks include some graphs to be addressed in mathematics in later subjects, so we suggested working the graphs systematically within the subjects
Discursive Textual Analysis & Iramuteq: Potentials of the Blended Process
Get PDFBackground: For years, scholars have been studying possibilities for science teaching. Science Clubs became an alternative since they are spaces around collective interests. Objectives: How is the discursive textual analysis method configured in a blended process, given its three analytical stages, supported by the IRaMuTeQ software? The objective was to present, in full, the discursive textual analysis method, supported by the IRaMuTeQ software, to understand the blended procedure that includes the analytical stages. Design: The research approach is qualitative. The global corpus is based on four dialogues about the universe of Science Clubs. Setting and participants: The participants are two researchers with extensive experience. The information analysed is four dialogues about Science Clubs. Data collection and analysis: There were five meetings lasting approximately 120 minutes each. The analysis method adopted is the discursive textual analysis, supported by the IRaMuTeQ software. In the software, the baseline analysis was descending hierarchical classification. Results: The emergence of five intermediate categories was identified, and it is possible to observe, as the main result, from the subcorpus analyses, the recognition of the composition of each intermediate category by other five to seven initial categories. Conclusions: The subcorpus analysis procedure is vital for understanding the constructions of each emerging intermediate category, configuring itself as an advanced level of understanding of categorisation. Thus, we concluded that the discursive textual analysis, with software support, is a blended analysis process
