Universidade Luterana do Brasil: Periódicos ULBRA
Not a member yet
2922 research outputs found
Sort by
Exploring Bachelard’s Epistemological Obstacles in Physical Chemistry Textbooks: The Case of Thermodynamics Concepts
Get PDFBackground: Although textbooks are used at all education levels, they are not free from errors, mistakes, and misconceptions. In the literature, many works have investigated textbooks in various ways, with particular emphasis on the influence of language. Objectives: The objectives of this study were to identify types of epistemological obstacles, according to Gaston Bachelard’s philosophy, associated with the classical thermodynamics concepts in higher education physical chemistry textbooks commonly utilised in chemistry and related programs in Brazil. Design: We employed a qualitative methodology based on content analysis to identify thermodynamics concepts and types of epistemological obstacles in higher education textbooks. Setting and participants: For the identification of epistemological obstacles, we selected three representative textbooks used in university programs: P. W. Atkins, D. Ball, and I. Levine. Data collection and analysis: We only analysed the chapters that addressed classical thermodynamics, specifically focusing on the concepts of temperature, heat, work, energy, internal energy, and entropy. We used a priori categories that encompassed the obstacles identified by Bachelard. Results: Our findings revealed the presence of general knowledge, verbal, substantialist, and realist obstacles in the selected textbooks, with the concepts most associated with these obstacles being heat, energy, and entropy. Conclusions: By applying Bachelard’s ideas, we were able to identify epistemological obstacles in higher education textbooks. This may be one of the causes of the perpetuation of misconceptions and historical, scientific errors related to the concepts of thermodynamics
Mathematics Teaching in Youth and Adult Education in Manaus
Get PDFBackground: Youth and Adult Education (YAE) is a teaching modality aimed at young people, adults and older adults who need to complete their studies so that their specificities are respected within this teaching and learning process. Objectives: Analyse aspects related to mathematics teaching in the 3rd phase of Youth and Adult Education (YAE) through the continuing education of teachers who work in the segment, proposing new methodologies based on the results of the ADE (Student Performance Assessment). Design: The research carried out was of a qualitative exploratory nature, using psychometric theories as aids in the composition of the research, these being the classical test theory (CTT) and the item response theory (IRT). Setting and participants: From the universe of schools that compose the Semed - Manaus, a group of schools from the East Zone of Manaus was chosen; this choice was motivated by the fact that the area has the highest number of teachers (nine) who work in the 3rd phase of the YAE of Manaus. Data collection and analysis: The CTT/IRT was applied to the ADE, and the most difficult-level items were selected. For data collection, interviews, observation and application of forms on the Google Forms platform were used. Results: The research showed that teachers have many doubts regarding the curricular competencies that involve specific mathematics topics, mainly algebra. In the investigated group, none of the teachers had training in mathematics. Also, the textbook is not contextualised for the segment and does not include these new National Base skills. Schools also do not have digital resources to teach mathematics more playfully. Conclusions: Research shows that more mathematics training is needed for teachers in the segment. The Semed qualification sector needs to create a format aimed at YAE. Research is needed to assess the segment after the 3rd phase to verify the impact of mathematics teaching by teachers with no qualification in the area
Utilização do GeoGebra como um recurso para o ensino da trigonometria no Ensino Médio: Construção de Objeto de Aprendizagem Ciclo e Função
Get PDFEsse artigo apresenta parte da pesquisa em andamento que tem por objetivo desenvolver objetos de aprendizagem para subsidiar os professores em sua prática docente. Foi realizado um estudo sobre as pesquisas com objetos de aprendizagem desenvolvidos com o GeoGebra, o qual identificou que as atividades solicitam aos alunos que realizem as construções geométricas para depois serem explorados os conceitos matemáticos. Verifica-se que objetos de aprendizagens prontos permitem que o professor e aluno foquem nos conceitos matemáticos a serem aprendidos ao não dispender tempo nas construções que acabam sendo somente uma sequência de comandos sem sentido ao aluno. Apresenta-se um objeto de aprendizagem para a compreensão do seno e cosseno de um ângulo e as respectivas funções matemáticas associadas
Historical Review of the Theses Approved in the Venezuelan Master’s Degree Programmes in Mathematics Education (1974-2016)
Get PDFBackground: 1974 is the landmark of the launching of postgraduate studies in Venezuela and other Latin American countries. This research focuses on the master’s degree theses approved from 1974 to 2016 in the scope of the Venezuelan postgraduation programmes in mathematics education (PVMEM). Objective: Answer the following question: (a) How can we detail the foundation of the PVMEMs and how have they evolved until now? Design: We carried out a multiple case study of a particular nature, developing it into three phases: (a) Pre-Active, considering previous studies related to the subject; (b) Interactive, corresponding to the fieldwork: identification of two active PVMEMs and semi-structured interviews with the people linked to the programmes above, who can provide information of interest to the study; this phase was closed with the organisation of the textual and oral corpora, fundamental for the study; and (c) Post-Active, when we proceed to: analyse and interpret the collected, reduced and organised information; organise the results obtained and provide the answers to the guiding questions of the research. Data collection and analysis: We saw that seven universities in Venezuela hold master’s degree programmes in mathematics education. During the study period, 1,012 theses were approved, of which 973 (96.15%) were accepted; each thesis was coded to help locate it and, according to the interests of the study, the following aspects were considered: Author; Advisor; Qualification; Field, subjects, and objects; Paradigm/Methodical; Theories and Concepts. The oral corpus was submitted to narrative analysis, while a bibliometric analysis was conducted in the textual corpus. Results: (a) Regarding the details of the creation of postgraduate studies in mathematics education in Venezuela, we verified that on May 17, 1974, the PVMEM was created at the Caracas Pedagogical Institute, being also the first of the kind in Latin America; (b) Regarding the evolution of the Venezuelan master’s degree programmes in mathematics education in Venezuela, we verified that 20 years passed between the creation of the PVMEM at the Caracas Pedagogical Institute and the National Experimental University of Guayana. Since the mid-1990s, advisors and authors of theses have increased interest in addressing questions related to the processes of teaching and learning mathematics but incipient adoption of theories specific to the area of mathematics education. Conclusion: For future studies, we organised a textual corpus of the master’s degree theses approved by the PVMEMs between 1974 and 2016 to examine, identify the contributions with which they contributed to the Venezuelan scientific production in mathematics education, and recognise the trajectory of Venezuelan mathematics educators who, over time, achieved the status of scientific authority and developed academic genealogies
[Between] the Paintings of the Ndebele Houses: [Geo]metries and Ragged Curricula
Get PDFThe implementation of Law 10.639/2003 on the Teaching of Afro-Brazilian History and Culture in Schools has demanded from Mathematics Education several studies and problematizations about the nature of the [M]mathematical knowledge present in school curricula. This Law prompts dialogues between different epistemologies, whether of Western origin, Afro-Brazilian origin, or in between these epistemologies, in order to produce new debates that fray the disciplinary logic, neutrality, universality, and uniqueness of Mathematics. Thus, based on the practice of painting houses, which is carried out by women from the Ndebele people of Africa, we can consider the curriculum a place of invention. Objectives: Learning from the Ndebele women, what paintings can emerge? Are curricula invented when Stories and practices of African cultures become the focus of study in Mathematics classes? Design: We are guided by an intervention-research, performing a review of ethnographic investigations on the sociocultural practice of painting Ndebele houses. Environment and participants: The research begins with the subjectivity processes that cross three researchers: two mathematical educators in different stages of life and a philosopher. They are all interested in following different paths with Mathematics Education, Ethnomathematics, Philosophy, and..., which make us professors, determining our conceptions of territory and research. Data collection and analysis: The records and data of this research were produced based on the works of Paulus Gerdes on the paintings of Ndebele houses, as well as other authors of African origin, allowing us to be affected by these productions and question the homogeneous curricular models. Results: With this research, we travel to Africa to find strange the mathematicS practiced by the Ndebele community and to make the mathematics curriculum strange; in this sense, contemplating knowledge at the crossroads of the school curriculum, Law 10.639/2003 and Mathematics, entails producing a notion that is closer to the affective field than the field of meanings. Conclusions: The experience of shifting sociocultural practices to the classroom, such as the sociocultural practice of painting Ndebele houses reveals a curriculum as a place of invention in which mathematicS takes place and composes other curricula capable of painting a different use for Law 10.639/2003 fraying Mathematics' neutrality, universality, and uniqueness, and developing a school curriculum that escapes, leaks, and spreads minor, distinct, and unusual knowledge
Tornar a música mais alta que as bombas: guerra, refúgio e politização da infância
Get PDFEste texto tem por objetivo problematizar o lugar político da infância enquanto potência e força de transformação. Dialoga com o documentário “Para Sama”, que a jornalista cineasta Waad al-Kateab dedica à sua filha, que nasce e vive seus primeiros anos de vida no contexto da guerra civil da Síria, que durante uma década soma imensa quantidade de crianças mortas, desaparecidas, refugiadas ou recrutadas. Que é a infância nesse contexto? Qual seu lugar político? Os conceitos de liberdade, como sentido mesmo da política, tal como apregoa Hannah Arendt, e de precariedade e comoção, na abordagem feita por Judith Butler, amparam a discussão teórica construída numa perspectiva interseccional que articula gênero, geração, etnia e territorialidade.
Students' Inquisitive Questions Predict Their Understanding of Mathematics Texts
Get PDFBackground: Inquisitiveness plays an important role in learning. Inquisitiveness encourages a person's natural tendency to ask questions when faced with a confusing situation. However, students are often unable to generate effective questions to understand information from mathematics texts. This study investigates students' inquisitive questions about mathematics texts and their relation to the understanding obtained from the text. Design: This study uses qualitative data and analysis of students' questions about mathematics texts. Setting and Participants: This research was conducted at Darul Ulum Islamic Boarding School University in Indonesia with 11 students. Data from three students as the most extreme cases were chosen for further discussion. Data collection and analysis: the data were obtained from observations of questions and student behavior during discussions, content analysis of written questions, and reading comprehension tests. Results: Lack of ability to raise questions related to the level of understanding of mathematics texts at the surface level. Interventions to read carefully and write down questions in each part of the text can increase the understanding of students who have high motivation to ask questions in discussion
Interface trabalho–família: um estudo com servidores públicos municipais
Get PDFO presente estudo investigou a interface trabalho-família em Servidores Públicos de um município do noroeste do estado do Rio Grande do Sul, caracterizando teoricamente as perspectivas de conciliação e de conflito presentes no fenômeno, bem como as características de interferência bidirecional. Foi realizada uma pesquisa quantitativa, com 58 servidores públicos municipais, em que se aplicou um questionário de dados sociodemográficos, para caracterização da amostra, e as escalas Interface Conflito Trabalho-Família (ICTF) e Interface Positiva Trabalho-Família (IPTF). Os dados foram submetidos à análise estatística descritiva e de comparação de médias de grupos. Os achados reforçaram a importância da família como esfera primária de reconhecimento e apoio na conciliação da interface, bem como notou-se que trabalhadores com mais idade, em home-office e com maior renda familiar, demonstram aumento nos escores da interface positiva do trabalho-família
