Universidade Luterana do Brasil: Periódicos ULBRA
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Ontosemiotic Analysis of the Use of Multibase Material in Mathematics Textbooks for Primary Education in Chile
Get PDFBackground: The multibase material is a widely used and recommended resource for mathematics teaching in the first school grades, given its potential in learning numerical concepts. For this reason, we consider analysing the proposal suggested in the textbooks on its use in primary education. Objective: To analyse the use of multibase material in the teaching of mathematics in primary education in Chile. Design: A qualitative methodology of exploratory-descriptive level is followed. Setting and Participants: Sample made up of 12 math textbooks. Data collection and analysis: The levels of analysis of mathematical activity and the construct epistemic configuration of primary objects, theoretical and methodological elements of the Onto-Semiotic-Approach (OSA) were used. Results: Multibase blocks are used to 1) indicate the cardinality of a set; 2) explain a procedure; 3) explain a concept; 4) represent a number, and 5) compare numbers. Conclusions: The analysis of the textbooks allowed us to identify how the multibase material is used in primary education. This information can serve the teachers in service to enhance their use in the instructional process
Hierarchy of Students’ Reflective Thinking Levels in Mathematical Problem Solving
Get PDFBackground: Reflective thinking plays an essential role in problem solving. However, the hierarchy of students’ reflective thinking levels when solving problems is not yet known. Objectives: The study aims to determine the hierarchy levels of students’ reflective thinking in solving mathematical problems. Design: This type of research was qualitative and employed an explorative approach. Setting and Participants: This research examined 104 reflective thinkers from Java, Sumatra, and Sulawesi. Data collection and analysis: We used analytical geometry instrument tests, observation sheets, and interview guidelines to refine the data. The instruments underwent a review process by validators experts in mathematics education research, qualitative research, and mathematical thinking skills research. We used the think-aloud method to capture the data, which were recorded through an audiovisual recording tool. The data were analysed through three stages: preliminary analysis, open coding, and axial coding. Results: The analysis reveals that reflective thinking has four levels: in-depth understanding, relating concepts, making errors and willingness to correct them, and being convinced of answers. to elevate it to a higher level. Conclusions: The research concluded four hierarchy levels of reflective thinking. Further research can focus on defragmenting students’ reflective thinking during problem solving in an attempt to improve such thinking. Moreover, determining the steps to defragment students’ reflective thinking at each level is necessary
Leitura na Educação Infantil: uma análise a partir de documentos oficiais
Get PDFO lugar da leitura e da literatura na Educação Infantil é indicado em documentos normativos. Este artigo apresenta uma análise sobre como a leitura literária é tratada na Base Nacional Comum Curricular (BNCC), no Referencial Curricular Gaúcho (RCG) e no Projeto Político-Pedagógico (PPP) de uma Escola de Educação Infantil. A análise foi realizada através de uma leitura exploratória para familiarização, buscando-se indicações acerca da leitura e educação infantil. Os resultados são apresentados contemplando inicialmente breve contextualização de cada documento, seguida de apresentação organizada por temas. Conclui-se que a leitura literária é tratada de modo incipiente na BNCC e no RCG, e não é contemplada no PPP da Escola em questão. Ressalta-se a necessidade de maior reconhecimento e orientação sobre o acesso da criança pequena ao universo simbólico da literatura por parte dos documentos oficiais
Proporções de procedimentos odontológicos realizados no município de canoas: um histórico de 10 anos - DOI https://doi.org/10.29327/226091.55.1-8
No full textOs objetivos do presente estudo foram: realizar uma série histórica dos procedimentos realizados pelos serviços odontológicos na Atenção Primária em Saúde (APS) no município de Canoas e verificar a redução da proporção de procedimentos de exodontia. Os dados foram coletados do Departamento de Informática do SUS (DATASUS) e foram agrupados em blocos de procedimentos odontológicos: exodontias, restauradores, preventivos, periodontais, endodônticos/urgências e outros procedimentos. Verificou-se que houve redução da proporção de exodontias e quando foram calculadas as médias do período de 10 anos, utilizando os critérios específicos da APS e do IDSUS, as proporções de exodontias foram 4,46% e 4,83%. Neste contexto, conclui-se que a série histórica evidencia a redução das proporções de exodontias no município e as médias das proporções das exodontias no período avaliado foram maiores quando comparadas com a meta estabelecida pelo Plano Anual de Saúde (2,8)
The Construction of the Tower of Pisa as a Basis for Problem-Solving in the Exact Sciences and the Use of Interdisciplinarity in Teaching
Get PDFBackground: Learning in exact sciences is a common problem for education in all countries. New education technologies are proposed to solve these situations, and using real problems in teaching is suggested. Objectives: This article associates Pólya’s problem-solving method with the real problems in the construction of the Tower of Pisa. Design: In this work, we propose a multidisciplinary approach to the history of the construction of the Tower of Pisa, related to the social, historical, geological, and mainly physics and engineering problems shown in this work. Setting and participants: The authors were responsible for elaborating and solving the proposed problems. Data collection and analysis: The data used come from the history of the Leaning Tower of Pisa as a pedagogical basis for teaching, especially in the exact sciences. Results: Many problems and resolutions via Pólya’s problem-solving method were performed to show teaching possibilities to teachers and students. Conclusions: The Tower of Pisa theme can be used to implement new education technologies, such as modelling, problem-solving, and real-life problems, as it enriches school culture and attracts an inter-and multidisciplinary character to teaching, as shown through the proposed teaching in exact sciences examples
Avaliação da atividade mutagênica da miricitrina
Get PDFOs estudos toxicológicos de compostos naturais têm sido ferramentas importantes para a identificação de compostos químicos com potencial terapêutico, contribuindo para o desenvolvimento de fármacos. A miricitrina (MIR), flavonol presente em folhas e frutos de plantas da família Myrtaceae, possui ação anti-inflamatória, antidiabética e antioxidante em humanos. Em razão da escassez de estudos sobre a toxicidade genética da MIR, este estudo teve como objetivo avaliar o potencial mutagênico da MIR in vitro em uma linhagem celular de mamíferos. Para isso, o Teste de Micronúcleos com Bloqueio da Citocinese – CBMN foi escolhido para detecção de instabilidade cromossômica, expressa na forma de micronúcleos (MN), pontes nucleoplasmáticas (PN) ou brotos nucleares (BN). A MIR foi testada nas concentrações de 10 µM, 21,25 µM e 42,5 µM por 4 e 24 horas em células de ovário de hâmster chinês (CHO-K1). Os resultados obtidos revelaram a ausência de genotoxicidade da MIR nas células CHO-K1 quando comparadas ao controle negativo (CN) no período de 4h. Já no período de 24h, a maior concentração da MIR (42,5 µM) induziu aumentos na frequência de MN e PN, quando comparado ao CN. Os dados apontam para a ação pró-oxidante da MIR na maior concentração e no tempo de tratamento prolongado
“Resistir para poder permanecer”: vivências de mulheres negras na Universidade
Get PDFO artigo apresenta parte de uma investigação sobre experiências de mulheres negras egressas do Centro de Educação e Cultura Pré-vestibular Resgate Popular (Porto Alegre/RS), atualmente estudantes universitárias. Objetiva-se, a partir das noções formuladas por Patrícia Collins, identificar imagens de controle em seus ambientes acadêmicos, refletir sobre a contraposição a elas e as possíveis relações entre a passagem pelo Resgate e sua permanência na universidade. A reflexão embasa-se ainda nas definições de Aníbal Quijano, para a colonialidade do poder e de Rita Segato, para as inter-relações entre a colonialidade do poder e questões de gênero. Pretende-se colaborar com o debate sobre o acesso e permanência de mulheres negras na universidade.
Os rastros do dispositivo de sexualidade no conto Chapeuzinho Vermelho
Get PDFEste artigo analisa versões do conto Chapeuzinho Vermelho escritas por Perrault e pelos irmãos Grimm, buscando compreender como elas (re)produzem formas de governo dos sujeitos infantis e de sua sexualidade. A partir de um referencial foucaultiano, são construídas reflexões sobre os discursos hegemônicos de determinada época e suas vinculações a um projeto pedagógico que demonstra a necessidade moderna de governamento dos corpos e das condutas dos sujeitos. O trabalho também recorre à premissa de Robert Darnton de que os contos populares podem ser analisados como documentos históricos. Conclui-se que o conto analisado incita disciplina e obediência, (re)produzindo uma ideia de infância moderna articulada ao dispositivo de sexualidade
Knowledge and Competencies of Prospective Teachers for the Creation of Proportionality Problems
Get PDFBackground: Problem posing is a fundamental competence that enhances the didactic-mathematical knowledge of the mathematics teacher, so it should be an objective in teacher education plans. Objectives: This paper describes and analyses a training intervention with prospective teachers to develop such competence using proportionality tasks. Design: This qualitative and interpretative study adopts a methodology characteristic of didactic design or engineering research. The design of the intervention and the content analysis of the participants’ answers use theoretical and methodological tools from the onto-semiotic approach to mathematical knowledge and instruction. Context and participants: The training action was carried out with 127 undergraduates attending a primary education teaching degree in the framework of the Design and Development of the Mathematics Curriculum in Primary Education subject in a Spanish university. Data collection and analysis: The prospective teachers, organised in 33 working teams, were asked to create two problems based on a given situation and to identify objects and difficulties, the solution of which was analysed by the research team. Results: The results show that the participants encounter difficulties in elaborating relevant proportionality problems from the given situation, identifying the associated level of complexity, recognising the mathematical objects interacting in the solution to their problems and the difficulties that these could cause to primary school pupils. Conclusions: It is mandatory to reinforce problem creation competence and proportional reasoning in teacher education
Reverse Mathematical Modelling
Get PDFBackground: Research in mathematics education shows that mathematical modelling is a practice that seeks to “translate” problem situations into possible mathematical models without, however, explaining the complexity involved in the reverse formulation, starting from the mathematical model to delimit the type of situation. Objective: To highlight the problem of reverse mathematical modelling, in the sense of a reverse formulation that goes from the mathematical model to the situation. Design: For this, a course of study and research was carried out guided by the investigative cycle of mathematical modelling that is based on theoretical-methodological resources of the anthropological theory of the didactic. Setting and Participants: Pre-service teachers of a teaching degree at a public institution were faced with a problem in an unusual context about the decimal number system and, more broadly, the positional number system. Data collection and analysis: We present an empirical approach based on research carried out by Ferreira (2020) with teachers in initial training. Results: The empirical results observed confirm the hypothesis of the existence of the problem of reverse mathematical modelling, even in the face of normative models, in the sense that they can faithfully describe a real situation. Conclusions: Ultimately, the study of a type of problem in an unusual context, in addition to highlighting the encounter of teachers with different objects of knowledge, revealed the remarkable difficulty in delimiting the type of quantification situation that can be associated with the mathematical model of the number and as stimulate future research on the teaching of reverse mathematical modelling