Universidade Luterana do Brasil: Periódicos ULBRA
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Contributions of Mathematical Modelling for Learning Differential Equations in the Remote Teaching Context
Get PDFBackground: The study of the use of Mathematical Modeling as a pedagogical alternative has been an emerging research topic and it is directly linked to the importance of improving the teaching and learning of Mathematics and the development of skills. However, few researches in Mathematics Education have been dedicated to investigating the use of Modeling in the Differential Equations course and in the pandemic context. Objectives: Identify and analyse the possible contributions of mathematical modelling activities, in the aspects related to learning and the development of criticality in Engineering students. Design: The research is qualitative in its methodological assumptions, designed from the development, execution, and assessment of four mathematical modelling activities involving 1st and 2nd order ordinary differential equations. Setting and participants: The activities were carried out with 117 undergrad students from nine Engineering degrees at a federal university in the countryside of the state of Minas Gerais (Brazil), enrolled in the Differential Equations I course, in the 1st semester of 2020. Data collection and analysis: Data were collected through the activities carried out, the recording of classes taught remotely, and assessment questionnaires, being analysed through a categorisation made from the confrontation with the theoretical framework that underpinned the research. Results: The results allow us to state that the mathematical modelling activities carried out are rich opportunities for students’ motivation and learning, allowing for a differentiated exploration of the applications of the mathematical contents involved, contributing to a critical interpretation of reality, albeit in an incipient way. Conclusions: Based on the research carried out, we can conclude by highlighting the importance of current and future research in mathematics education in higher education, pointing to a teaching of differential equations that breaks with the traditional model of formula tables and methods of resolution
Práticas docentes em territórios digitais durante a pandemia de COVID-19: uma cartografia
Get PDFEsta cartografia percorreu práticas docentes situadas no contexto da pandemia da Covid-19 no ano de 2020, revelando inquietações de professores com a insegurança individual e coletiva e com a exigência de que aos alunos cabia garantir suas aprendizagens, independente da relação docente com recursos tecnológicos aplicados à educação. Além disso, permitiu-nos refletir sobre obstáculos superados e raízes que dificultam o movimento sustentável do bioma professor em territórios digitais. Nesta imersão, deparamo-nos com inusitada experiência, a qual desvelou força existente em linhas de fuga que traçaram caminhos diferentes de determinismos impostos por catástrofes naturais e por discursos enraizados sobre a incapacidade da escola pública
Mathematics Teaching and Subjects that Include Mathematics in Pedagogy Courses
Get PDFBackground: Research in initial education and professional performance of pedagogues in mathematics is increasing, but they are still few compared to other topics in mathematics education and point to the need for more studies. Objectives: To present a reading of the speeches of beginning mathematics teachers in early childhood education and the early years of elementary school about teaching mathematics, addressing its difficulties and facilities and how they work in classrooms, establishing relationships with the school modules involving mathematics in the degree in pedagogy courses they attended. Design: Qualitative research. Setting and Participants: Six teachers from the municipal schools of São José do Rio Pardo, who agreed to participate in the research through a questionnaire sent to schools in this municipality, the environment being stipulated by them. Data collection and analysis: Data were produced through semi-structured interviews and analysed based on the assumptions of the model of semantic fields. Results: the main result was that the pedagogues had many difficulties in how to teach mathematics, even though their training was more focused on the methodological aspects of the modules that involved mathematics. Conclusions: Although the pedagogues had doubts about how to teach mathematics, we observed that the mathematical contents, practically not addressed in initial education, do not concern them in professional practice, as most of them work in early childhood education; this suggests research on what mathematics are necessary for the initial and even continuing education of pedagogues who teach mathematics
Didactic-Mathematical Knowledge and Teacher Education: An Investigation with Pre-Service and In-Service Mathematics Teachers
Get PDFBackground: The mathematical and didactic knowledge in mathematics teachers’ domain should constitute a permanent focus of investigations and reflections. Objective: To investigate the development of knowledge and procedures concerning geometry teaching among pre-service and in-service mathematics teachers engaged in the final years of elementary school. Design: The investigation is inserted in a qualitative perspective and follows the assumptions of action research. Setting and Participants: Fifty-four pre-service and in-service mathematics teachers from the Brazilian city of Paulo Afonso, Bahia, participated in a teacher education process. Data Collection and Analysis: Participant observation, data collection and analysis following an analysis protocol guided by the constructs of the onto-semiotic approach; analysis of productions. Results: Development and application of 24 sequences of activities focusing on the study of geometry. High epistemic adequacy was observed based on the application of the analysis protocol concerning structuring sequences of activities. Regarding the other dimensions, concerning the analysis of the application of the activities (cognitive-affective, interactional-mediational, ecological), high adequacy was observed. Conclusions: It is relevant to invest in teacher education courses proposing the expansion of didactic-mathematical knowledge to enhance the use of different ways to teach and learn mathematics
Beliefs of Elementary School Teachers and Secondary School Mathematics Teachers During the Teaching Process
Get PDFBackground: Teacher practices when teaching mathematics are supported by their beliefs on how this subject should be approached. This has an impact on the learning of students who generally perceive mathematics as an incomprehensible mechanical activity in which a series of algorithms must be followed to obtain a solution. Therefore, the following questions arise: What are the beliefs of mathematics teachers regarding the teaching process? Which methodologies do they use in the classroom? Objective: The objective was to analyse the beliefs of elementary school teachers and secondary school mathematics teachers during the teaching process. Design: The study used a descriptive quantitative approach. Setting and participants: The sample consisted of 100 elementary school teachers and secondary school mathematics teachers from three regions in Chile. Data collection and analysis: Due to the Covid-19 health crisis, Google Drive was used to send a Likert questionnaire to each of the study participants. The information was processed and quantitatively analysed with the SPPS 25.0 statistical software. Results: Statistically significant differences were found based on specialisation, place of work, school administration, and gender of the participants. Conclusions: Teachers considered that knowing, learning, and applying mathematical knowledge was possible through rote and routine activities. In addition, teachers with 5 to 8 years of experience believed that mathematics develops problem-solving skills.Background: Teacher practices when teaching mathematics are supported by their beliefs on how this subject should be approached. This has an impact on the learning of students who generally perceive mathematics as an incomprehensible mechanical activity in which a series of algorithms must be followed to obtain a solution. Therefore, the following questions arise: What are the beliefs of mathematics teachers regarding the teaching process? Which methodologies do they use in the classroom? Objective: The objective was to analyse the beliefs of elementary school teachers and secondary school mathematics teachers during the teaching process. Design: The study used a descriptive quantitative approach. Setting and participants: The sample consisted of 100 elementary school teachers and secondary school mathematics teachers from three regions in Chile. Data collection and analysis: Due to the Covid-19 health crisis, Google Drive was used to send a Likert questionnaire to each of the study participants. The information was processed and quantitatively analysed with the SPPS 25.0 statistical software. Results: Statistically significant differences were found based on specialisation, place of work, school administration, and gender of the participants. Conclusions: Teachers considered that knowing, learning, and applying mathematical knowledge was possible through rote and routine activities. In addition, teachers with 5 to 8 years of experience believed that mathematics develops problem-solving skills
Síntese e caracterização de novos derivados benzoxazol e naftoxazol
Get PDFO desenvolvimento de novos compostos da família dos benzazóis e naftazóis tem sido importante no campo de química médica devido a importante potencialidade farmacológica. Núcleos benzazólicos exibem uma gama de atividades biológicas tal como: antidepressivos, antibacteriano, antifúngico, anti-inflamatório, analgésica e antitumoral. O composto heterocíclico, benzoxazol tem sido usado na pesquisa como material de partida para a síntese de estruturas maiores, geralmente bioativas. A busca por compostos heterocíclicos benzoxazol e naftoxazol, diferentemente substituídos, a fim de obter propriedades e potencialidades de novos materiais com potencial farmacológico foi o alvo deste estudo. Os compostos ácido-2-(2’-hidroxifenil)naftoxazol-4-sulfônico, ácido-2-(5’-amino-2’-hidroxifenil)benzoxazol-6-sulfônico e ácido-2-(5’-p-cinâmicosulfonamida-2’-hidroxifenil) benzoxazol foram sintetizados e isolados. Os compostos inéditos tiveram suas estruturas químicas elucidadas por técnicas espectroscópicas e os existentes na literatura foram confirmados através de seus pontos de fusão
Peirce’s Semiotics: Use of Gestures as a Potential Semiotic Resource for Teaching Bohr’s Atom Model
Get PDFBackground: Gestures, seen through Peirce’s semiotics as semiotic resources, have the potential to be revealed as cornerstones for the teaching of physics and, in particular, for the teaching of Bohr’s atomic model. Initially, the semiotic perspective in the teaching process will be addressed and, subsequently, the role of gestures and non-verbal communication as a semiotic resource. Objective: To investigate the contribution of gestures as a potential semiotic resource in teaching Bohr’s atom model. Design: The principles of a qualitative study were observed. Setting and participants: Videos of a preparatory course for ENEM, in the subject of Physics, made by the secretary of education of the state of RS, Brazil, free of charge via the internet. Data collection and analysis: A total of seven hours of online classes of a preparatory course for ENEM are analysed. For the gestural microanalysis, episodes on Bohr’s atom were chosen, with two distinct episodes: the first on the photon and the second on energy levels. Results: From the research analysis carried out on signs within the Peircean framework, it is possible to infer that gestures have the potential to be used as a semiotic resource in the classroom. Conclusion: We found that gestures can be a potential semiotic resource in teaching Bohr’s atom model, as they can enable an articulation between different semiotic resources
Solving Double and Multiple Proportion Problems in the Final Years of Elementary School
Get PDFBackground: Many studies analysed solutions to simple proportionality problems, but few focused on double and multiple proportionality. Objectives: Analysis of students’ solutions to double and multiple proportionality problems. Design: Quantitative and qualitative analyses of empirical data. Setting and participants: Ninety students in grades 7 to 9 in Recife, Brazil. Data collection and analysis: Participants solved, in writing, double and multiple proportionality problems and orally explained their solutions. The analysis considers performance and solution strategies. Results: Percentage of correct answers per problem and school grade ranged from 67 to 97%, with no significant differences between types of problems or grades. Partipants used scalar, functional, and mixed strategies, with higher frequency of scalar strategies for double and of functional strategies for multiple proportionality problems. Conclusions: Double and multiple proportionality problems were equally accessible. Correct answers associated with the mixed strategy suggests that students considered multiple relationships in problems’ statements
Academic Performance and Perceptions Regarding the Flipped Classroom Strategy in the Subject of Human Anatomy
Get PDFBackground: The flipped classroom is considered an initial path to introduce blended learning; however, studies on this strategy are incipient in the discipline of Human Anatomy. Objective: To analyse the impact of the flipped classroom on the performance of Human Anatomy students in health courses and their perceptions regarding the learning process. Design: It is characterised as a mixed approach case study. Setting and Participants: Two groups of Human Anatomy students from courses in the health area of a university in the metropolitan region of Porto Alegre/RS. Data collection and analysis: Flipped classes were held, with digital hypertexts as prior material and application activities in the face-to-face stage. Data were collected by questionnaires and analysed by the scores of answers and McNemar's statistical test (quantitative) and by content analysis (qualitative). Results: The results showed statistical significance in the dichotomous questions in relation to performance. As for the perceptions, there was agreement on the aid of the flipped classroom for learning in the two groups. It was also observed that the perceptions regarding the understanding of the content became more satisfactory as the classes evolved. Conclusions: The flipped classroom was presented as a potential strategy in teaching and learning in the subject matter of human anatomy in the investigated context