A modelagem como um ambiente de aprendizagem para a conversão do conhecimento matemático

Rosa, Milton; Orey, Daniel Clark

doi:10.1590/s0103-636x2012000100012

Cited by 33 publications

(30 citation statements)

References 19 publications

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“…The MMLE enhances the construction of mathematical knowledge [28]. In this context, the use of computers assists students to establish multiple mathematical connections, fostering the holistic development of mathematical understanding [25] and its concepts [7].…”

Section: Literature Reviewmentioning

confidence: 99%

Using Mathematical Modelling and Virtual Manipulatives to Teach Elementary Mathematics

Silva

Costa

Martins

2021

Communications in Computer and Information Science

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The acronym STEM has been gaining prominence in discussions around the future of Education. With the growing importance of mathematics and technology in the STEM context, it is important that initial teacher education can respond to this challenge. Participation in STEM teaching experiences, which make an appropriate integration of technology, promote the development of professional teaching knowledge related to the TPACK dimensions and motivate pre -service teachers to adopt these teaching practices. We seek to contribute to this discussion with an intervention proposal, implemented during the practice component of pre-service teacher training, which combined Mathematical Modelling as a learning environment with the use of Virtual Manipulatives. A set of tasks supported by the TPACK conceptual model were designed to assist a group of 1st year elementary school to overcome difficulties detected in their learning related to elementary arithmetic operations. Through a qualitative research of interpretative nature and action research design, the analysis of the pre-service teacher performance identified the teaching practice characteristics that contributed to the creation of favourable conditions for self-regulation and co-regulation of students' mathematical learning.

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Section: Literature Reviewmentioning

confidence: 99%

Using Mathematical Modelling and Virtual Manipulatives to Teach Elementary Mathematics

Silva

Costa

Martins

2021

Communications in Computer and Information Science

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“…For example, studies conducted D'Ambrosio (1993), Rosa (2000), and Rosa and Orey (2003) show that ethnomathematics contextualizes the mathematical knowledge developed by members of distinct cultural groups in order to humanize academic mathematics through modelling.…”

Section: Dossiêmentioning

confidence: 99%

Polysemic interactions of etnomathematics: an overview

Rosa

Orey

2017

ETD - Educ. temat. digit.

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Local knowledge interrelationships related to assorted academic knowledge areas are important to enable a more precise understanding about a particular study field in relation to diverse forms of mathematics. Here, in this article, interrelations are addressed, especially wherever one needs to understand specific concepts acquired in academic knowledge broadly-based on science and mathematics; which may be supported by research fields called ethnoscience or ethnomathematics. This theoretical article essentially considers the emergence of important terminologies connected to certain research areas referred as ethno-x. By means of a bibliographic study, the central theme of ethno-x presents us with an attempt to understand polysemical relations that emphasize the ethno in the sciences. The main goal in this discussion is to further advance research and understanding in relation to an ethnomathematics research program and its polysemic relation with other knowledge fields. KEYWORDS:Ethnoscience. Ethnomathematics. Ethno-x. Interactions. Polysemy. RESUMOO inter-relacionamento de saberes locais com as diversas áreas de conhecimento é muito importante para que possamos obter informações mais precisas sobre um determinado campo de estudo. Para que tenhamos condições de abordar com clareza essas inter-relações, necessitamos compreender os conceitos específicos encontrados em grandes áreas do conhecimento acadêmico como as Ciências e a Matemática, que podem estar respaldadas por outros campos de pesquisas denominados etnociências e etnomatemática. Nesse artigo teórico, julgamos necessário discutir o surgimento de algumas terminologias importantes com relação a determinadas áreas de pesquisa denominadas etno-x, pautando-nos em um estudo bibliográfico que tem, como temática central, a tentativa de compreender a polissemia de significados para o termo etno para ressaltarmos o nosso objetivo principal que é avançarmos nos estudos e compreensões da etnomatemática como um programa de pesquisa e a sua relação polissêmica com outros campos do conhecimento. DOSSIÊ RESUMEN La interrelación del conocimiento local está relacionada con áreas del conocimiento académico variadas y es importante para permitir una comprensión más precisa acerca de un campo de estudio particular. Aquí, estas interrelaciones se abordan claramente, especialmente donde se necesita entender los conceptos específicos adquiridos en el conocimiento académico ampliamente basado en las ciencias y las matemáticas; los cuales pueden ser fundamentados por otros campos de investigación llamados etnociencia y etnomatemática. Este artículo teórico considera esencialmente la aparición de importantes terminologías asociadas con ciertas áreas de investigación denominadas etno-x. Orientado hacia un estudio bibliográfico, el tema central de etno-x consiste en un intento de comprender las relaciones polisémicas para los términos de hecho hacen hincapié en lo etno. El objetivo principal de esta discusión es avanzar en la investigación y la comprensión del contexto del p...

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“…Santos & Silva (2016) pay special attention to the research method of learning with the use of case technologies. Modeling the process of scientific creativity in teaching mathematics is examined in the works of Rosa & Orey (2012). The works of orev (2011,2012,2016) are devoted to the formation of creative abilities of schoolchildren in additional to mathematical education.…”

Section: Literatures Reviewmentioning

confidence: 99%

Formation of Schoolchildren’s Creative Activity on the Final Stage of Solving a Mathematical Problem

Zelenina

Khuziakhmetov

2017

EURASIA J MATH SCI T

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The aim of the research is to study the possibilities of the final stage of working with a mathematical problem as a means of forming schoolchildren's creative activity. The leading method of investigating this problem is to establish the correspondence between the components of the final stage of working with the mathematical problem and the procedural features of the student's creative activity. The study resulted in defining the structure of the final stage of working with a mathematical problem, which made it possible to identify a certain set of activities that make up the ability to work with the problem on the final stage of its solution. The article establishes the relationship between actions appropriate to this stage of work with the task and signs of the student's creative activity. It is proved that in the process of working with the problem on the final stage of its solution, students develop procedural features of creative activity. The author's method of forming students' creative activity suggested in the article can be used by the teachers of mathematics in school practice, by the authors of methodological manuals for students and teachers, and also can be used as the basis for a special course for students of pedagogical universities.

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A modelagem como um ambiente de aprendizagem para a conversão do conhecimento matemático

Cited by 33 publications

References 19 publications

Using Mathematical Modelling and Virtual Manipulatives to Teach Elementary Mathematics

Using Mathematical Modelling and Virtual Manipulatives to Teach Elementary Mathematics

Polysemic interactions of etnomathematics: an overview

Formation of Schoolchildren’s Creative Activity on the Final Stage of Solving a Mathematical Problem

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