Bøger af Gleydson Augusto Gomes Da Mata

The applicability of the Educational Computer Laboratory ¿ LIED in supporting classes denotes the importance of this technological tool. Today we have at the service of education the relationship already established between the computer and the student, which allows access to different activities in this technological environment. In this work, developed with elementary school students, we were able to see the pedagogical and practical importance of improving the teaching of traditional subjects such as Portuguese Language and Mathematics. The problematization established by the theme discusses the role of the Educational Informatics Laboratory ¿ LIED in practical support for the subjects of Portuguese Language and Mathematics, regarding the development of skills and competencies in classes, for elementary school students. The objective is to show the practical usefulness of the Educational Informatics Laboratory - LIED in the activities of the Portuguese Language and Mathematics subjects. We used qualitative research as a methodology, based on data collected from students and teachers. With the research work carried out at the school, it was confirmed with the results achieved that the activities in the classes taught.

Ce travail vise à réfléchir sur les tendances actuelles de l'enseignement des mathématiques (EM) à travers une rétrospective historique de l'enseignement des mathématiques et un bref compte rendu de ce qui est actuellement considéré comme une tendance dans l'enseignement et la recherche en matière d'enseignement des mathématiques, en gardant à l'esprit qu'une étude attentive de l'histoire de l'enseignement des mathématiques peut instruire les professionnels de l'éducation qui considèrent l'enseignement comme une pratique réflexive constante. L'objectif de cette étude est de fournir un résumé des principales tendances actuelles dans l'enseignement des mathématiques et de rendre compte d'une expérience qui s'est déroulée dans l'enseignement secondaire et qui consistait à enseigner et à apprendre les matrices et les systèmes linéaires en utilisant la méthodologie d'enseignement des mathématiques par résolution de problèmes.

Questo lavoro cerca di riflettere sulle tendenze attuali dell'Educazione Matematica (ME) attraverso una retrospettiva storica dell'insegnamento della Matematica e un breve resoconto di ciò che è attualmente considerato una tendenza nell'insegnamento e nella ricerca in Matematica, tenendo presente che uno studio attento della storia dell'insegnamento della Matematica può istruire i professionisti dell'educazione che vedono l'insegnamento come una pratica riflessiva costante. Lo scopo di questo studio è quello di mostrare una sintesi delle principali tendenze attuali nell'insegnamento della matematica e di riportare un'esperienza svolta nella scuola secondaria, che consisteva nell'insegnamento e nell'apprendimento di matrici e sistemi lineari utilizzando la metodologia didattica del Problem Solving Maths.

In dieser Arbeit wird versucht, die aktuellen Trends im Mathematikunterricht (ME) durch einen historischen Rückblick auf den Mathematikunterricht und eine kurze Darstellung dessen, was derzeit als Trend im Unterricht und in der Forschung im Mathematikunterricht angesehen wird, zu reflektieren, wobei berücksichtigt wird, dass ein aufmerksames Studium der Geschichte des Mathematikunterrichts Bildungsfachleute anleiten kann, die den Unterricht als eine ständige reflektierende Praxis betrachten. Ziel dieser Studie ist es, einen Überblick über die wichtigsten aktuellen Trends im Mathematikunterricht zu geben und über eine Erfahrung in der Sekundarstufe zu berichten, die darin bestand, Matrizen und lineare Systeme mit Hilfe der Lehrmethodik des Problemlösens in Mathematik zu lehren und zu lernen.

Dannaq rabota naprawlena na otrazhenie sowremennyh tendencij w matematicheskom obrazowanii (MO) cherez istoricheskuü retrospektiwu prepodawaniq matematiki i kratkij otchet o tom, chto w nastoqschee wremq schitaetsq tendenciej w prepodawanii i issledowaniqh w oblasti matematicheskogo obrazowaniq, uchitywaq, chto wnimatel'noe izuchenie istorii prepodawaniq matematiki mozhet nauchit' professionalow obrazowaniq, kotorye rassmatriwaüt prepodawanie kak postoqnnuü reflexiwnuü praktiku. Cel' dannogo issledowaniq - predstawit' kratkij obzor osnownyh sowremennyh tendencij w matematicheskom obrazowanii i rasskazat' ob opyte, poluchennom w srednej shkole, kotoryj zaklüchalsq w prepodawanii i izuchenii matric i linejnyh sistem s ispol'zowaniem metodiki prepodawaniq matematiki "Reshenie zadach".

This work seeks to reflect on current trends in Mathematics Education (ME) through a historical retrospective of Mathematics Teaching and a brief account of what is currently considered a trend in teaching and research in Mathematics Education, bearing in mind that an attentive study of the history of Mathematics teaching can instruct education professionals who see teaching as a constant reflective practice. The aim of this study is to show a summary of the main current trends in Mathematics Education and to report on an experience that took place in secondary school, which consisted of teaching and learning Matrices and Linear Systems, using the methodology of teaching Mathematics through Problem Solving.

This work will address the use of playful elements in the practice of the teaching-learning process in Mathematics in Elementary School. Aiming to consider the importance of using play in the teaching-learning process in teaching Mathematics in this teaching modality; Reflect on the contribution of play to meaningful learning of mathematics in this teaching modality; Identify, in the educational practice of teachers in the initial grades of Elementary School, the benefits of a methodology that values play as a mediating resource for learning. To achieve the objectives, quantitative research was used as a methodological procedure, using a semi-open questionnaire as a data collection instrument, applied to 10 teachers who work with this educational modality under study. The work is based on authors such as: Almeida (2001), Vygotsky (1998), Santos (1997 ¿ 1999 ¿ 2000), Kishimoto (1993 -2003), Macedo (2000), Teixeira (2004), among others.