Mathematical Education Research Papers - Academia.edu (original) (raw)

2025, Putovanje po rubu i kroz središte kruga

Svibanj, 2025.
Ovaj scenarij poučavanja vodi učenike sedmog razreda osnovne škole kroz interaktivno i zanimljivo istraživanje opsega i površine kruga. Scenarij obuhvaća različite pristupe učenju - od istraživačkih zadataka i igara do praktičnih vježbi i digitalnih alata - kako bi svi učenici, neovisno o svojim sposobnostima i stilovima učenja, mogli uspješno savladati gradivo.

2025, Educação e Pesquisa

Este artigo tem como tema principal as concepções dos professores de Matemática. Considerando o termo "concepção" a partir do pragmatismo de Peirce, elabora-se um conjunto de parâmetros metodológicos -chamado de "método indireto" -a ser aplicado no estudo das concepções de professores de Matemática. Trata-se, em síntese, de investigar as concepções dos professores interpelando-os não sobre suas crenças, mas sobre suas práticas. Fundamentando essa abordagem indireta e explicitando-a em sua natureza qualitativa, o artigo segue apresentando, como exemplo, um exercício desse "método indireto": um estudo sobre os critérios que os professores utilizam quando escolhem livros-texto para sua sala de aula, abordando, conseqüentemente, quais concepções de Matemática e de seu ensino e aprendizagem tais critérios desvendam. Partindo de depoimentos de professores de Matemática, o estudo indica que os professores agem com certa independência quando escolhem os materiais utilizados em suas atividades docentes. Buscam, ao mesmo tempo, apoio em uma vasta gama de livros didáticos, desconsiderando as particularidades de cada obra e as abordagens e perspectivas defendidas por seus autores. Embora submetam-se ao livro didático -considerado uma referência legítima e segura -, os professores o subvertem, buscando adequá-lo ao que consideram correto. Dessa constatação, algumas das concepções dos professores podem ser realçadas: o aluno, via de regra, é avaliado e classificado pelas lacunas que apresenta em relação aos conteúdos. Dessa postura, segue a valorização da precedência lógica dos conteúdos, de sua apresentação linear, e a defesa de "pré-requisitos" que viabilizariam o ensino e, conseqüentemente, implicam a legitimidade de aulas predominantemente expositivas. Concepções -Formação de professores -Educação Matemática -Livros didáticos de Matemática.

2025

Este libro es un homenaje a todos aquellos que quieren ganar y hacerlo bien, pero que priorizan el divertimento, la amistad y todos aquellos valores que nos hacen mejores personas. Contiene unos 200 consejos, todos discutibles y opinables, pero seguro que enriquecedores, sobretodo si se analizan en grupo, uno por uno, con la mente abierta. Barcelona, 2023. 20 años después del 1er. Congreso Internacional de Domino. Todos los errores que contenga el libro pueden ser comunicados para mejorar la siguiente edición:

2025

de acesso aberto, distribuído sob os termos da Licença Internacional da CreativeCommons -CC BY-NC-SA -Atribuição Não Comercial () -Permite distribuição e reprodução, desde que atribuam os devido créditos à publicação, ao autor(es) e que licenciem as novas criações sob termos idênticos. Demystification of the atendimento educacional especializado of the common school Desmitificación del atendimento educacional especializado de la escuela común

2025, International Journal of Mathematical Education in Science and Technology

There has been widespread concern over the lack of preparedness of students making the transition from school to university mathematics and the changing profile of entrants to mathematical subjects in higher education has been well documented. In this paper, using documentary analysis and data from an informal case study, we argue the antecedents of this changed profile in the general shift across all subjects to a more utilitarian higher education, alongside the more specific changes in A-level mathematics provision which have been largely market driven. Our conclusions suggest that, ironically, changes put in place to make mathematics more widely useful may result in it losing just those features that make it marketable.

2025, International Journal of Mathematical Education in Science and Technology

2025, pphmj.com

We have set out below a part of a research project concerned with difficulties in learning the concepts of limit and infinity. Having taken account of the complexity and importance of such concepts, we consider a gradual approach is appropriate, seeking to develop an understanding from the first years at school, taking the first intuitions of primary school children as a starting point. In this context, we would emphasise the importance of approximation as a resource. Our research, as others in the field of difficulties in understanding the concept of limit, indicates the necessity for teaching development. "And so any human knowledge begins from intuition, from there it goes on with the shaping of concepts and it ends with ideas" Kant.

2025

This paper highlights the crucial role of Early Foreign Language Acquisition (EFLA) in today's digital and multicultural landscape. EFLA has been shown to enhance children's creativity, cognitive functions, and cultural understanding. With the aid of technology, interactive tools like educational apps and games make language learning engaging and effective. Through a variety of activities, EFLA fosters natural language acquisition and prepares children for success in our dynamic digital world. Effective implementation strategies, such as the communicative approach and immersion techniques, further enhance the benefits of EFLA.

2025, Journal of Strides in Education

Mathematics anxiety is an issue shared by several students at any secondary school. It has extensive implications for students' performance, self-esteem, career options, and mental health status. The paper reviews the intricate causes of mathematics anxiety, including cognitive, environmental, learner, parental, and societal factors. This work shall evaluate the negative effects of reduced student grades from mathematics anxiety and further prospects. It also reviews some effective strategies and interventions that aim at mitigating math anxiety, which takes the path of pedagogical changes, counselling methods, and supportive systems. In essence, this result means teachers and education policymakers should work on creating an enabling environment for students to feel more confident and motivated to learn math and support its enhancement for better math skills and general well-being.

2025, Citeseer

In this research we approach a fundamental stochastic idea. The random variable is based on other mathematics and probabilistic concepts and, in turn, is the support of many probability and statistics subjects. In this paper, we present some results from an exploratory study carried out with two university students. The aim was observing the difficulties the students face when they try to solve a problem that involves the concept of random variable.

2025, International Journal of Mathematical Education in Science and Technology

This paper presents new Web-based educational software (WebNetPro) for Linear Network Programming. It includes many algorithms of Network Optimization problems, such as shortest path problems, minimum spanning tree problems, maximum flow problems and other search algorithms. Therefore, WebNetPro can assist the teaching process of courses such as Graph Theory or Network Optimization, Algorithms or Data Structures. Since the Matlab Web server is part of the underlying infrastructure, the end user needs not use Matlab directly. Our approach exploits transparently the benefits of the Matlab Programming Environment through a straightforward Web interface. Furthermore, WebNetPro is platform independent. Thus, it can be viewed as a powerful supplement to traditional instruction techniques and can be used without significant difficulties in Distance Education. Benefits and drawbacks are thoroughly described in order to support the significance of this tool in Distance Learning.

2025, International Journal of Mathematical Education in Science and Technology

In the development of innovative programmes to enhance the application skills of students a neglected population tends to be those students who have difficulty in addressing quite basic problems, but whose educational setting is prescribed by school policies such that more innovative teaching and learning environments are not available to them. This research sets out to develop a diagnostic framework that supports teaching and learning in such situations. Based on empirical research studies and on theoretical constructs of human learning a script analysis framework was developed encompassing criteria across categories of planning, monitoring, heuristic strategies, verification, knowledge resources, and beliefs. The framework represents a synthesis and extension of previous work. Two teachers worked with 47 students throughout a year in a senior secondary mathematics course geared to students intending to study mathematics at tertiary level. Data collection was limited to the type of information available to teachers working under restrictive policies-written protocols of student problems solving together with student comments on their own problem solving processes. Characteristic patterns were identified, confirmed, and used to generate a response quality hierachy within the framework. The resulting structure contained 23 cells and fulfils three purposes: (1) as a self-assessment aid to assist students to evaluate and enhance their application skills; (2) as a format for the provision of detailed formative feedback by teachers; (3) as a set of explicit targets for achieving summative quality in mathematical applications.

2025, PNA. Revista de Investigación en Didáctica de la Matemática

La relación entre ética y educación no es un tema nuevo, hay un interés permanente por responder a la pregunta: ¿qué presencia tiene la ética en cada sociedad? En el campo de la educación también se mantiene la pregunta ¿qué educación es necesaria para cada sociedad? Ética y educación se vinculan en los procesos transformadores de las sociedades. La pregunta que orienta la escritura de este artículo es ¿qué caracterización de ética es necesaria en el campo de la educación matemática? Se presenta inicialmente una caracterización de origen filosófica con aportes de la teoría de la argumentación, a continuación se profundiza en la relación ética-educación matemática, estableciendo un vínculo inmediato con la teoría de la objetivación, y finalmente se presentan voces de profesores y estudiantes señalando la necesidad del componente ético en el campo de la educación matemática.Approaches Necessary for Reflection about a Community Ethics in Mathematical E...

2025, Vi Congresso Internacional De Ensino De Matematica 2013

O presente artigo tem como objetivo apresentar aos professores uma metodologia de ensino diferenciada, fundamentada na utilização dos jogos educativos para facilitar a compreensão de determinado assunto, neste caso o ensino e aprendizagem das figuras geométricas planas, uma vez que os jogos são recursos riquíssimos para desenvolver o conhecimento, habilidade e raciocínio dos estudantes se bem elaborados e explorados. Deste modo, o professor diversificará suas aulas tornando-as mais produtivas, interessantes e divertidas aos olhos dos alunos, criará um vínculo afetivo e dinâmico entre o educador e o educando e alcançará o êxito na sua busca da aprendizagem significativa.

2025, Revista Ibero-Americana de Estudos em Educação

Educação matemática. Formação inicial. Pedagogia. Anos iniciais. El objetivo de este texto analítico-reflexivo es exponer aspectos históricos de la formación inicial del profesor polivalente, pedagogo, que ha actuado, entre otras áreas, en los años iniciales de la Enseñanza Fundamental. El texto comienza lanzando luz sobre significados atribuidos al término formación, por los sentidos provenientes de los estudios de textos sobre la temática de formación en una perspectiva filosófica-hermenéutica. Con las comprensiones posibilitadas, sigue en busca de registros históricos a la Pedagogía como locus de formación académica del profesional que actuará como docente en los años iniciales de la Educación Básica. Por ese camino, presenta una descripción de lo que vino como herencia de la historicidad de estos cursos, explicitando entendimientos acerca del modo en que las matemáticas se presentifica en tal grado. Como síntesis comprensiva el estudio destaca que la Pedagogía permanecerá siempre en constitución, habida cuenta de que la

2025, International Journal of Evaluation and Research in Education (IJERE)

The objective of this research is to describe the situation of mathematical training in the early childhood education degree curricula in Spain through the analysis of the teaching guides of the subjects with mathematical content offered in the different Spanish universities. The aim is to identify the typology of subjects, the number of subjects offered, and the recommended bibliography. The methodology used is descriptive, exploratory, ex post facto, and census. For this purpose, the registry of universities, centers, and degrees was first consulted during the 2019-2020 academic year to obtain a list of all the Spanish universities that offer degrees in early childhood education and, therefore, to be able to download the corresponding teaching guides. Of the 91 universities in Spain, the early childhood education degree is taught in 66. Likewise, 101 subjects with mathematical content have been identified, although only 99 are available for analysis. Most are compulsory, have a study load of six European credit transfer system (ECTS) credits, and are taught in the third year of the degree. The recommended bibliography mainly concentrates on publications from 2001-2010 and mostly on book references.

2025, HAL (Le Centre pour la Communication Scientifique Directe)

2025, International Group for the Psychology of Mathematics Education

This is a study about the didactical organization of a research based group of activities designed using APOS theory to help university students make constructions needed to understand and graph two-variable functions, but found to be lacking in previous studies. The model of the “moments of study” of the Anthropological Theory of Didactics is applied to analyze the activities in terms of their institutional viability.

2025, The Journal of Mathematical Behavior

Theory is used to pose and test a conjecture of mental constructions that may be used to understand the relation between integrals of two variable functions over rectangles and corresponding Riemann sums. Interviews with ten students who had just finished a multivariable calculus course showed that the conjectured mental constructions are necessary.

2025, HAL (Le Centre pour la Communication Scientifique Directe)

HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.

2025

There is evidence for recommendations to link mathematics teacher education (MTE) closely to school mathematics and to emphasise proving why rather than proving that when teaching reasoning and pro ...

2025

This paper reports on the process of developing a questionnaire to evaluate teachers' knowledge of elementary algebra, and presents the initial results of this process. The questionnaire is structured into three dimensions: learning activities, knowledge for teaching and categories of practices, the last one of these highlighting the influence of context on the mobilisation of teachers' knowledge. The initial results show that although teachers acquire a certain knowledge in order to develop effective teaching environments, they do not mobilise this knowledge in certain class contexts. Their resulting decisions sometimes help and sometimes hinder students' understanding of the key algebraic concepts.

2025, Galina I. Sinkevich. New discoveries in the history of Euler’s equation//Filomat 39:6 (2025), pp. 1927-1944

Much has been written about the history of Euler's formula and Euler's equation, but there are many blank spots left in it. The equality ln(cosx+isinx)=xiln(cosx + isinx) = xiln(cosx+isinx)=xi was first obtained in verbal form forty-two years before it appeared in Euler's work. Was this verbal formula correct? Euler's equation or Euler's identity eiπ=−1e^{iπ} =-1eiπ=−1 was never written down by Euler himself. Rewritten in the form eiπ+1=0e^iπ + 1 = 0eiπ+1=0, it connects the five most important numbers in mathematics, but this formula is not in Euler's works. Today this identity attracts wide attention from physicists, philosophers and popularizers of science; it is given an almost mystical meaning. Who received it for the first time? We will look at all these mathematical events in order.

2025, Article

This study investigates the role of teacher talk moves in cultivating a mathematical modeling classroom community. From the models and modeling perspective, it explores how specific teacher talk moves promote student participation in modeling phases and the exchange of ideas with other students. Through a four-week after-school program involving eight secondary students, data were collected from small-group and whole-class discussions. The findings reveal that teacher talk moves can be categorized into three core types: eliciting students' ideas, introducing key terms and ideas used in mathematical modeling, and encouraging students to take a position during discussions. These moves are shown to influence classroom discussion norms and facilitate the ways that students interact and reason with the mathematical modeling tasks. While the findings suggest that teacher talk moves can contribute to fostering a reflective learning environment where students collaboratively construct, analyze, and refine mathematical models, further research is needed to better understand the extent of their impact and how similar learning opportunities might arise through alternative instructional strategies. Future research should explore how these teacher moves can be implemented across different classroom contexts and extended periods to enhance modeling-based learning.

2025

Simple but comprehensive exposition to approach the study of Algebraic Geometry

2025, HAL (Le Centre pour la Communication Scientifique Directe)

Despite recognition of the importance of Lakatos-style proving activity in the mathematics classroom, we know little about whether teachers' relevant mathematical knowledge is conducive to supporting it in their classrooms. We take a step towards addressing this research gap by reporting the results of an exploration of two primary teachers' mathematical knowledge of content, students, and teaching practices relevant to Lakatos-style investigation of proof tasks. Through vignettes-based, semi-structured interviews, we presented the participants with 19 illustrated classroom episodes covering a range of Lakatosian techniques and a range of student ways of engaging with supportive examples and counterexamples to formulate, validate, refute, and refine conjectures of different types. Participants' responses revealed both productive and counterproductive understandings highlighting that although Lakatos-style proof lies within teachers' reach, supporting their preparation is crucial.

2025, International Journal of Mathematical Education in Science and Technology

The usual ǫ, δ-definition of the limit of a function (whether presented at a rigorous or an intuitive level) requires a "candidate L" for the limit value. Thus, we have to start our first calculus course with "guessing" instead of "calculating". In this paper we criticize the method of using calculators for the purpose of selecting candidates for L. We suggest an alternative: a working formula for calculating the limit value L of a real function in terms of infinitesimals. Our formula, if considered as a definition of limit, is equivalent to the usual ǫ, δ-definition but does not involve a candidate L for the limit value. As a result, the Calculus becomes to "calculate" again as it was originally designed to do.

2025, PERSPECTIVES OF SCIENCE AND EDUCATION

Introduction. In modern conditions, the processes of school (specialized classes) mathematical education
management based on synergy manifestation in the development of complex systems and knowledge during the
search and research activities of each school student are a relevant area. Namely, on the basis of mathematical
and computer modeling symbiosis, "problem areas" are updated and technologies are developed for generalized
constructs adapting of complex systems and knowledge to school mathematics, including the modern
achievements in science (synergy of Schwartz cylinder, elements of fractal geometry, theory of an information
coding and encryption, fuzzy sets and fuzzy-logic, theory of L. Schwartz’s distributions, nonlinear and holomorphic
dynamics, etc.) with the effect of creative potential increasing of each school student. Research problem: what is
the content and technologies adapting synergy of complex mathematical knowledge to school mathematics with
the effect of creative potential increasing during the search and research activities of each school student. The aim
of the study was to develop the didactic foundations for synergy manifestation in complex knowledge teaching in
mathematics at school with the effect of creative potential increasing during search and research activities of each
school student.
Materials and methods. The source base of research is the methodology of mathematical and computer modeling
integration in the course of generalized constructs of complex systems and knowledge studying, method of
parameterization and technology of mathematical objects visual modeling and founding of personal experience,
computer design and computational methods of research results, methods of cultures dialogue and variability of
perception modalities and growth of each student’s creative potential measurement.
Results. The factor – impetus for synergy manifestation in complex knowledge teaching in mathematics is the
actualization of perception modalities typology and growth factors parameters of each school student’s creative
potential, definition of technology stages of complex systems and knowledge studying, the analysis of standards
and new results of “problem zone” studying at school mathematics (surface area and parameterization of Schwartz
cylinder).
Conclusion. The proposed innovations contribute to an effectiveness increasing of an innovative methodology
for developing the creativity of each school student in search and research activities and an improving the quality
of school students' mastering of mathematical constructs and procedures. The scientific novelty of the results of
multi-stage mathematical and information problems studying for modern scientific knowledge adapting to school
mathematics lies in synergy justification and technology in teaching mathematics to each school student and an
updating the technology of mathematical and computer modeling symbiosis

2025

Trabajo de grado previo a la obtención del Título de Licenciado (a) en Ciencias de la Educación, profesor (a) de Ciencias Exactas".

2025, International Journal of Mathematical Education in Science and Technology

This paper reports part of an ongoing investigation into the understanding of irrational numbers by prospective secondary school teachers. It focuses on the representation of irrational numbers as points on a number line. In a written questionnaire, followed by a clinical interview, participants were asked to indicate the exact location of the square root of 5 on a number line. The results suggest confusion between irrational numbers and their decimal approximation and overwhelming reliance on the latter. Pedagogical suggestions are discussed.

2025, Entramado

El presente artículo muestra la revisión de literatura en cuanto al uso de recursos tecnológicos en procesos de enseñanza – aprendizaje de las matemáticas en distintos contextos de formación con el fin de identificar cuáles son los aspectos teóricos y tecnológicos que se deben tener en cuenta para la creación de estos recursos, cuál ha sido el impacto de su aplicación y cuáles son los retos y perspectivas que se presentan en este campo de trabajo. Se hizo una revisión de 33 referencias seleccionadas después de una búsqueda en bases de datos aplicando ciertos criterios de inclusión y de exclusión y también una revisión de otros trabajos referenciados en estas mismas. Se concluye que el uso de este tipo de recursos en clases de matemáticas tiene un impacto positivo en los estudiantes, sin embargo hace falta realizar estudios que profundicen más respecto a este impacto en períodos más amplios de tiempo. Se plantea que para lograr aprendizajes significativos de la matemática utilizando ...

2025, Proceedings of Faculty of Philosophy

The goal of this paper is to present the possibilities of the GeoGebra software as a digital tool with an accent on creating and using the GeoGebra group, which plays the role of a virtual classroom in the processing of isometric transformation at the plain. A GeoGebra group called „Isometric Transformation at the Plain― was created for research purposes, which is available on the website http://www.GeoGebra.org/group/stream/id/VDagqJxz6, and which is accessed via the generated GPTM6 code and its own e-mail address. As part of the experiment, the approach to the processing of the axial symmetry, central symmetry, rotation, and translation has been shown on the student sample (n = 15) of the Class Teaching Department of the Faculty of Philosophy as a part of the Maths Basics II syllabus. The goal of the research was to examine the attitudes of students towards the application of computers in teaching and the impact of educational software GeoGebra on the effectiveness of teaching in learning isometric transformation at the plain. The results obtained by solving tasks in the online environment lead to the conclusion that the application of educational software GeoGebra in teaching geometry, specifically in the processing of isometric transformation at the surface, is a great way to acquire new knowledge, which makes the teaching process more interesting than the classical approach to teaching.

2025, Formação de Professores (Vol. 03)

Neste trabalho apresenta-se uma experiência didática voltada para o estudo da Geometria Espacial, acerca do conteúdo de Prismas e com o aporte de tecnologias. Descreve-se a concepção e execução de uma aula que integra diversas estratégias, incluindo a criação de slides instrucionais, a exploração de sólidos tridimensionais construídos no software GeoGebra e a utilização das funcionalidades disponíveis na comunidade GeoGebra.org. O objetivo deste trabalho foi apresentar um modelo de ensino que utiliza as Tecnologias Digitais de Informação e Comunicação (TDIC) para planejar e conduzir aulas dinâmicas e interativas, promovendo a autonomia dos alunos e oferecendo suporte aos professores no ensino de Prismas. Assim, a experiência didática fundamentou-se na Teoria das Situações Didáticas (TSD) como organizadora da sessão de ensino. A metodologia deste trabalho foi o estudo de caso, em que se apresenta um relato de experiência com os resultados de uma aplicação prática para o ensino de prismas, desenvolvida com base nas dialéticas da TSD-ação, formulação, validação e institucionalização. Esta experiência de sala de aula ocorreu na escola durante o horário da aula, abrangendo um período de

2025

RESUMO Neste trabalho apresenta-se uma experiência didática voltada para o estudo da Geometria Espacial, acerca do conteúdo de Prismas e com o aporte de tecnologias. Descreve-se a concepção e execução de uma aula que integra diversas estratégias, incluindo a criação de slides instrucionais, a exploração de sólidos tridimensionais construídos no software GeoGebra e a utilização das funcionalidades disponíveis na comunidade GeoGebra.org. O objetivo deste trabalho foi apresentar um modelo de ensino que utiliza as Tecnologias Digitais de Informação e Comunicação (TDIC) para planejar e conduzir aulas dinâmicas e interativas, promovendo a autonomia dos alunos e oferecendo suporte aos professores no ensino de Prismas. Assim, a experiência didática fundamentou-se na Teoria das Situações Didáticas (TSD) como organizadora da sessão de ensino. A metodologia deste trabalho foi o estudo de caso, em que se apresenta um relato de experiência com os resultados de uma aplicação prática para o ensino de prismas, desenvolvida com base nas dialéticas da TSD-ação, formulação, validação e institucionalização. Esta experiência de sala de aula ocorreu na escola durante o horário da aula, abrangendo um período de

2025, International Journal of Mathematical Education in Science and Technology

The present study ensembles the variation of standard deviation in terms of range for small sample. Smaller ranges having minimum upper limit of the sample standard deviation and sample mean deviation have been found. A comparative study... more

2025

The paper suggests interpreting the term triangulation, commonly used in social science research, as multiple ways of solving a problem in the context of mathematics education. The availability of different technological tools provides new perspectives on problem solving as modeling from where ideas for problem posing stem. Using topics from geometry and trigonometry, triangulation is considered through lens of teacher education. Reflections by teacher candidates on activities which are shared and reviewed in the paper indicate future teachers' readiness to implement the pedagogy of triangulated perspectives on problem solving and posing in their own mathematics classrooms.

2025, REDHECS: Revista electrónica de Humanidades, Educación y Comunicación Social

A competency-based educational approach necessarily involves several changes in the teaching and learning of science Aguilar Villanueva, 2006). We can consider the skills and the integration of knowledge directed toward total education be based on meaningful learning that enables students to solve problems that are presented throughout life . This work is part of the higher education system in particular, is characterized and discussed the skills in the field of mathematics . The research aimed to analyze the competency assessment in the context of the subject Mathematical Analysis III of the Engineering of the National University of Comahue in Argentina. Two methodological assessment devices were used. For one, the classroom observation skills required to develop the skills recognized using qualitative variables. Moreover a written examination, the quantitative information on the degree of development of the skills assessed was obtained was used. This test is also obtained a rating that summarizes the overall performance of the student from the point of view of the evaluation traditional. It was concluded through a Principal Component Analysis (PCA) forming two gradients grouping different skills. On the one hand those skills related to pose and solve problems, think mathematically and communicate mathematics. In turn, the note assigned through a traditional assessment associated with these competencies, highlighting the traditional model of evaluation is limited to assessing the level of domain-specific declarative and procedural knowledge of the subject. Therefore, the competency assessment offers a forum for discussion of complementary skills who want to develop in students and a traditional perspective that can be overlooked.

2025, O curso de Licenciatura Intercultural e o debate da Etnomatemática na Amazônia Amapaense: potencialidades para a formação de professores indígenas

O artigo tem por objetivo compreender como é fomentado o debate da
Etnomatemática e a valorização da identidade cultural no âmbito da Amazônia
amapaense, a partir da análise de documentos oficiais do curso de Licenciatura
Intercultural Indígena. Nesta análise, foi utilizado o PPC como fonte primária de
coleta de dados, a partir deste documento, foram analisados ementas e planos
de curso da habilitação em Ciências Exatas e da Natureza. A partir da análise
documental, compreende-se que existe um debate significativo acerca da
Etnomatemática e da valorização da identidade cultural dos povos indígenas do
Amapá e do norte do Pará. A inclusão de disciplinas específicas, como
"Classificação de Sistemas Numéricos" e "Etnomodelagem Indígena", evidencia
a aplicação prática dos conceitos etnomatemáticos no currículo. Estas
disciplinas permitem uma abordagem contextualizada da matemática,
integrando conhecimentos tradicionais e acadêmicos, e promovendo uma
educação mais inclusiva e relevante para os estudantes indígenas. A pesquisa
também destaca a importância da formação contínua de professores,
capacitando-os para incorporar a Etnomatemática nas práticas pedagógicas e
reconhecer a diversidade cultural dos alunos, as oportunidades futuras incluem
a ampliação do impacto da Etnomatemática, tanto em termos de alcance quanto
de profundidade, contribuindo para uma maior inclusão e valorização das
culturas indígenas. Concluiu-se que a promoção de uma educação que respeite
e valorize a diversidade cultural é fundamental para construir uma sociedade
mais justa e equitativa, a Etnomatemática não apenas enriquece o ensino de
matemática, mas também contribui para a preservação e valorização das
culturas indígenas.
Palavras-chave: Edu

2025

Neste artigo, buscamos compreender como o discurso do professor pode regular as produções discursivas dos alunos em um ambiente de Modelagem Matemática. A pesquisa realizada foi de natureza qualitativa e os dados foram coletados por meio de observações e entrevistas. A análise dos dados sugere que os discursos dos alunos foram regulados a partir do que chamamos de discurso procedimental e discurso silenciador, produzidos pelo professor no ambiente de aprendizagem. Neste artigo, definimos e caracterizamos estas noções teóricas. Estes discursos regularam a produção discursiva dos alunos, no que se refere à escolha dos conteúdos matemáticos, dados e hipóteses a serem utilizados por eles na resolução dos problemas propostos.

2025, Pensamiento Matemático

Todos en mayor o menor medida asociamos el nombre de Lewis Carroll a la literatura, sobre todo a la de temática infantil, con títulos a sus espaldas como Alicia en el País de las Maravillas, Alicia a través del espejo, o La Caza del Snark. Pero además de literato, Lewis Carrol fue un hombre con bastantes inquietudes en torno a la matemática, la lógica y el pensamiento filosófico. Pero no todo el mundo es conocedor de su faceta como creativo en el campo de los juegos. Rendezvous es una de sus más sorprendentes invenciones, un juego de inteligencia para todos los públicos, cuyas directrices hacen de él un entretenimiento bastante original.

2025, International Journal of Mathematical Education in Science and Technology

The point of this study is to define the effect of project-based learning approach on 8th Grade secondary-school students' statistical literacy levels for data representation. To achieve this goal, a test which consists of 12 open-ended questions in accordance with the views of experts was developed. Seventy 8th grade secondary-school students, 35 in the experimental group and 35 in the control group, took this test twice, one before the application and one after the application. All the raw scores were turned into linear points by using the Winsteps 3.72 modelling program that makes the Rasch analysis and t-tests, and an ANCOVA analysis was carried out with the linear points. Depending on the findings, it was concluded that the project-based learning approach increases students' level of statistical literacy for data representation. Students' levels of statistical literacy before and after the application were shown through the obtained person-item maps.

2024

O cientista fisico teorico alemao e um dos pais da ciencia moderna Albert Einstein certa vez disse: "A Matematica pura e, a sua maneira, a poesia das ideias logicas." E e por pensar assim que ha anos trabalhamos poesia e matematica nas aulas de didatica do curso de Licenciatura em Matematica da Universidade Estadual do Oeste do Parana – UNIOESTE Campus de Foz do Iguacu e nos varios cursos que temos ministrado para professores e futuros professores de Matematica da educacao basica do Estado do Parana, buscando unir as disciplinas de Matematica e Portugues atraves da Poesia. Os resultados de nossas pesquisas empiricas mostram que a interdisciplinariedade e um bom caminho para trabalhar a Matematica, para aproximar professores e futuros professores e para desenvolver o lado criativo, alem e claro de trabalhar conteudos especificos da Matematica de uma forma alternativa.

2024

Using elements of design experiment research and autoethnography, this action research project investigated how viewing learning as complex participation in a community of practice characterized by mathematical inquiry impacted my teaching practice in a grade 10 Applied Mathematics class in a rural Manitoba high school. This report of the research project describes and analyzes both my attempts to change my teaching practice by drawing on theories of learning mathematics as complex participation in a community of practice and the changes that resulted from these attempts. The analysis focuses on the characteristics of a community of practice characterized by mathematical inquiry, how I attempted to foster such a community, what challenges I faced when I changed my teaching practice in this way, and how insights from this practitioner research project can inform the teaching of mathematics as well as theorizing about the learning of mathematics. To the three pillars in my life: my husband, my boys, and my parents. Without you, none of this would be possible. Wayne, you have encouraged me to strive for my dreams. Your love and patience made all of this possible. Thank you. I love you more now than ever. Dawson and Zachary, I hope you can forgive the times Mom had to work on her papers, and I pray that you will value education as much as I do. You bring the sunshine into my life. I love you both so very much. Mom and Dad, you made me who I am. You taught me that I could do anything I set my mind to, and be anything that I wanted to be. For this, and all of your love and support, I am truly grateful. I love you both.

2024

2024, TURKISH STUDIES -International Periodical for the Languages, Literature and History of Turkish or Turkic-,

Bu çalışmanın amacı sınıf öğretmenlerinin matematiksel modellemeye yönelik algılarını ortaya koymaktır. Nitel araştırma desenlerinden olgu bilim deseninde düzenlenen araştırmanın katılımcıları Kastamonu il merkezinde görev yapmakta olan 8 sınıf öğretmenindir. Öğretmenler ile yarı yapılandırılmış görüşmeler gerçekleştirilmiş, görüşmeler kayıt altına alınarak elde edilen veriler üzerinde içerik analizi yapılmıştır.
Araştırma bulguları şu şekildedir: Sınıf öğretmenlerinin matematiksel modellemeyi kullanım amaçlarına yönelik bulgular incelendiğinde, öğretmenler daha çok işlenen konuların öğrenciler tarafından daha iyi kavranmasının sağlanması, öğrenilenlerin daha kalıcı olması, soyut konuların öğretimi ilkokul öğrencileri için zor olduğundan somutlaştırmanın sağlanması, yeni başlanan konuya yönelik ilgi ve dikkatin sağlanması gibi nedenlerden ötürü matematiksel modelleme çalışmalarına derslerinde yer vermektedirler. Modelleme etkinliklerinin uygulama basamaklarına yönelik öğretmen görüşleri incelendiğinde, öğretmenler sistemli bir aşamalandırmadan bahsedilemeyeceğini; yapılan çalışmaların o gün işlenecek konuya ya da kazanıma göre değişebileceğini ifade etmişlerdir. Matematiksel modelleme etkinliklerinin güçlü ve zayıf yönlerinin neler olduğuna yönelik öğretmen algıları incelendiğinde, kalıcılığı ve kavramayı sağlaması, oyunlaştırarak matematiği sevdirmesi, yaparak-yaşayarak öğrenmeyi sağlaması, sınıfın bütününe (her seviyeye) hitap edebilmesi gibi yönlerden dolayı sınıf öğretmenleri matematiksel modelleme çalışmalarını süreç içerisinde çok etkili ve güçlü görmektedirler. Sınıf öğretmenlerinin ilkokul matematik programında modelleme etkinliklerine ne düzeyde yer verildiğine ilişkin görüşleri incelendiğinde öğretmenlerin çoğu etkinlikleri yeterli bulurken az sayıda öğretmen programdaki matematiksel modelleme çalışmalarını yetersiz bulmuştur. Araştırmanın bir diğer sorusunda sınıf öğretmenlerine matematiksel modelleme çalışmalarına daha çok hangi konuların öğretiminde yer verdiklerini ya da hangi konuların öğretimi için uygun olduklarını düşündükleri sorulmuştur. Sınıf öğretmenleri bu soruya çoğunlukla kesirlerin öğretimi, problem çözme çalışmaları ve geometrik şekillerin öğretimi cevaplarını vermişlerdir. Sınıf öğretmenleri derslerinde matematiksel modelleme uygulamalarına yer verirken nasıl bir yol takip edildiğine ilişkin soruya çoğunlukla rehber-yönlendirici ifadesini kullanmışlardır. Araştırmanın son sorusunda sınıf öğretmenlerine matematiksel modelleme çalışmalarında öğrencilerin görev ve sorumluluklarının neler olduğu sorulmuştur. Sınıf öğretmenleri bu soruya genel olarak etkileşim halinde olmak ve sınıftaki diğer bireylerle iletişim kurmak cevabı vermişleridir. Genel olarak sonuçlar değerlendirildiğinde araştırmanın çalışma grubunda yer alan sınıf öğretmenlerinin matematiksel modellemeye ilişkin literatürde tanımlanan kuramsal bilgiye yeterli düzeyde sahip olmadıkları belirlenmiştir. Sınıf öğretmenleri matematiksel modellemeyi gerçek hayat problemlerinin matematiksel forma dönüştürülüp çözülmesi süreci olarak değil; yalnızca derslerde somut materyal kullanımı ya da görselleştirme olarak ifade etmişlerdir. Ayrıca sınıf öğretmenleri açıkladıkları matematiksel modelleme sürecini kalıcılık ve kavrayarak öğrenme açısından önemli görüp derslerinde sıklıkla kullandıklarını belirtmişlerdir.

2024

Teaching and learning basic concepts of Geometry and Geometric have been suffering historically from various conceptual lacks along Brazilian Math Education. The proper usage of computer-based resources in such a context could be an important factor that would provide students with meaningful learning situations regarding such topics. In this way, the present paper presents a comparative analysis and application of dynamic geometry free software, developed under a constructive approach, applying them in Geometry and Geometric Design teaching and learning processes. For this, a case study -using R&C software -involving 80 K-12 students of a public school is shown. Desenho Geométrico vêm apresentando historicamente uma série de lacunas conceituais na Educação Matemática Brasileira. O uso adequado de recursos computacionais neste contexto pode ser um importante aliado para proporcionar aos estudantes situações de aprendizagem significativa destes tópicos. Assim, o presente artigo apresenta uma análise comparativa entre softwares de geometria dinâmica desenvolvidos sob uma abordagem construtivista no processo de ensino e aprendizagem de Geometria e Desenho Geométrico. Para tanto, apresenta-se um estudo de caso onde foi utilizado o software R&C, envolvendo 80 alunos de ensino fundamental da rede pública.

2024, Revista Electrónica Educare

Recibido 5 de noviembre, 2007 • Aprobado 15 de enero, 2008Este artículo plantea la correlación entre el examen de admisión de la Universidad Nacional de Costa Rica, respecto al rendimiento de los estudiantes de primer ingreso a la carrera Bachillerato y Licenciatura en la Enseñanza de la Matemática, en los primeros dos cursos de la especialidad.En este análisis se consideran las variables: calificación en examen de admisión (total y por módulos), promedio de secundaria y rendimiento en los primeros dos cursos matemáticos de la carrera. Para determinar la relación entre las variables se utiliza el coeficiente de correlación de Pearson.Los resultados revelan que los módulos del examen de admisión presentan una baja correlación, con respecto al rendimiento en dichos cursos. Por esta razón, pareciera que el actual proceso de selección de estudiantes de nuevo ingreso a esa carrera, no está realizando una adecuada discriminación con respecto a las bases necesarias para garantizar el éxito.