Navegando por Autor "BORBA, Marcelo de Carvalho"

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    Informática como veiculo para mudança
    (1998) PENTEADO, Miriam Godoy; BORBA, Marcelo de Carvalho; GRACIAS, Telma de Souza
    This paper discusses the complexity of the introduction of computers in educational settings. It argues that the consolidation of such introduction requires changes in such aspects of education as curricular development, didactics as well as teacher education. The paper considers that the changes that technology may provoke in education will depend on the way these "new actors" will interact with human and non-human actors wich are part of the ecology of each school
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    Informatica trará mudanças na educação brasileira?
    (1996) BORBA, Marcelo de Carvalho
    This paper presents a discussion regarding the need for the teachers, in particular mathematics teachers, reflect on the impact of computer technology in education, It is emphasized that changes in curricula, a surpression of the notion of discipline and changes I power relation in the classroom are issues to be dealt with In pre-service and in-service teacher education, if computers are to be used effectively by the school system.
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    Internet e softwares de geometria dinâmica como atores na produção matemática online
    (2008) SANTOS, Silvana Cláudia; BORBA, Marcelo de Carvalho
    In this article, we present examples of how spatial Euclidean geometry activities can be proposed, developed, and discussed at a distance in a virtual learning environment using a dynamic geometry software. Using a qualitative research approach, we collected data in a university extension distance course offered to mathematics teachers. In this study, we emphasize the way different interfaces, such as chat, shape the elaboration of the geometry activities that were developed in this environment. We end by presenting perspectives on mathematical production drawing on our experience with the development of a new virtual learning environment and a geometry software for the Web, both associated with a project in which our research group is participating. We also discuss, based on an "empirical" study, how the model for a course, as well as the media used, condition mathematical production, and how new interfaces can transform it.
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    O porque da etnomatemática na educação indígena
    (1996) COSTA, Wanderleya Nara Gonçalves; BORBA, Marcelo de Carvalho
    Brazilian Indians are commercially exploited and culturally violated, as exposed by the press. We believe in a mathematical education that doesn’t perpetuate thus cultural violence. Instead, it respects the world sight, values, language, feelings, actions and desires of these people. A pedagogical proposal based in ethnomathematics should be implemented at an Indian school. In order to better put thus question, we discuss why an Indian should study mathematics and, also, the meaning and role of etnomathematics.