Zetetiké

URI Permanente para esta coleção

https://edubase.sbu.unicamp.br/handle/EDUBASE/77

A Zetetiké é uma publicação institucional da Faculdade de Educação da Universidade Estadual de Campinas (em parceria editorial com a UFF), tendo como objetivo contribuir, de um lado, para o desenvolvimento da pesquisa na Área da Educação Matemática e, de outro, para a formação de pesquisadores dessa Área, mediante intercâmbio e divulgação de pesquisas e estudos realizados por educadores matemáticos vinculados a instituições brasileiras ou estrangeiras.

Descrição

Mantenedor: UNICAMP

Tipo: IESE

Região: Sudeste

Cidade: Campinas/SP

ISSN: 2176-1744

Qualis: A2

Periodicidade: Publicação contínua

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Agora exibindo 1 - 20 de 55

A obra de Gerolamo Saccheri e a historia da geometria não-euclidiana
(1998) BRITO, Arlete de Jesus; MORAES, Lafayette de
We translated part of the Saccheri's book Euclídes ab omni naevo vindicatus: sive conatus geometricus quo stabiliuntur prima ipsa universae Geometriae Principia (Milão, 1733) and did some remarks about it
A relação entre as concepções de matemática e de ensino de matemática de professores na pratica pedagógica
(1997) THOMPSON, Alba Gonzalez
Case studies were conducted to investigate the concepts of mathematics and mathematics teaching supported by three teachers from "Junior High School" (4th cycle of elementary school). The Examination of the relations between conceptions and practice showed that teachers' beliefs, views and preferences regarding mathematics and its teaching had a significant, although subtle, role in the formation of their pedagogical behavior. The differences between the teachers, in their conceptions and practices, are presented followed by a discussion of the properties of their conceptual systems.
A relação entre as concepções de matemática e de ensino de matemática de professores na pratica pedagógica
(1997) THOMPSON, Alba Gonzalez
Case studies were conducted to investigate the concepts of mathematics and mathematics teaching supported by three teachers from "Junior High School" (4th cycle of elementary school). The Examination of the relations between conceptions and practice showed that teachers' beliefs, views and preferences regarding mathematics and its teaching had a significant, although subtle, role in the formation of their pedagogical behavior. The differences between the teachers, in their conceptions and practices, are presented followed by a discussion of the properties of their conceptual systems.
A representação dos corpos redondos no ensino da geometria
(1994) PAIS, Luiz Carlos
This article has its origin in the work of the Research Group on the Teaching of Geometry at IREM de Montpellier. This team is coordinated by Professor Gérard AUDIBERT and composed of about fifteen professors involved in research in Didactics of Mathematics. A number of experiments carried out by this group found that the teaching and learning of Euclidean and spatial geometry are inseparable from drawing.
Alguns aspectos negligenciados na compreensão e ensino de números e sistemas numéricos
(1999) GRATTAN-GUINNES, Ivor
Cultural questions have attended arithmetic since it began to develop in ancient times. They include possible differences between integers and non-integral numbers and in operating with them, religious and mystical uses and interpretations, the roles of zero, extensions to infinite numbers, and representing numbers by numerals in ways which are not well known but could be used in teaching, either at school or undergraduate level. Comments on educational utility are given, mostly at the end of each section; the word "student"refers to learners of all ages.
Apas Kayabi e simetria
(1996) SCANSIUZZI, Pedro Paulo
This article focuses the aspects of indiana pás - of the Kayabi tribe from the Xingu National Park – a kind of sieve, without holes, used as covers or adorns. The article describes how this Indian tribe relates the story of how the apás came ito use, dicusses the sequence in the learning of this manufacture and presents a geometrical/symmetrical study that involves the apás designs.
Aproximações de um valor de bifurcação usando uma planilha
(2000) PALIS, Gilda de La Rocque
Approximations of a bifurcation value using a spreadsheet. The relative availability and flexibility of spreadsheets make them very attractive, especially un an environment where computer resources are scarce. The present demand for the introduction of computer work in schools and colleges in brazil has led us to design a set of spreadsheet-supported activities to examine how pre-service and in-service teachers behave in an exploratory computer setting We describe the content of the activities devised and some of the strategies used by pre-service teachers in carrying it out.
As atitudes e as concepções dos professores de educação infantil com relação a matemática
(1999) MORON, Claudia Fonseca
The attitudes and conception toward mathematics presented by teachers pre-school. The main ojetive of research study was the existence and the type of attitude (positive or negative)towards mathematics is presented by teachers envolved inpre school education. It was also a goal of study to relate conceptions about math presented by teachers with positive and negative attitudes. The research was conducted in two phases. First phase subjects were 402 teachers, they answered a questionnare and scale of attitude toward mathematics. In the second phase, six teachers were selected from whithin the group and were iterviewed. The results obtained showed that this group of teachers had whose mean was 60.5 more positive attitudes with regard to mathematics. Interview analysis was able to show the attitudes (positive or negative) were not determining factors to differenciatiate the conceptions interviewed teacherrs had the teaching of mathematics in pre-school
As influências das políticas públicas curriculares na constituição da identidade do professor de matemática: análise de um caso
(2009) MATHEUS, Amanda Aparecida de Oliveira Fernandes; NACARATO, Adair Mendes
This paper is related to a master's dissertation that had as focus the constitution of the identity of the mathematics teacher considering the public politics influence. Our look will be upon the curricular reforms, in special, the State of São Paulo one, of 2008. The research was done with mathematics teachers of the city of Bragança Paulista/SP and the data for the research was constituted by: questionnaire, interview and classroom observations. For this paper we choose the case of teacher Íris, which reveals crisis in her professional identity facing the conflicts and contradictions for the implementation of an imposed curriculum. At the same time in which Íris saw positive aspects in the material to be used, she didn't manage new ways of teaching mathematics due to, mainly, the lack of a collective work in the school and of a politics of teacher education that sustained the curricular reform.
As potencialidades pedagógicas da história da matemática em questão: argumentos reforçadores e questionadores
(1997) MIGUEL, Antonio
The purpose of this article is to highlight and analyse some of the arguments that attempt to reinforce the pedagogic potentialities of the history of mathematics, in opposition to other arguments, less frequent but not less important, that try to point out specific obstacles rendering difficut the realization of these potentialities. The discussion takes place in the light of a non-exhausting set of arguments taken from a basic documentation consisting of articles published in national and international periodicals of Mathematic Education, abridgements contained in national and international Annals and Meetings of Mathematic Education, chapters of books and sparse references from the works of mathematicians, mathematic historians and mathematic educators
Atitudes (des) favoraveis com relação a matemática
(1996) GONÇALES, Maria Helena C. de Castro; BRITO, Marcia Regina Ferreira de
The present work aims to study the occurrence, the type and the stability of the attitudes from the teachers(of the first 4 grades of Grade School) and from the students in course of "Grade School Teaching" toward Mathematics. 295 students from course of "Grade School Teaching" from public school in Campinas and 203 "Grade School'teacher from public school in the same city hava been subject to this study. Considering the importance of study of the attitues towards Mathematics and the fact that an attitude represens a person's predisposition to a certain object in favorable or an unfavorable way, we have opted for this kind of investigation, whith is based on the fallowing hypotheses: a) Teacher's and prospective teachers' attitude toward Mathematics tend to be negative; b) People choose the course of "Grade School Teaching" because they dislike Mathematics; c) The groups and subgroups have litle difference regarding their attitudes towards Mathematics. The results obtained show that students have negative attitudes towards mathematics and teachers positive; there is litle alteration in the attitudess of more experience teachers and teh opinion for the course of "Grade School Teaching" has shown to be a person's predisposition to deal with children
Breve panorama da formação de professores que ensinam matemática e dos professores de matemática na UFMG
(2009) ZAIDAN, Samira
Aiming at contributing with Anped 2008 's Math Education working group, this text presents a) our view of contemporary education and teacher education; b) a brief outline of the curriculum reform of Mathematics Teacher Education undergraduate course at UFMG, c) teacher licensure students views of teacher-student relationships, d) teacher licensure students' views on the relationships between teachers, students and knowledge, as well as the relationships between the licensure and bachelor's degree in the Mathematics program. We also present a continuing education program developed at the School of Education at UFMG, a latu sensu graduate program (specialization) which focuses on the development of public school teachers, specially the group of Math Education. Finally, we approach the understanding of "schooled mathematics knowledge" in order to strengthen the establishment of a teacher education program that prepares student-teachers to interpret and analyze data from teaching contexts. We conclude the work by emphasizing the need of creating proper spaces for the education of Math teachers.
Buscando um perfil da população: quais as crenças dos professores de matemática?
(1998) SZTAJN, Paola
This article draws an attitude profile of the population of mathematics teachers in Rio de Janeiro. Likert scales were constructed and validated in order to situate the teachers in relation to six statements that represented traditional teaching. In a pilot sample of 100 teachers we found that they disagreed with the statements, independently of the school year they teach, their educational background and the type of school they teach (public or private). Therefore, at least at the discourse level, those who teach mathematics do not have a traditional attitude towards this science and its teaching and learning.
Caracterização das concepções dos professores em formação sobre ensino-aprendizagem da geometria
(2006) BARRANTES, Manuel; BLANCO, Lorenzo J.
Several studies have shown the importance of prospective teachers' conceptions about mathematics and its teaching/learning during their educational process. They indicate that to learn to teach mathematics we must take into account the demands that originate from our own conceptions of school-level mathematics, since these are stable and resistant to change. On the basis of this idea, we have developed a study aimed at describing and analysing prospective primary teachers' conceptions about school-level geometry and its teaching/learning. To this end, we considered the hypothesis that the students' memories and expectations provide information with which to characterize prospective primary teachers' conceptions in the field of geometry and its teaching/learning at the primary school level
Como adultos interpretam desenhos e calculam volumes de sólidos construídos por pequenos cubos
(1996) KALEFF, Ana Maria; REI, Dulce Monteiro; GARCIA, Simone dos Santos
This report deals description of some partial results drawn from a wider research work conducted with students of the last year secondary school and with pre-service and in-service teachers, regarding the improvement of the ability of geometric visualization. Information is present based on the answers to a number of questions dealing with the interpretation of the drawings and the measure of volume of solids built with piled-up small cubes. The question address the differences that might exists between the actual amount of cubes necessary to the determination of the volume of the solid and the amount of cubes which are visible in the drawings. The performance of the students has shown to be equivalent to that presented in the literature covered. However, answers provided by students as well as by pre- and in-service teachers, point out that faced with situations similar to those found in elementary grades’ textbooks, they may and probably, will, present difficulties in interpreting the drawings. Further, the results point out that pre-service and in-service teachers are not aware of the conventions implicit in the drawings used to back-up the volume measure process, besides showing other kinds of deficiencies regarding several elementary mathematical concepts.
Conocimiento y practica profesional del profesor de matematicascaracteristicas de uma agenda de investigacion
(1999) LINARES, Salvador
Professional practice and Knowledge of the Mathematics Teacher: characteristics of an Investigation Agenda. Innovation processes in mathematics teaching are considered contexts in which the relationships between knowledge and practice of mathematics teacher can be analysed. In this paper some aspects and findings from a research agenda focus on the interplay among in mathematics teaching, mathematics teacher’s professional knowledge and the instructional practice are presented.
Conocimiento y practica profesional del profesor de matematicascaracteristicas de uma agenda de investigacion
(1999) LINARES, Salvador
Professional practice and Knowledge of the Mathematics Teacher: characteristics of an Investigation Agenda. Innovation processes in mathematics teaching are considered contexts in which the relationships between knowledge and practice of mathematics teacher can be analysed. In this paper some aspects and findings from a research agenda focus on the interplay among in mathematics teaching, mathematics teacher’s professional knowledge and the instructional practice are presented.
Da pratica do matemático para a prática do professor: mudando o referencial da formação matemática do licenciado
(1997) SOARES, Eliana Farias; FERREIRA, Maria Cristina Costa; MOREIRA, Plinio Cavalcanti
The authors believe that the mathematical part of the curriculum of undergraduate courses in Teaching Mathematics in Brazil almost always reflects the perspective of the professional mathematician and not that of the Mathematics teacher at elementary and higt-school level. In this they analyse the effects of such a distortion over the general organization of courses for prospective teachers be developed so as fully integrate with his future practice at school level. such a change in view requires rethinking the contents to be emphasised in mathematical knowledge, which would be, moreover, organically interwoven with an approach that will best suit the interests of a mathematics teacher. The following question, thus, poses itself upon research in Mathematics Education: what is the relevant Mathematics to form a Mathematics teacher?
De aluno a professora a: redescoberta da escola
(1993) SAMPAIO, Fausto Arnaud
A descent in slow steps, trembling with doubts, under the strong midday sun. suffocating as the short commute. now endless. The feeling of time seems to expand, when imagining other students in the same circumstance, asking the same questions and then comparing the impressions with those communicated by veteran students. Will Corm be my teacher? Brava? Pretty? Does she scream like my brother's? How many students will we be in the classroom? Will sweat drip from my face, nervous, if the teacher talks to me? Will she let me go to the bathroom? ...
Documentos de professores como fontes para história da educação matemáticao arquivo pessoal Euclides Roxo - APER
(2004) VALETENTE, Wagner Rodrigues
This paper is aimed to highlight the growing importance of the use of personal archives in historiographic practices and the relevance of mathematics teachers’ personal archives to the history of mathematics education in Brazil. The text is also intended to promote Euclides Roxo's personal archive and analyze, by using it, how a proposal to change the teaching of mathematics which occurred during Washington Luis's government was maintained by Getúlio Vargas’ revolutionary movement.

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