Mathematics In Basic Education Research Articles

Affectivity in mathematics teaching: using playfulness to combat resistance to new practices in the context of basic education

This article investigates the effectiveness of playful approaches and affectivity in teaching mathematics in basic education. The goal is to analyze how these methodologies can overcome resistance to new pedagogical practices and improve engagement and understanding of mathematical concepts. A literature review and practical experience report demonstrate that playful activities, such as games and challenges, increase student interest, facilitate the understanding of abstract concepts, and develop socio-emotional skills. Affectivity, by creating an emotionally safe environment, reduces math anxiety and promotes a positive attitude. It is concluded that combining playful elements with an affective approach transforms the teaching-learning experience, making mathematics more accessible. Therefore, it is essential to invest in continuous training, school infrastructure, and educational policies that encourage pedagogical innovation.

Philosophy of Mathematics in Primary Education Mathematics Learning: Ontological, Epistemological, and Methodological

The purpose of this study is to examine the relationship, position, and role of the philosophy of mathematics in learning mathematics in basic education through the perspective of the scope of philosophy, namely ontological mathematics, epistemological mathematics, and methodological mathematics. This research is a qualitative descriptive research with a literature study approach. Data collection techniques are carried out through the documentation method of articles originating from the Google Scholar database, as well as books related to the philosophy of mathematics. Data analysis techniques consist of data reduction, data presentation, and conclusion. The results highlight three main aspects within the scope of the philosophy of mathematics: ontological, epistemological, and methodological. Ontological mathematics addresses the ontological foundations of mathematics for teaching, including the role of mathematics in various contexts. The epistemology of mathematics emphasizes the importance of understanding the discipline from multiple perspectives to enhance learning and curriculum design. Meanwhile, the methodology of mathematics highlights the role of specific methods in determining mathematical solutions. In conclusion, understanding the philosophy of mathematics in these three aspects is important for educators to improve the learning process of mathematics at the primary level comprehensively and optimally.

Computational thinking in the curricular component of mathematics in basic education: Possibilities and challenges

This article highlights and discusses aspects of the perceptions of a group of Mathematics teachers in Basic Education about Computational Thinking (CT) and its possibilities of working simultaneously with the curricular component of Mathematics in Basic Education. The case study was carried out through a continuing education course and focused on the application of questionnaires with open questions, as well as on reports on the inclusion of activities, by the participants, in their teaching practice during the course. The responses were analyzed from a qualitative perspective and the results highlight the predominance of lack of knowledge on the subject, especially with regard to the use of methodologies that develop computational thinking associated with specific objects of Mathematics knowledge.

TEACHING MATHEMATICS IN BASIC EDUCATION THROUGH PROBLEM SOLVING

Even today, since the first school years, most of the time in Mathematics classes, it is observed that students learn to do math (algorithms), with predetermined rules and steps, presented on the blackboard and in textbooks, at which they have to follow without, however, previously reasoning why they are doing that, or even without having the possibility of developing their own method to solve mathematical problems. This mechanization of the teaching-learning process of mathematical concepts causes students to lack understanding and interest in the subject. On the other hand, when using the resolution of challenging problem situations, applying examples from the school context, it helps the development of students’ autonomous reasoning. In this context, the present study will focus on the importance of solving problem situations in teaching Mathematics in Basic Education, using bibliographic data as a research method. Furthermore, the main objective of the research is to discuss the importance of solving problem situations in teaching Mathematics in Basic Education. Furthermore, it is worth highlighting that research highlights the role of the teacher as a stimulator and mediator of the hypotheses raised by students, enabling them to develop logical reasoning capacity, understanding the importance of mathematical concepts for their day-to-day lives.

MATHEMATICAL INNOVATION

Introduction: In the teaching of trigonometry, in the subject of high school mathematics, presented according to the textbooks, bringing contents and forms of resolution with many difficulties and practicality for teaching students to find angle between the hands of a clock., has become a reality for millions of students and teachers around the world. Based on this reality, the teaching of basic education has undergone major transformations in its teaching structure with. Objective: To develop an equation to find the angle between two hands of a clock, to meet the difficulties faced by students and teachers of teaching mathematics in basic education, through innovative methodologies that will provide learning for students and contribution to the public school community of the Municipality of São Francisco/PB, Brazil. Methodology: To carry out this research, a sample was formed by a triple factorial involving: 4 schools, 5 teachers and 10 students, from the city of São Francisco/PB/Brazil. The public elementary schools chosen to be part of the research were: EEECI Dorgival Silveira, ECI Mestre Júlio Sarmento, ECI DR. Silva Mariz and E.E.E.F.M Celson Mariz, respectively. Conclusions: In general, the difficulties pointed out by teachers and students listed in this study are related to continuing education, the scarce literature that does not offer didactic material in favor of the development of new mathematical models that can help solve trigonometry problems with ease and speed on the part of students, and the lack of innovative methodologies for teaching trigonometry both in the eyes of teachers and students. Thus, there are many barriers in the teaching and learning of mathematics, requiring the development of new research that dynamically enables the teaching of this discipline

Manipulative materials as mediation artifacts in problem solving

Curricular documents encourage the use of manipulative materials, revealing an expectation that they will contribute to the improvement of the teaching of Mathematics in basic education. In this article, we intend to analyze some productions of twelve by 6th grade students who used in the second semester of 2018 manipulative materials to solve two problems. Based on a Historical-Cultural perspective of learning, we seek to understand the potential of manipulative materials beyond planning, focusing on how learners appropriate these objects. Grounded in the assumptions of qualitative research, we analyzed students’ resolution strategies based on the reports of classes produced by undergraduate Mathematics students who were collaborators in the research. As the main results, we highlight that the appropriation of the manipulative material by the students led the resolution process and to the understanding of the possibility of replacing the manipulative material with a design. Thus, we infer that the use of such materials in addition to motivating is justified when they mediate problem solving.

Vanuatu's Typical Approach of Mathematics vs the TUAM Approach of Mathematics

There are multiple factors contributing to the low level of mathematics in basic education in the Republic of Vanuatu. Results through the Vanuatu Standard Test of Achievement (VANSTA) in 2017 and 2019 unveiled that there were gaps in the performance of mathematics which cause the overall achievement to stagnant which were below the expected minimum standard (Curriculum Development Unit, 2020). This study investigated the current situation of the teaching mathematics approach in the country recognised as the ‘I Do-We Do-You Do’ teaching model. In comparison, the study also examined the influence of the ‘Try-Understand-Apply-Master’ (TUAM) discovery learning process on students in Vanuatu. The study compared these two teaching approaches through pre and post-test interventions among the control and experimental group of two grade five classes. The findings of the study discovered a possibility that the TUAM discovery learning process could be effective in improving the mathematics level in the basic education in the Republic of Vanuatu.

Assessment of Primary School Teachers‟ Mastery Number Base System in the Universal Basic Education (UBE) Mathematics Curriculum

The study examined primary school teachers’ mastery of number base system in Universal Basic Education (UBE) mathematics curriculum in Delta Central Senatorial District. The purpose of the study was to determine the extent to which primary school teachers have mastery of number base system in the studied area. Four research questions were raised alongside four null hypotheses which were tested at 0.05 level of significance to guide the study. The research design used was descriptive research design. The population of the study consist of 4969 teachers in public primary schools with a sample size of 357 teachers. The research instrument was mathematics question used to determine the extent to which primary school teachers have the mastery of the concept (number base system). The validity of the instrument was established with the use of table of specification. The reliability was established using test-retest method for establishing the stability of the question which yields an alpha reliability coefficient of 0.85. The hypotheses were tested by using independent t-test statistics at 0.05 level of significance. The study revealed that male, urban, experienced and university qualification of primary school teachers have a slight difference in their mean when compared to female, rural, less experienced and NCE qualifications of primary school teachers’ mastery of number base system in Universal Basic Education Mathematics Curriculum. The researcher recommended that: Teachers training institutions in the country should give adequate training to both male and female primary school teachers’ mastery of number base systems in mathematics, Primary school teachers in the federation should be guided by the curriculum planners on how to implement the new mathematics curriculum.

Tecnologias digitais no ensino e na formação docente segundo a visão de estudantes de licenciatura em matemática

Este estudo qualitativo objetivou apresentar e discutir as visões de futuras docentes em relação à integração das tecnologias digitais no ensino de Matemática e na formação de professores. Participaram da pesquisa, quatro estudantes em níveis distintos do curso de Licenciatura em Matemática de uma universidade pública paulista. Os dados foram produzidos por meio de gravação em áudio no contexto de um curso de extensão universitária, que configura o cenário da pesquisa. Esse curso teve como público-alvo professores e futuros professores de Matemática e abordou as possibilidades do GeoGebra para o ensino e para a aprendizagem de Geometrias Plana e Espacial, além de promover discussões sobre a integração das tecnologias digitais no ensino. Este estudo que se apresenta foca em uma discussão ocorrida em um dos encontros do curso. Essa discussão foi considerada uma entrevista coletiva e foi analisada à luz de processos qualitativos. Os resultados, que são apresentados por meio de categorias e subcategorias, evidenciam que as estudantes consideram que as tecnologias digitais são importantes tanto no aprendizado de conteúdos matemáticos, como na formação dos futuros professores, mas avaliam que essa temática tem sido negligenciada em sua própria formação docente e no ensino de Matemática na Educação Básica.

Geometric Transformations in the Plane: Shapes in Motion.

This work intends to analyze the validity of inserting the study of Geometric Transformations in Basic Education. It is based on the analysis, from the historical perspective, of the use of these transformations by man and the development of these concept by mathematicians. It intends to show that this subject can be used as an integrating content between the branches of mathematics in basic education to contextualize teaching of subjects in which students do not easily see a practical application.

Design and Research of Mathematics Teaching Intelligent Classroom Based on PCA-NN Algorithm.

With the increasing importance of mathematics in basic education, how to evaluate and analyze the intelligent effect of mathematics teaching classroom through scientific methods has become one of the indicators to evaluate the intelligent classroom. This paper studies the design and application of mathematics teaching intelligent classroom based on the PCA-NN (principal component analysis-neural network) algorithm. Firstly, this paper briefly describes the current research status of mathematics teaching intelligent classroom design and PCA-NN algorithm. Secondly, combined with the key factors of mathematics teaching, it formulates specific standards and puts forward an adaptive strategy of intelligent and personalized intelligent mathematics teaching classroom. Finally, the algorithm is verified by experiments. The results show that, for students with different mathematics basic levels, the mathematics teaching intelligent classroom based on the PCA-NN algorithm can effectively improve the quality of mathematics classroom teaching. Through the research on the factors such as teaching quality, effect, and interaction mode involved in the process of mathematics teaching classroom design, the intelligent classroom design factors affecting teaching quality are determined. This paper analyzes and studies the system from different angles. The research results provide some help for the current quality evaluation of classroom teaching and use the PCA-NN algorithm to make quantitative analysis and multivariate verification of mathematics classroom teaching effect.

Análise da prática pedagógica de docentes da matemática na educação básica

Esta pesquisa objetivou refletir sobre a prática didático-pedagógica de docentes da Matemática na Educação Básica, por meio da percepção de alunos do Ensino Médio da rede pública de Santarém-Pará. Trata-se de uma pesquisa de abordagem quantitativa e qualitativa, do tipo exploratória e de levantamento, que utilizou a Teoria da Resposta ao Item - TRI no processo de mensuração da qualidade da prática didático-pedagógica docente e, posteriormente, interpretou qualitativamente a escala de proficiência, dentro da perspectiva pedagógica. Foi desenvolvida por meio de recolha de dados junto a uma amostra de 1.208 estudantes do Ensino Médio, gerando uma escala de proficiência docente dividida em três níveis acumulativos de práticas: I - analisa as avaliações e erros dos alunos; II - realiza trabalhos em grupo e investiga o conhecimento prévio dos estudantes III - oportuniza debates. A escala permite a classificação dos docentes em cada nível, apontando reflexões sobre suas práticas pedagógicas.

Smartick para el fortalecimiento de matemática en educación básica

El objetivo consistió en analizar el Smartick para el fortalecimiento de matemática en educación básica. fue de carácter metodológico descriptivo con diseño no experimental transversal. Como conclusion se resalta que la nueva era digital es fundamental por su diversa gama de herramientas y plataformas tecnológicas al impartir tutorias con los niños. Se recomienda a smartick como plataforma y material de apoyo, lo cual es muy beneficioso en los niños porque ayuda a relacionarse con los demás de forma colaborativa e incluso sostienen interés por la matemática, muchos se han motivado y ahora se emocionan cuando le dan una recompensa o puntaje. Este cambio positivo motiva a los docentes y padres de familia a seguir apoyando el uso del aplicativo Smartick y seguir fortaleciendo la capacidad de cálculo, lógica y resolución de problemas.

Recomendações Teóricas de um Jogo Matemático Desenvolvido a Partir do Conceito Intuitivo de um Terno Pitagórico

RESUMO: A matemática no ensino fundamental ocasiona todo um alicerce de conhecimentos que o educando necessitará para ampliar contextos mais abstratos, estabelecendo competências e habilidades necessárias para raciocinar e pensar matematicamente. Os jogos matemáticos têm sido uma ferramenta imprescindível para minimizar essas distorções entre a teoria e a prática no aprendizado de matemática. Este estudo, realizado em 2019, objetivou apresentar um jogo de memória formado por ternos Pitagóricos, pertencente a um kit de jogos matemáticos produzidos pelo grupo de pesquisa GALC – Geometria, Álgebra, Combinatória e Lógica. Metodologicamente, a proposta visa propor esse jogo como uma alternativa na prática educativa no processo ensino e aprendizagem de matemática na educação básica. A utilização de novas metodologias para o ato de aprender e ensinar matemática tem fortalecido a criatividade do aluno na educação básica, estimulando professores a realinhar toda sua prática pedagógica em prol de um ensino de matemática mais motivador e atual.
 PALAVRAS-CHAVE: Ensino e aprendizagem de matemática. Jogo matemático. Terno Pitagórico.

Habits of Mind Strategies for Enhancing Students’ Math Problem Solving Skills

The objective of this research is to know the differences in mathematical problem solving skills between using mathematical habits of mind strategy with conventional learning. Methods that is used is quasi-experimental, with non-equivalent control group design. The subject of this study was a 7th grade junior high school student with 56 number of people which were 12th-13th years old. with sampling techniques i.e. purposive sampling. Instruments that is used in this research is description test which was arranged based on mathematical problem solving skills material. Data analysis technique is with N-Gain T-test. The result show that the significant N-Gain score obtained is 0.008. The N-Gain score is smaller tha (α = 0.05), which means that there is a significant difference in the increase in mathematical problem solving abilities toward participant student who use mathematical habits of mind strategies with those using conventional learning. statistically proven habits of mind strategy that influences problem solving can be one of the practitioners' choices in teaching mathematics in basic education.

Para onde orientam estudos sobre Pensamento Algébrico e Lesson Study? Caracterização de pesquisas com professores dos anos iniciais (2009-2019)

Afirmamos a importância de perspectivas do trabalho, em regime de colaboração, com professores que ensinam Matemática na Educação Básica, particularmente no ciclo da alfabetização frente à inserção da unidade temática Álgebra no currículo dos Anos Iniciais. O artigo baseia-se em revisão de literatura, com mapeamento de teses e dissertações, voltada à teorização dos estudos desenvolvidos na última década (2009 a 2019) que abarcaram os descritores Pensamento Algébrico e Lesson Study em programas de pós-graduação da área de Educação e Ensino, situados no Estado de São Paulo. A análise dos diferentes estudos localizados no contexto paulista desvelou indícios relevantes à indicadores futuros, os quais possibilitaram-nos aprimorar a atividade de extensão e pesquisa que desenvolvemos em 2019. A aproximação com as experiências anteriores sinaliza para necessidade de constituir espaços de formação, centrados na escola, que possibilitem a instrumentalização docente no que respeita atributos definidores do desenvolvimento do pensamento algébrico com as crianças. Palavras-chave: Mapeamento de Teses e Dissertações. Pensamento Algébrico. Lesson Study. Anos Iniciais.

O currículo de matemática no ensino superior: análise das primeiras matrizes curriculares de uma instituição de ensino superior no agreste de Pernambuco no decorrer de quatro décadas

Este trabalho, apresenta um recorte de uma pesquisa de dissertação que encontra-se em andamento na Universidade Federal de Pernambuco – UFPE, a qual busca investigar o impacto que a Faculdade do Belo Jardim – FBJ, mantida pela Autarquia Educacional do Belo Jardim – AEB, tem exercido na formação do/a professor/a de Matemática na Educação Básica no agreste pernambucano ao longo de quatro décadas. Para tanto investigaremos as transformações curriculares, formativas e históricas do curso de Licenciatura em Matemática da instituição. A proposta do estudo apresentado neste trabalho é a análise das primeiras matrizes curriculares vivenciadas na instituição nas décadas de 70 e 80 bem como os documentos oficiais norteadores do respectivo período. Na efetivação da pesquisa realizou-se um aprofundamento teórico do tema buscando posicionar o objeto de estudo no conjunto das discussões teóricas que embasaram o estudo em documentos oficiais, livros, artigos, teses e dissertações que tratam da história e breve trajetória da FBJ, do currículo no Curso de Licenciatura em Matemática na Instituição, pareceres do MEC e Conselho Estadual de Educação. O estudo teve como procedimento metodológico a pesquisa explicativa sob a forma documental de caráter qualitativo, na qual foram consultados autores que identificaram em seus estudos e pesquisas a relevância da Licenciatura em Matemática. A análise das matrizes curriculares da instituição permitiu relevantes reflexões das dificuldades superadas para atender as necessidades temporais com relação ao currículo de Matemática e a formação inicial do professor/a de Matemática.

Formação para ensinar Matemática em um curso de Pedagogia: alguns rastros de discursos

Este artigo é resultado de atividades de pesquisa realizada em parceria com quatro Universidades gaúchas, em que investigamos sobre a constituição da docência para ensinar Matemática na Educação Básica. Neste texto, apresenta-se um recorte do estudo mais amplo, analisando-se os Planos de Ensino (PE) do componente curricular Matemática. Pretende-se responder às seguintes questões: Quais discursos sobre o ensino de matemática manifestam-se nos Planos de Ensino de um curso de Pedagogia de 2011 a 2016? De que modo os discursos sobre o ensino da matemática estão presentes nesses Planos de Ensino? Argumentamos que os Planos de Ensino constituem e são constituídos por rastros de jogos de verdade que produzem efeitos na formação dos professores para ensinar matemática nos anos iniciais. Ao finalizarmos o estudo, delineamos alguns rastros de discursos presentes nos Planos de Ensino: as abordagens construtivistas marcadas pelas teorias piagetianas, a matemática escolar como referência principal na formação do professor dos anos iniciais e a separação entre teoria e prática.

Uma proposta de articulações entre Álgebra Vetorial e GeoGebra

Neste trabalho, apresentamos algumas produções oriundas de um minicurso realizado em um evento direcionado a licenciandos e professores de matemática da Educação Básica. Destarte que, apenas estudantes realizaram inscrição nesta atividade. A proposta do minicurso constituiu-se a partir de um estudo do trânsito entre as diferentes representações vetoriais nos domínios numérico, algébrico e geométrico, subsidiado pelo software GeoGebra, com o intuito de apontar caminhos para a instauração de pressupostos do emergente Paradigma de Questionamento do Mundo, cujos pilares se assentam no despertar de uma visão prospectiva que se opõe ao Paradigma de Visitação de Obras. Nesta perspectiva, tomamos como aporte teórico a Teoria Antropológica do Didático – TAD, a qual possui um dos fundamentos centrado nas análises das atividades didáticas matemáticas em torno de uma modelação praxeológica pontual, por meio da interação entre os blocos prático e teórico. As atividades foram planejadas e desenvolvidas contemplando-se tarefas que geralmente são tratadas em aulas ou avaliações sobre a teoria de vetores no plano, objetivando-se apontar direções para integrar o software às aulas que abordam a álgebra vetorial. Em termos de resultados, identificamos que os participantes abandonaram a postura estática e coadjuvante imposta no modelo tradicional de ensino e assumiram um papel protagonista nas atividades desenvolvidas, tanto no ambiente “papel lápis” quanto no âmbito virtual, contribuindo, desta forma, com a formação de futuros professores de matemática que questionem e não apenas visitem obras.

Conceptions and pedagogical practices on the mathematical processes of teachers

The objective of this research work is to establish the disciplinary, didactic and pedagogical conceptions of teachers in the area of mathematics in basic education against the formative process by competences and mathematical processes. The relationship between the standards developed in the institution against those stipulated by the “Ministerio de Educación Nacional” of Colombia was analyzed. This research was developed considering a hermeneutical historical paradigm, guided by the integrated qualitative approach, from an ethnographic design and therefore microetnography as a method. The research contributes from the epistemological, pedagogical and didactic categories, towards the achievement of evidence related to the classroom practices of teachers where contextualized problematic situations do not prevail so that the classes of the students are routine, not very impactful and the environment or Space becomes unmanageable, they do not have an adequate use of educational texts, and the use of educational material such as technological tools is not evident.