Navegando por Data de Publicação, começando com "2015-06-25"

Filtrar resultados por ano ou mês

Agora exibindo 1 - 3 de 3

O ensino de funções trigonométricas através da resolução de problemas
(Universidade Federal de São Carlos, 2015-06-25) Hristov Sobrinho, Dimitrie; Pompeu Junior, Geraldo; https://lattes.cnpq.br/7146270419829114; https://lattes.cnpq.br/5242647743585815
The Brazilian high school, particularly in São Paulo State, has as general objectives the deepening the concepts studied in elementary school, making the student able to continue their studies in higher education and / or vocational courses. In addition, objective the development of critical student's ability to use the mathematical knowledge / concepts studied to understand and solve real situations of their daily lives. However, it is common to see in our schools, students subjected only to the resolution of repetitive exercises, called by George Polya of "routine problems". Consequently, the development of their criticality and their logical / deductive reasoning are affected, not to say, forgotten as goals to be achieved. The research, at the level of Professional Master Degree, reported here was aimed at the "investigation of possible contributions to a methodology based on Problem Solving Theory may have towards the teaching and learning process of trigonometric functions, as well as with the development of mathematical reasoning students of the 2nd year of high school". To this end, it was formulated three issues to be investigated during the course of the research. Are they: (1st) What should be done to generalize the concept of trigonometric ratio (sine, cosine and tangent), studied in the right triangle to the trigonometric cycle? (2nd) How should the transition be held generalization preceded the trigonometric cycle for the study of trigonometric functions in the Cartesian plane in a logical and deductive way? (3rd) What is the contribution that this research brought to my teacher training in math, methodological and didactic perspectives? The investigation results show that the involvement of students in the search for solutions to the problems posed, increased understanding of mathematical concepts worked as well as their application in their everyday situations. Finally, from the my professional training perspective, the research has shown that, when driving the Teaching Process and Learning of Mathematics, from problems "non-routine" and contextualized, the chances of improvement in the understanding and application of mathematical concepts worked as well, interest and involvement of students increased significantly.
Processo de elaboração de uma matriz curricular : especificidades do ensino e aprendizagem de língua espanhola no CEL-São Carlos
(Universidade Federal de São Carlos, 2015-06-25) Oliveira, Geandro de; Gregolin, Isadora Valencise; https://lattes.cnpq.br/1015869228676997; https://lattes.cnpq.br/4074377837664563
This research aims to investigate the process of construction and implementation of the Spanish language Course Curriculum at a Language Center located in the countryside of São Paulo. Therefore, as observed in the teaching-learning process in all years of school it is proposed examination of the entered students in the Spanish course. In this way, a special focus will be given in two important issues: the ways in which managers and teachers form the new classes of languages and which tools are used to evaluate if a student is prepared or not for next levels. For this, it will be used documents as the Resolution 81/2009 and 44/2014, in order to investigate the theoretical basis of curriculum proposal of the Spanish language teaching, also the comparison between the skills and abilities of PCN - EF and MS (2000), the OCN (2006) and the Common European Framework of Reference (2001). It will also be essential the concept of curriculum discussion according to Serrani (2005), Goodson (1995) and Sacristán (2000).
AR+G Atividade Educacionais: um aplicativo de realidade aumentada com gamification para auxiliar no processo ensino-aprendizagem de alunos com deficiência mental
(Universidade Federal de São Carlos, 2015-06-25) Colpani, Rogério; Homem, Murillo Rodrigo Petrucelli; https://lattes.cnpq.br/4099700446922080; https://lattes.cnpq.br/6491874206037524; Santos, Carlos Henrique da Silva; http://lattes.cnpq.br/2704773293662530; Gonzalez, Sahudy Montenegro; http://lattes.cnpq.br/9826346918182685
In this work, it developed an Augmented Reality with Gamification application to assist the learning process of students with intellectual disabilities in general. This application enables the teacher explore various skills with students, how examples, classification, discrimination, color, quantity, problem situations, functionally of objects and association. It was evaluated by two special education professionals and tested by ten students with intellectual disability. In order to evaluate the potential of the application was used quantitative and qualitative methods. In the quantitative stage, questionnaire were applied to the teacher. This questionnaire, regarding the skills presented by the students, were applied prior to the tests with the application get started in schools and were reapplied after a period of two months of tests. For the statistical analysis, it was used the t-test for hypothesis testing and descriptive statistics to organize, summarize and present the data. In the qualitative stage, was evaluated the technical and pedagogical usability of the application in order to the views of experts in the area, making use of questionnaire and observational technical, your opinions about the ease of learning and satisfaction of the application use. The results show that the AR+G Educational Activities contributes to the improvement of skills that, the traditional teaching methods used so far by students that had not been seized by them in a conventional way. It is an easy to learn tool and provides satisfaction from potential users during use. As for learning material, it provides individual knowledge construction facility or collective, presents evidence of engagement and motivation of the students while conducting their activities, as well as more active behavior of the same.