Mostrando recursos 81 - 100 de 37.213

  1. Mecanismos fisiopatológicos y su relación con la alteración en la amelogénesis de las enfermedades sistémicas frecuentemente relacionadas con la presencia de opacidades demarcadas: revisión narrativa de la literatura

    Pérez Orozco, Aury Helena
    Las opacidades demarcadas (Ode) son un tipo de defecto de desarrollo del esmalte debido a hipomineralización en la etapa de formación dental, estos defectos favorecen: la aparición de caries, la susceptibilidad a fracturas y generación de hipersensibilidad dentinal. La prevalencia de las Ode no es baja, en Colombia es del 33.35% en dentición permanente a los 12 años y de 29.20% en temporales a los 3 años. A nivel mundial los valores reportados oscilan entre 2,4% y el 40.2%. Las Ode pueden estar relacionadas con enfermedades y condiciones sistémicas, sin embargo, en humanos la evidencia de esta asociación es débil e...

  2. Módulo de enseñanza para desarrollar una mirada profesional sobre la comprensión matemática de los estudiantes

    Moreno Moreno, Mar; Callejo, María Luz; Sánchez-Matamoros García, Gloria
    Una de las competencias docentes que debe desarrollar el futuro profesor de matemáticas es mirar de manera profesional el pensamiento matemático de los estudiantes. Por tanto uno de los objetivos de los programas de formación de profesores en el área de matemáticas es desarrollar esta competencia. En el Máster Universitario en profesorado de Educación Secundaria de la Universidad de Alicante se ha desarrollado un módulo con el objetivo de desarrollar esta competencia en el dominio del límite de una función en un punto. Este módulo tenía como objetivo crear oportunidades a los futuros profesores para que anticiparan, compartieran y consensuaran...

  3. Possibilidades de articulação teoria-e-prática por meio da investigação colaborativa: Uma proposta para o ensino de matemática

    da Silva, Itamar Miranda; Andréia Nicolli, Aline; Gonçalves, Tadeu Oliver
    This paper is about the possibilities of articulating theory-and-practice by means of collaborative research, as a proposal for the teacher to face the dynamic everyday challenges using mathematical tools. The methodology is based on a literature review through which we study and analyze various books, articles and dissertations on the subject. From the readings and analysis, we constructed a proposal to address collaborative research as an alternative link between theory and practice, to allow more dynamism to the teaching of mathematics, in an attempt to develop knowledge and pedagogical practices that contribute to a broader formation, which prepares for citizenship...

  4. O ambiente de modelagem matemática como promotor de mudanças de concepções tradicionalistas do professor de matemática

    Gonçalves Machado, Arthur; Oliveira do Espíritu Santo, Adilson
    The purpose of this paper is to present, through episodes, modifications made by the teacher during the interaction in the research environment, a state public school in the outskirts of Belem. Were analyzed four episodes, in which we see significant changes in his posture classroom. The episodes are meant to highlight these changes, which we believe are the interactions of the characters from the environment, the teacher with the teacher-researcher and it with his students

  5. Lembranças da escola: O papel da escolarização na constituição de professoras de matemática

    Araújo Barros Costa, Roseli; Gonçalves, Tadeu Oliver
    This article appeared as a result of a study on the understanding of the professional development of mathematics teachers have developed as a dissertation at UFPA. This, in particular, the results of an analysis of selected categories, the teacher’s experiences as students in elementary and high school (EHS). To better understand this development was adopted as a qualitative research method, focusing on narrative, based on semi-structured interviews. Building on a concept of professional development perspective taken continuously, conceived in a broader context of teaching, permeating crises and conflicts, the analysis shows that teachers bring in to their teaching practice "brands"...

  6. O sentido e os significados do ensino de matemática em processos de exclusão e de inclusão escolar e social na educação de jovens e adultos

    Sgrott Rodrigues, Ana Maria; Ribeiro de Aragão, Rosália Maria
    This investigation is framed in terms of qualitative research as a case study of students in a public school member of the special program of Youth and Adults - ETA. These students were enrolled in the 3rd and 4th stages of the program, whose curriculum format corresponds to the last four grades, from 5th to 8th grades, whose operation is concentrated knowledge, space and time as each step is developed in a school year. The chosen school is located in the geographic area of 'occupation' which the community lives in conditions of social exclusion, precisely in the vicinity of two...

  7. A matemática, o quadro de escrever e os formadores de professores de matemática: Interpretando relações

    Melo Sanches, Ana Cláudia de; Hermes Santos Silva, Francisco
    The relation of teachers with the blackboard and the practical skills teachers developed in the educational process was and still is subject little discussed in the setting of educational research, because for a long time, the blackboard was synonymous of traditional and bank education and without any possibility of transformation didactic. The objective this work is to show important results on the subject, from the voices of some trainers of mathematics' teachers of Para, since the research identified in the constitution of trainers, personal and collective influences about particular knowledge to how use the blackboard as tool mediation in the...

  8. A coleção Matemática - Curso Ginasial, do SMSG: uma análise

    Pereira da Silva, Tatiane Taís; Marafioti Garnica, Antonio Vicente
    This paper presents an analysis of the Brazilian version of the books entitled Mathematics for Junior High School (Matemática – Curso Ginasial, in Portuguese), produced by SMSG and translated and edited in Brazil in 1967. The framework to develop such analysis was given by John Thompson’s Hermeneutics of the Depth and its results points to a sharp distinction between the approach to the math content in such books and the characteristics usually brought to the scene when defining what the New Math Movement was

  9. Etnofísica, modelagem matemática, geometria... tudo no mesmo Manzuá

    Ramalho de Souza, Ednilson Sergio
    The objective this is paper is to show partial results of research for project of doctorate whose intention is to analyze the Ethnophysics of the amazon fisherman end to develop innovative didactic resources for the conceptual approach in Physics and Mathematics in the classroom of the high school and higher education in environment of Mathematical Modeling. The research question was: How the build the Manzuá can contextualize lessons of Physics and Mathematics in high school? The methodology used was ethnographicresearch. The theoretical foundations were Ethnomathematics (D’AMBROSIO, 2008), Mental Models (JONHSON-LAIRD, 1983), Mathematical Modeling (CHAVES e ESPÍRITO SANTO, 2008) end Conceptual...

  10. Uma proposta de formação continuada de professores de ciências e matemática na interface do agir comunicativo e das questões sociocientíficas

    Bortoletto, Adriana; Pacheco de Carvalho, Washington Luiz
    The objective of this paper is to present a theoretical proposal  for the training of teachers of mathematics and science at the interface of communicative action and socio-scientific issues. In  this  paper  we  argue  for  the  need  for  a  continuous training of teachers if we are to be interested in developing  the scientific training of students from the public school system. To form communicatively competent students,  by the  end of  schooling, becomes necessary the training  of  argumentatively  competent  teachers.  Therefore, we believe that the theory of communicative action by Jurgen Habermas, will cooperate to this end.

  11. Is the notion of mathematical object an historical notion?

    Panza, Marco
    Discute-se os diferentes significados que historiadores e filósofos da matemática usam para o termo "objeto matemático", uma vez que muitos deles usam o termo sem se preocupar em especificar o que exatamente eles estão se referindo. Após explicitar alguns possíveis diferentes uso do termo, conclui-se que natureza do conhecimento matemático não é puramente uma questão epistemológica abstrata, mas sim uma questão sobre a atividade matemática, que é, em última análise, sobre a história da matemática.

  12. Reflexões sobre a formação do professor de matemática

    Freitas, Mª José
    This paper brings some reflections about the formation of the math teacher that made part of my marsters paper and that aimed to investigate the process of formation of the math teacher. The focus of this study incided at the contributions of teaching practice in the teacher's formation above the new paradigms of formation, as a professional development and as a reflexive teacher. These reflections, from the learning and teaching process and from the meaning of form a teacher analyse the crisis and the restructuration of the teacher's formation and conclude being necessary that in the graduation courses there's a...

  13. Contribuições de matemáticos franceses para o desenvolvimento da física

    Filardo Bassalo, José Maria
    In this article we show how the works of the french mathematicians were important to the development of Physics, in almost all of its branches

  14. Conjugando, na modelagem matemática, o tema religião e alguns debates paradigmáticos

    Fernandes Levy, Lënio; Oliveira do Espíritu Santo, Adilson
    This research aimed to make the students/subjects understand that there are inextricable influences between philosophy, especially the epistemological philosophy, and other cultural events, such as the mathematizing. As for mathematizing, aimed to insert the students at a process of teaching and learning guided by modeling their daily problems and/or their problems of interest, enphasizing the theme "Religion", which was chosen by the students themselves. In this modeling process, it became central the discussion (which pervades the epistemological/paradigmatic ambit) about the importance or not of the conjunction of disciplines conventionally classified as distinct. Finally, in the course of that modeling dynamic,...

  15. Linguagem matemática e comunicação: Um enfoque interdisciplinar

    Abreu da Silveira, Marisa Rosâni
    This paper aims to suggest an interdisciplinary approach that seeks to a communication between student and teacher in the teaching and learning of mathematical language. This approach is treated from different point of view perspectives: the philosophical discusses the nature of mathematical object, the anthropological points to the relationship that provides the student with mathematical objects and their representations, the historic talks about the discourse that speaks of difficulty of mathematics, the psychological stresses the student's cognitive process when dealing with mathematical concepts, and discusses the semiotic representations of mathematical objects. Therefore, it is analyzed the implications of some features...

  16. Formação profissional do professor de matemática: saberes essenciais que emergem de relatos docentes

    Pinto Pedrosa, Eliane Maria; Silva Leite, Lusitonia; Ribeiro de Aragão, Rosália Maria
    Given the complexity of problems related to the teaching of Mathematics and the training of future teachers we seek to understand issues related to education teaching and the think that teacher trainers eventually show. So, this research is concerned to understand aspects deemed essential by teachers-trainers who work in courses in Mathematics for the training of future teachers in this scientific field. We assume that there is in usual practice of these professionals a conceptual substrate that plays a crucial role in teaching practices and possibilities for personal / professional development of future teachers. Based on this assumption, we ask:...

  17. Cursos e percursos, calços e percalços de formadores de doutores em Educação em Ciências e Educação Matemática

    Ribeiro de Aragão, Rosália Maria
    The problem put under focus stems from cultivation of doctoral actions, reactions and attitudes of doctors already practicing in other areas and that resolve to migrate to the areas of Science and Math Education to take-on collaboration-training for new doctors formation in Science Education or Mathematics Education, in accord with North Regional Brazilian context claims. With this in mind, doctors professionally bound to higher education Institutions – Universities and Federal Institutes – as a NET located in Legal Amazon assume responsibilities which include taking on partnerships in order to increase the number of teachers held for the training of doctors...

  18. Experiência formativa mediatizada por ambiente virtual de aprendizagem: formação de professores de ciências e matemática na Amazônia

    Fraiha Martins, France; Valim Oliver Gonçalves, Terezinha
    This article reports results of a qualitative research, in the narrative modality. We investigated the formative experiences of teachers of Mathematics and Science through distance learning in the Amazon region, experienced in a course through the Virtual Learning Environment (VLE). We investigated under what conditions this education experience was a catalyst for teachers’ reflections on the Amazonian context of teaching science and mathematics. By using Discursive Textual Analysis some categories e merged: graduating in the Amazon region: obstacles and confrontations; AVA and Technologies: meaning (s) of the education experience and the impact of the experience in the perceptions of teachers’...

  19. A Educação matemática como influenciadora nas práticas de ensino do PIBID

    Costa, Dailson Evangelista; Ferreira de Moraes, Mônica Suelen; Gonçalves, Tadeu Oliver
    This paper shows some of the contributions that the program PIBIDfrom Araguaína provided to the scholarshipstudents of mathematicsfor two years. Among them, it is emphasized the process of reflection-investigation characterized as an influence in the attitude of these scholarshipstudents towards Mathematics directing them to Mathematics Education. The reason is that there was a direct influence on the activities of the scholarshipstudents, showing concerns about the teaching of mathematics. We adopted the method of exemplification of the practices involving interdisciplinarity (FARM, 2002) along with the theoretical assumptions of the work with projects (Hernández; VENTURA, 1998) conducted by the undergraduate scholarship studentsof...

  20. O uso da informática e o ensino de matemática nas escolas da rede pública estadual em Belém

    Kreüther Pereira, Franz; Gonçalves, Tadeu Oliver
    The present article is based on the conclusions of our master degree and treats to argue some difficulties observed in the computer as to assist pedagogical of the professor of Mathematics of the public net state of Para, reflecting the preparation (or not) of this professor before a contextualization process based on constructivist learning in computer network, while it points proposals with respect to a transforming conception in Mathematical Education, with sights to improve the pointers of performance in this disciplines, in the state of Para

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