Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

En este trabajo se presenta una serie de actividades realizadas en una salida educativa con un grupo de estudian-tes de 3° año del profesorado de física del Instituto de Formación Docente n° 112 de la provincia de Buenos Aires. Se muestran aquí algunas actividades que incluyeron la determinación de diferentes parámetros solares a través de instrumentos sencillos y observaciones astronómicas en un camping de la localidad de San Antonio de Areco. La metodología de trabajo incluyó el planteo de diferentes tipos de problemas contextualizando conteni-dos de física de dos materias diferentes. La propuesta demostró que las salidas educativas pueden ser una gran estrategia de aprendizaje en la formación docente.

Este trabajo describe a grandes rasgos el programa curricular para la asignatura Computación III del profesorado de física, que incorpora el proceso de modelado como eje principal. Propone la implementación de herramientas software para facilitar este proceso, al enfocarse principalmente en los modelos físicos y no en las dificultades que presenta la matemática subyacente. Además, se focaliza en la importancia de la validación experimental como parte fundamental del proceso de modelado y narra las estrategias de enseñanza implementadas en la cátedra para alcanzar ese objetivo que luego fue evaluado sobre las producciones de los estudiantes.

This article aims to contribute to the reflections on the role of Statistical Education in Higher Education, based on the proposition of a methodology used in various disciplines of Statistics in a Public University. The described methodology includes the collection and analysis of data in the investigative cycles of an Action Research, here called Quantitative Research. The results obtained refer to two editions, with an interval of two years, of a research carried out by the students of the Statistics disciplines. In both editions, the research aimed to measure the impact of the Law of Quotas, which provided discussion about the role that this area of knowledge, transverse to almost all courses, may have in citizen education. The manipulation of data, based on a theme of its reality, favored the motivation and learning, even informal, of concepts of inference and statistical modeling, as well as provoked instigating discussions and questions about the social reality described by the data. This proposal points to a promising methodological way to expand the potential of the Statistics disciplines, taught in almost all undergraduate courses, favoring the formation of more critical and conscious citizens.

This article aims to present as graduating in Mathematics, from a public university in São Paulo, have been able to develop teacher knowledge for the process of teaching and learning of this concept, observing and reporting conceptual errors and difficulties on Relative Integer Numbers, from their didactic-pedagogical experiences in the student teaching. Thus, analyzing errors and difficulties, demonstrated by students of Basic Education on Relative Integer Numbers, was a fundamental action for future Mathematics teachers to understand as necessary the organization of teaching situations that allow students to elaborate the concept of Relative Integer from the expansion of the set of Natural Numbers, its properties and the re-signification of Addition and Multiplication operations with these numbers. We conclude that reflecting on this teaching organization ended up being a means of developing pedagogical knowledge essential for the process of teaching and learning Relative Integer Numbers.

The goal of this article is presenting a mapping of dissertations and thesis originated from Brazilian strictu sensu Postgraduate courses and that approaches the practice of written language in formative spaces of Mathematics teachers. The methodological orientation follows the assumptions of the qualitative research and it was based in two steps: identification of the existing productions, classification and organization, and finally, analysis. The data surveys were from searching for the sites of the Postgraduate courses in the CAPES Thesis and Dissertations Bank and also of the Brazilian Digital Library of Thesis and Dissertations. At the end, that process resulted in 29 productions that were analyzed and gathered according to the relation of proximity or resemblance identified in the main focus. Hence, it was evidenced that the practice of the written language in formative spaces of Mathematics teachers in Brazil, has been approached as: mediator in the process of teaching and learning mathematics; strategy to think/investigate the academic professional education of Mathematics teachers; and evaluative practice of mathematical background.

The concept of Tension in Discourses was elaborated by Andréia M. P. de Oliveira, who was based on the theory of the codes of Basil Bernstein to propose that the discontinuities between the different discourses present in the educational practice, marked by the contradictions, ruptures and dilemmas, the spaces that separate the categories of specialized discourses present in the different pedagogical disciplines generate Tensions in the students’ Discourses during the accomplishment of the educational activities. Our research was carried out to answer the following question: what are the characteristics of the Conceptual and Procedural Tensions that are manifested in students’ discourses, when they perform experimental activities in physics, with a structured script. The methodology used was qualitative and was constituted in analyzing the transcriptions of the audios, recorded during the accomplishment of the experiments in didactic laboratory of Physics.

In this article, we present a bibliographic-theoretical-methodological research carried out by a research group, whose objective was to investigate the possibilities of use and applications of the Möbius’Band in several areas, as a way to insert such content in the teaching of Geometry. We started with obtaining this surface from a strip of paper and we use the intuition in order to characterize a unilateral topological surface. We identifying its use in literary where the mixture between the functions of the author and the reader, in continuous passage. We establish the connection of the Band to Lacan's work when he uses it to explore the various stages of the human psyche. We also identify the visual beauty when it is used in architecture, exploring landscaping / tourism, and the use in the furniture industry. Finally, we explore GeoGebra 3D to develop visual abilities, in order to stimulate the teacher to elaborate motivational activities for the teaching of Geometry in the different levels of schooling. As a conclusion, the group indicates the use of Topology, regardless of measures such as Euclidean geometry, to stimulate / encourage the teaching and learning of Geometry, through intuitive / exploratory activities.

What perspectives for new investigations on Differential and Integral Calculus, Mathematical Analysis and Linear Algebra stem from a mapping of the main productions referring to these themes held by the Work Group of Mathematical Education in Higher Education - GT04 - of the Brazilian Society of Mathematical Education? The clarification of gaps and consequently, possibilities of new paths to be trodden in future studies by members of the GT is the focal point of this paper, aimed at minimizing unnecessary repetitions related to approaches of investigations as to enable a qualitative leap in the productions of the GT. We analyzed eighty-five studies related to the aforementioned subjects. Regarding the Mathematical concepts explored, we noticed, in the three subjects, the need of studies focusing on non-elementary contents. Studies whose subjects are teachers of Calculus or of Analysis, as well as reflections establishing dialogues between these two areas of Mathematics point to ways, which have been insufficiently explored by the members of the GT. Specifically regarding Linear Algebra, we point out as perspectives studies related to graduation, service programs, distance education, the use of Digital Technologies of Communication and Information and also the analyses of current textbooks.

The difficulties in learning, rates of failure and dropouts in the Differential and Integral Calculus discipline (DIC), whether in Brazil or abroad, have increasingly become an object of research in Mathematics Education. Therefore, the studies in search of comprehension and coping methodologies for this scenery are expanding. In this regard, the present study aims to understand the procedures for solving problems of optimization by students of  DIC, observing the possibilities of constructing them through High School and DIC concepts / procedures. Fifty six first and second semester Mathematics students from the University of Brasília admitted in 2018 have participated in the study. The results show that the students, in their majority, presented conceptual difficulties in High School curricular topics, including algebraic equations and functions; some of them have noticed how High School concepts / procedures can help in understanding DIC concepts. Furthermore, the research findings explain the importance of the study to the comprehension of conceptualization in Mathematics of the incoming students of the course in order to enable the reconstruction of methodological alternatives for the DIC discipline.

This article aims to investigate and analyze the knowledge mobilized by undergraduate students in mathematics in developing projects linked to the Institutional Program of the Initiation to Teaching Grant (PIBID), which sought to interrelate the practice of teaching mathematics in basic education and emerging knowledge of academic. It is a qualitative documentary research that analyzed the research projects developed by PIBID scholarship holders, linked to the Mathematical subproject, in a federal university, between the years 2014 and 2018. The text, based on the theoretical perspective of Mathematics Teachers' Specialized Knowledge, shows that PIBID can be configured as a fruitful space for the construction of specialized and practice-specific knowledge of the math teacher who works in basic education.