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

The aim of this study was to develop a survey about the presence of basic concepts of functions in the presentation of affine function mathematical content in the book collection “Contato Matemática”, approved by the PNLD (National Textbook Program) of 2018. It was developed a qualitative research, according to the Theory of Conceptual Fields, considering the importance of function concept in primary and secondary school and textbooks as the main pedagogical sources available to teachers, aiming to identify if textbooks suggest problems situations, when affine function content was approached, making mobilization of basic concepts of function possible (correspondence, regularity, variables, dependence and generalization). Results indicate that both in theory as in some proposed and solved activities, not all of basic concepts are quantitative or qualitative properly presented. The analysis allows us to infer that the considered textbook needs to be complemented with theory and practical activities by the teacher to the affine function teaching and learning process.

We present here a study of the evolution of the conceptions of a collaborative group composed of six teachers from the municipal network in the region of Sorocaba / SP, all with a degree in Pedagogy. The objective of the researchers with the group is to face the difficulties in the implementation of Scientific Literacy (AC) in the initial years. An analysis was based on the statements of the teachers in three instruments that aimed to identify the group's conceptions in two analytical dimensions: the Science vision and the CA indicators. The results showed that the collaborative group fostered the problematization of views and a reflection on pedagogical practice. Consider that the results obtained so far indicate that with more time, collaborative work can produce more important effects on the evolution of teachers' conceptions.

The increasingly constant presence of the technologies in collective environments transforms the human relations. With the arrival of these media in the school environment, the need to (re) adapt teacher's knowledge to the use of digital technologies increases. In this sense, using a qualitative approach in a procedure of participatory research, this study has objective analyze the contributions of the mobile educational applications programming by using the App Inventor 2 software on the training of mathematics teachers. The research subjects were graduated in Mathematics, post-graduated in Mathematics Education, or graduated in related areas, all enrolled in the course through an online questionnaire. The course, lasting 40 hours, being held in five four-hour meetings, which took place at a published university in Paraná. The results showed that there occurred contributions to the academic background of the Mathematics teachers, through the development the technological knowledge, evidencing the intersection of this knowledge with the knowledge of Tardif (2018). The intersection of these knowledges promoted the development of others that we call: school subject technological knowledge, curricular technological knowledge, professional development technological knowledge and experiential technological knowledge.

This article is part of an ongoing master's research and aims to seek approximations between the Theory of Didactic Situations (TSD) and the Problem Solving Methodology in the context of Active Methodologies in order to reflect on the possibilities of using the Problem Solving for the development of didactic situations in the teaching of Mathematics. To achieve this goal, through an exploratory theoretical study, we first present some considerations on Active Methodologies in education, brief discussions on Problem Solving Methodologies and the main structural and functional components of the Theory of Didactic Situations, proposed by Guy Brousseau. Then, we present some approximations between the topics previously discussed. Due to the theoretical study carried out, we pointed out several connections between the topics explained in the article, among them the roles of teacher and student and the phases of TSD and Problem Solving Methodologies stand out. The articulations between the Theory of Didactic Situations and the stages of Problem Solving Methodologies are satisfactorily presented as a theoretical-methodological possibility for the elaboration of didactic situations in the teaching of Mathematics and for conducting mathematical activities centered on student action, based in the concepts of active learning.

The present research analyzed the history of spontaneous generation through the Fleckian lens in textbooks. Excerpts from 10 PNLD/PNLEM textbooks (2017) were selected, performing a discursive textual analysis. Through this, elements that went against the epistemological reflections left by Fleck (2010) were detected, portraying a science predominantly absent from historical, social and cultural aspects, which lead to the distortion of the historiography of this microscenario. The absence of these elements induces a manualized, linear and rigid science. It is also added that a more complete approach to historiography can make teaching more stimulating and reflective, developing critical thinking in the student and contributing to a greater understanding of scientific content

This article will discuss how thirteen Mathematics Licentiate courses offered at the Federal Institute of Education, Science and Technology of São Paulo organized their curricular matrices for formation that contemplates the use of digital technologies. Motivated by remote teaching, resulting from the suspension of face-to-face classes, due to the Covid-19 pandemic, the urgent demand for specific training in this subject has become evident. As a general objective, it will be analyzed how the curricular matrices were organized to discuss the use of technologies in the formation of the future mathematics teacher. With a documentary character, after a brief introduction to the motivating context, we subdivided the text into two parts. In one we established the understanding of the need for teacher formation for the use of digital technologies in Education. In another we present the analysis of curriculum matrices. We end with some considerations about the proposed formative process, reflecting on the presence of digital technologies in the initial training of Mathematics teachers at the institution.

Building 3D models is a powerful tool in the educational field. In the context of basic education, models are didactic resources that enhance teaching and can have positive impacts on learning in a dynamic and effective way. Therefore, the present work aimed to carry out a bibliographic survey through Google Scholar, in the period from 2016 to 2020, in order to analyze whether the models produced and used in different studies are functional for the teaching of Biology in basic education. From the investigated works, different methodologies, including 3D printing, were used to make models for several purposes, including teaching. The results demonstrate that several models produced and/ or used by different authors can add knowledge to students within the curriculum theme of Biology and be an excellent educational resource for approaches to biological aspects that are often abstract and difficult for students to understand. Although not all studies focus on education, they reinforce the relevance of models in the search for information and in the construction of knowledge.

This paper aims at presenting Blended learning concepts and usage among Continuing education Science teachers. The research relied on a qualitative approach of the research action type and involved 42 applicants from a graduate course subject, which was taught remotely using different methodologies. The data collection for the research was carried out via an online form on the understanding and usage of Blended learning. The answers were evaluated, tabulated and classified into eight different category groups. Applicants perceive Blended learning as the usage or combination of online and offline learning, as well as a methodological path that uses different spaces and formats in an objective way. In addition to that, the resources are strategically distributed between online and onsite activities. Results showed the majority of applicants have not used or do not use Blended learning in their teaching activities. The flexibility of the spaces and formats allows for greater technological integration, organization and access to information, as well as structuring of environments and contexts that promote learning

The text presents analyses of a research on the concept of number in collaboration with teachers who teach mathematics in the early years of elementary school. The research is characterized as a collaborative action research and aims to investigate cognitive processes in the construction of the concept of number of students in a class of elementary school through a collaborative work with teachers, seeking to analyze and intervene in these processes with a view to reflections and improvement of teaching practice. The participants were 58 students and 2 teachers from two schools of Cotijuba in Belém-PA, where participant observation and moments of pedagogical intervention occurred with the students, with the elaboration of experimental activities to analyze cognitive processes. The theoretical bases are based on the Piagetian theory about the construction of a number concept by the child. The initial analyses indicate that students have numeralization, know what is very, little, higher, lower and perceive the numeral as a representative of quantity; but do not yet achieve equality and conservation of discontinuous quantities.

The label described in this article explored how learning Organic Chemistry can be problematized based on the controversial socio-scientific theme: Drugs. Applying a STS (Science, Technology and Society) method, the selected teaching strategy was a thematic workshop held with 28 students from the third year of high school. This workshop had D. Delizoicov as an allusion to his Three Pedagogical Moments (3 PMs). The first pedagogical point proposed to bring up the students' previous conceptions on the matter by a discussion and quiz. In the second pedagogical moment the knowledge was arranged from a dialogue class which included the historical context of drugs, chemical and biochemical effects and influence on the human body. In the third pedagogical time based on the combination of learning, a poster was held contemplating the application of knowledge in a critical-reflective perspective. Developed on a qualitative and continuous evaluation we noted the topic addressed and a teaching strategy favored the development of criticality regarding the issues addressed, approached conceptual, social and technological aspects of Science to the students' everyday and proved to be a great choice to contribute for the formation of conscientious and responsible citizens.