Pub Date : 2023-05-30DOI: 10.17648/acta.scientiae.7571
F. González, Vanesa Pacheco Moros
Background : 1974 is the landmark of the launching of postgraduate studies in Venezuela and other Latin American countries. Objective : Answer the following question: (a) How can we detail the foundation of the PVMEMs and how have they evolved until now? Design : We carried out a multiple case study of a particular nature, developing it into three phases: (a) Pre-Active, considering previous studies related to the subject; (b) Interactive, corresponding to the fieldwork: identification of two active PVMEMs and semi-structured interviews with the people linked to the programmes above, who can provide information of interest to the study; this phase was closed with the organisation of the textual and oral corpora, fundamental for the study; and (c) Post-Active, when we proceed to: analyse and interpret the collected, reduced and organised information; organise the results obtained and provide the answers to the guiding questions of the research. Data collection and analysis : We saw that seven universities in Venezuela hold master’s degree programmes in mathematics education. During the study period,
{"title":"Historical Review of the Theses Approved in the Venezuelan Master’s Degree Programmes in Mathematics Education (1974-2016)","authors":"F. González, Vanesa Pacheco Moros","doi":"10.17648/acta.scientiae.7571","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7571","url":null,"abstract":"Background : 1974 is the landmark of the launching of postgraduate studies in Venezuela and other Latin American countries. Objective : Answer the following question: (a) How can we detail the foundation of the PVMEMs and how have they evolved until now? Design : We carried out a multiple case study of a particular nature, developing it into three phases: (a) Pre-Active, considering previous studies related to the subject; (b) Interactive, corresponding to the fieldwork: identification of two active PVMEMs and semi-structured interviews with the people linked to the programmes above, who can provide information of interest to the study; this phase was closed with the organisation of the textual and oral corpora, fundamental for the study; and (c) Post-Active, when we proceed to: analyse and interpret the collected, reduced and organised information; organise the results obtained and provide the answers to the guiding questions of the research. Data collection and analysis : We saw that seven universities in Venezuela hold master’s degree programmes in mathematics education. During the study period,","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46663024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-29DOI: 10.17648/acta.scientiae.7628
Enrique Mateus-Nieves
Background : Relating and applying trigonometric contents to solve problem situations involving trigonometric integration is not easy for university students. Objective : To recognise trigonometry as a mathematical tool with multiple applications in their professional context. Design : Exploratory, descriptive, analytical-interpretative. Setting and participants: University engineering students. Data collection and analysis : Two stages were programmed: preparation and formalisation. The classes were videotaped and transcribed into units of analysis in order to triangulate the information collected. Results : The importance of trigonometry as a mathematical tool that allows modelling different problem situations was highlighted. Conclusions : The development of mathematical competencies in young people was evidenced, manifested in the progress of advanced mathematical thinking skills, such as: abstracting, generalising, synthesising, defining, and demonstrating; manifested when facing different proposed situations where students understood that when using trigonometric integration, different trigonometric elements are also used, allowing for obtaining simpler expressions and facilitate integration.
{"title":"Trigonometry vs. Trigonometric Integration","authors":"Enrique Mateus-Nieves","doi":"10.17648/acta.scientiae.7628","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7628","url":null,"abstract":"Background : Relating and applying trigonometric contents to solve problem situations involving trigonometric integration is not easy for university students. Objective : To recognise trigonometry as a mathematical tool with multiple applications in their professional context. Design : Exploratory, descriptive, analytical-interpretative. Setting and participants: University engineering students. Data collection and analysis : Two stages were programmed: preparation and formalisation. The classes were videotaped and transcribed into units of analysis in order to triangulate the information collected. Results : The importance of trigonometry as a mathematical tool that allows modelling different problem situations was highlighted. Conclusions : The development of mathematical competencies in young people was evidenced, manifested in the progress of advanced mathematical thinking skills, such as: abstracting, generalising, synthesising, defining, and demonstrating; manifested when facing different proposed situations where students understood that when using trigonometric integration, different trigonometric elements are also used, allowing for obtaining simpler expressions and facilitate integration.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41277244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-23DOI: 10.17648/acta.scientiae.6710
Rodrigo Rosalis, Samuel Rocha de Oliveira
Background: Considering cognitive limitations is essential for learning, as it provides subsidies for developing methodologies that successfully facilitate and help the learning process. Objective: We start our research by asking: “Does a video lesson containing an animation developed based on the cognitive theory of multimedia learning promote positive effects on student learning in terms of content retention and transfer?” seeking to answer it based on data analysis. Design: Four animations containing the narration of two different contents were produced, two with and two without cognitive overload. The research team employed forms with questions about the animations to analyse the retention and transfer of the critical content to be learned in the animations. Setting and Participants: Undergraduate students were divided into two groups to watch the animations and answer the research questions. Data collection: After analysing the participants’ answers, we calculated the effect size (Cohen’s d). Results: The tests of retention and transfer of content were compared with the values obtained in the calculus of the effect size between the participating groups. Conclusions: The animations that followed the cognitive theory positively contributed to learning, collaborating with the thesis that one should seek to understand and regard cognitive processing.
{"title":"Evidence of Content Learning Through Animations Developed Based on the Cognitive Theory of Multimedia Learning","authors":"Rodrigo Rosalis, Samuel Rocha de Oliveira","doi":"10.17648/acta.scientiae.6710","DOIUrl":"https://doi.org/10.17648/acta.scientiae.6710","url":null,"abstract":"Background: Considering cognitive limitations is essential for learning, as it provides subsidies for developing methodologies that successfully facilitate and help the learning process. Objective: We start our research by asking: “Does a video lesson containing an animation developed based on the cognitive theory of multimedia learning promote positive effects on student learning in terms of content retention and transfer?” seeking to answer it based on data analysis. Design: Four animations containing the narration of two different contents were produced, two with and two without cognitive overload. The research team employed forms with questions about the animations to analyse the retention and transfer of the critical content to be learned in the animations. Setting and Participants: Undergraduate students were divided into two groups to watch the animations and answer the research questions. Data collection: After analysing the participants’ answers, we calculated the effect size (Cohen’s d). Results: The tests of retention and transfer of content were compared with the values obtained in the calculus of the effect size between the participating groups. Conclusions: The animations that followed the cognitive theory positively contributed to learning, collaborating with the thesis that one should seek to understand and regard cognitive processing.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41893816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-23DOI: 10.17648/acta.scientiae.7564
L. M. Almeida, Élida Maiara Veloso de Castro
Background: Mathematical modelling has been pointed out as a means for teaching and learning mathematics in the classroom. Objective: To investigate consequences for the development of mathematical modelling activities arising from students’ metacognitive strategies. Design: The research follows the guidelines of the qualitative approach. Environment and participants: The modelling activities were developed by students in the fourth year of a Mathematics degree course. Data collection and analysis: In classes of the discipline Perspectives on Mathematical Modelling, data were collected through recordings of classes held on Google Meet. The written records produced by the students and the reports delivered by them also make up the material for analysis. Results: The unfolding evidenced for the activities can be allocated into four groups: identification of the interaction between mathematics and reality; use of mathematical concepts and construction of models; validation of models and results; back-and-forth movements in mathematical modelling activities. Conclusions: Although the main agent of metacognition is the individual, in modelling activities, metacognitive strategies are not limited to the individual nature, there is also evidence of collaborative metacognition in the group. Some developments result from more of one metacognitive strategy than another. This signals that it is not an isolated strategy, but a set of them that enables actions in mathematical modelling activities.
{"title":"The Individual and the Collaborative Nature of Metacognitive Strategies and Their Unfoldings for Mathematical Modelling","authors":"L. M. Almeida, Élida Maiara Veloso de Castro","doi":"10.17648/acta.scientiae.7564","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7564","url":null,"abstract":"Background: Mathematical modelling has been pointed out as a means for teaching and learning mathematics in the classroom. Objective: To investigate consequences for the development of mathematical modelling activities arising from students’ metacognitive strategies. Design: The research follows the guidelines of the qualitative approach. Environment and participants: The modelling activities were developed by students in the fourth year of a Mathematics degree course. Data collection and analysis: In classes of the discipline Perspectives on Mathematical Modelling, data were collected through recordings of classes held on Google Meet. The written records produced by the students and the reports delivered by them also make up the material for analysis. Results: The unfolding evidenced for the activities can be allocated into four groups: identification of the interaction between mathematics and reality; use of mathematical concepts and construction of models; validation of models and results; back-and-forth movements in mathematical modelling activities. Conclusions: Although the main agent of metacognition is the individual, in modelling activities, metacognitive strategies are not limited to the individual nature, there is also evidence of collaborative metacognition in the group. Some developments result from more of one metacognitive strategy than another. This signals that it is not an isolated strategy, but a set of them that enables actions in mathematical modelling activities.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48878451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-23DOI: 10.17648/acta.scientiae.7274
María José Castillo Céspedes, María Burgos Navarro
Background: Being able to assess what is happening in a teaching-learning process is one of the teacher's competences. Teachers often must analyse and select the educational resources they consider relevant for their students. Since textbooks are an important tool for instructional design, the teacher must be able to analyse their suitability, identify limitations and make adaptations to overcome them. Objectives: This paper describes the design, implementation, and results of a training action with prospective primary education teachers, aimed at the development of competence for the analysis, identification of conflicts and proposals for the management of textbook lessons, particularly the content of proportionality. Design: The research is interpretative and exploratory, using content analysis to examine the participants' response protocols. Setting and Participants: The experience was carried out in the framework of the Primary Education grade; the sample consisted of 48 students. Data collection and analysis: Data were collected by observer/researcher annotations and participants’ responses to the proposed assessment task. Results: The results show that trainee teachers make progress in identifying conflicts and make suggestions for improvement to increase didactic suitability in the different facets, but that they are not specific enough when describing effective conflict resolution proposals, especially in the epistemic and cognitive facets. Conclusions: For future teachers to become more proficient in the mode of use, it is necessary to reinforce their didactical-mathematical knowledge of proportionality.
{"title":"Competencia de análisis y reflexión sobre la gestión de lecciones de libros de texto por maestros en formación","authors":"María José Castillo Céspedes, María Burgos Navarro","doi":"10.17648/acta.scientiae.7274","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7274","url":null,"abstract":"Background: Being able to assess what is happening in a teaching-learning process is one of the teacher's competences. Teachers often must analyse and select the educational resources they consider relevant for their students. Since textbooks are an important tool for instructional design, the teacher must be able to analyse their suitability, identify limitations and make adaptations to overcome them. Objectives: This paper describes the design, implementation, and results of a training action with prospective primary education teachers, aimed at the development of competence for the analysis, identification of conflicts and proposals for the management of textbook lessons, particularly the content of proportionality. Design: The research is interpretative and exploratory, using content analysis to examine the participants' response protocols. Setting and Participants: The experience was carried out in the framework of the Primary Education grade; the sample consisted of 48 students. Data collection and analysis: Data were collected by observer/researcher annotations and participants’ responses to the proposed assessment task. Results: The results show that trainee teachers make progress in identifying conflicts and make suggestions for improvement to increase didactic suitability in the different facets, but that they are not specific enough when describing effective conflict resolution proposals, especially in the epistemic and cognitive facets. Conclusions: For future teachers to become more proficient in the mode of use, it is necessary to reinforce their didactical-mathematical knowledge of proportionality.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48810764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-05DOI: 10.17648/acta.scientiae.7546
C. Abar, Chrystian Bastos de Almeida
Background: Documentational Approach to Didactics was adopted, this way considers a continuous process in which resources, associated with the utilisation schemes, are transformed into documents. Objectives: Characterize the Documentational Genesis of two High School Mathematics teachers in remote collaborative work for teaching Compound Interest articulated with the GeoGebra software. Design: As a methodological framework, the reflective investigation methodology was used, in which the teachers contribute to data collection and analysis. The paper was structured in four professional situations: reflection situation, training situation, implementation situation, and confrontational situation. Settings and participants: Teachers worked from March to June 2021, and resources were developed through the Google Docs and Google Meet virtual platforms and later made available on Classroom. Data Collection and Analysis : Data obtained through the recordings of the meetings and the proposals of the participants, analysed according to documentational trajectory concept, the instrumentation and instrumentalisation dialectics, productive and constructive activity dialectics, and the self-efficacy concept. Results: Based on our analyses, it was possible to characterise the teachers’ Documentational Genesis. Conclusions: The Documentational Approach to Didactics was relevant to the study because it was possibly identified the resources in individual and collective utilisation schemes, mobilised in the documentational work and in class implementation by the teachers and the instrumentation and instrumentalisation dimensions in document construction for teaching Compound Interest, i.e., the Documentational Genesis process. In addition, we have identified the teachers’ self-efficacy during the documentational work and implementation of classes on Compound Interest.
{"title":"Reflections on the Documentational Work of Two Teachers in a Remote Collaborative Environment for Compound Interest Teaching","authors":"C. Abar, Chrystian Bastos de Almeida","doi":"10.17648/acta.scientiae.7546","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7546","url":null,"abstract":"Background: Documentational Approach to Didactics was adopted, this way considers a continuous process in which resources, associated with the utilisation schemes, are transformed into documents. Objectives: Characterize the Documentational Genesis of two High School Mathematics teachers in remote collaborative work for teaching Compound Interest articulated with the GeoGebra software. Design: As a methodological framework, the reflective investigation methodology was used, in which the teachers contribute to data collection and analysis. The paper was structured in four professional situations: reflection situation, training situation, implementation situation, and confrontational situation. Settings and participants: Teachers worked from March to June 2021, and resources were developed through the Google Docs and Google Meet virtual platforms and later made available on Classroom. Data Collection and Analysis : Data obtained through the recordings of the meetings and the proposals of the participants, analysed according to documentational trajectory concept, the instrumentation and instrumentalisation dialectics, productive and constructive activity dialectics, and the self-efficacy concept. Results: Based on our analyses, it was possible to characterise the teachers’ Documentational Genesis. Conclusions: The Documentational Approach to Didactics was relevant to the study because it was possibly identified the resources in individual and collective utilisation schemes, mobilised in the documentational work and in class implementation by the teachers and the instrumentation and instrumentalisation dimensions in document construction for teaching Compound Interest, i.e., the Documentational Genesis process. In addition, we have identified the teachers’ self-efficacy during the documentational work and implementation of classes on Compound Interest.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67735167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-30DOI: 10.17648/acta.scientiae.7367
Miriam Criez Nobrega Ferriera, J. Ponte, Alessandro Jacques Ribeiro
Background: Teacher education processes directly influence the quality of teaching and, indirectly, students’ learning, which leads teacher educators to assume a central role in the development and leading of these processes, justifying in-depth studies about their actions. Objective: To understand how the actions and practices developed by a teacher educator during the orchestration of whole-group discussions contribute to creating professional learning opportunities about mathematical knowledge and educational practice regarding working with algebraic thinking aimed at elementary school teachers. Design: This is a qualitative-interpretive study along the lines of intervention research. Settings and Participants: The study included the teacher educator and 14 teachers who taught in grades 3-5 in a teaching network in a municipality in the state of São Paulo, Brazil. Data collection: The data were collected through video recording during the whole-group discussions with two cameras, one directed at the teacher educator and the other at the teachers. Results: The results indicate that the teacher educator used a set of actions and practices to conduct the whole-group discussions. Conclusions: The teacher educator’s practices that led teachers to reflect on their practice are the ones that most provide professional learning opportunities, even though other practices are essential in creating an environment that promotes whole-group discussions.
{"title":"Professional Learning Opportunities for Teachers of the Early Years in Algebra Teaching: A Study on the Practice of a Teacher Educator","authors":"Miriam Criez Nobrega Ferriera, J. Ponte, Alessandro Jacques Ribeiro","doi":"10.17648/acta.scientiae.7367","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7367","url":null,"abstract":"Background: Teacher education processes directly influence the quality of teaching and, indirectly, students’ learning, which leads teacher educators to assume a central role in the development and leading of these processes, justifying in-depth studies about their actions. Objective: To understand how the actions and practices developed by a teacher educator during the orchestration of whole-group discussions contribute to creating professional learning opportunities about mathematical knowledge and educational practice regarding working with algebraic thinking aimed at elementary school teachers. Design: This is a qualitative-interpretive study along the lines of intervention research. Settings and Participants: The study included the teacher educator and 14 teachers who taught in grades 3-5 in a teaching network in a municipality in the state of São Paulo, Brazil. Data collection: The data were collected through video recording during the whole-group discussions with two cameras, one directed at the teacher educator and the other at the teachers. Results: The results indicate that the teacher educator used a set of actions and practices to conduct the whole-group discussions. Conclusions: The teacher educator’s practices that led teachers to reflect on their practice are the ones that most provide professional learning opportunities, even though other practices are essential in creating an environment that promotes whole-group discussions.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47256441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-30DOI: 10.17648/acta.scientiae.6220
Tulio Rafael Amaya De Armas, Humberto Andrés Álvarez Sepúlveda, Eduardo Andres Carrasco Henriquez
Background: Several investigations have shown the difficulties that preservice mathematics teachers present in articulating the elements of a function, in particular, its different representations. Objective: To analyse pre-service mathematics teachers’ articulation of semiotic representations and partial meanings of the notion of function. Design: This research uses qualitative design. Setting and participants: The respondents’ sample comprised 37 pre-service mathematics teachers from a Chilean university. Data collection and analysis: To collect the information, interviews were applied based on the answers given by the pre-service teachers when solving problem situations that involve functional relationships, of which they had to produce and connect their representations, both with conceptual elements and with the sociocultural context. The information was processed using the content analysis technique. Results: The results show a good state of development of the mathematical dimension of the participants’ didactic-mathematical knowledge. Regarding didactic knowledge, while some managed to articulate the partial meanings of function and the representations produced adequately, others show limitations, by not putting at the service of mathematical knowledge the knowledge with which they can potentially carry out teaching situations, establishing few connections between the elements of the representations produced, with corresponding conceptual and sociocultural elements. Conclusions: There is a need for implementing strategies that allow pre-service teachers to articulate partial meanings and representations of a function with conceptual and sociocultural elements that leads them to envision potential teaching activities of this concept.
{"title":"Strategies of Pre-Service Mathematics Teachers when Articulating Representations of a Function","authors":"Tulio Rafael Amaya De Armas, Humberto Andrés Álvarez Sepúlveda, Eduardo Andres Carrasco Henriquez","doi":"10.17648/acta.scientiae.6220","DOIUrl":"https://doi.org/10.17648/acta.scientiae.6220","url":null,"abstract":"Background: Several investigations have shown the difficulties that preservice mathematics teachers present in articulating the elements of a function, in particular, its different representations. Objective: To analyse pre-service mathematics teachers’ articulation of semiotic representations and partial meanings of the notion of function. Design: This research uses qualitative design. Setting and participants: The respondents’ sample comprised 37 pre-service mathematics teachers from a Chilean university. Data collection and analysis: To collect the information, interviews were applied based on the answers given by the pre-service teachers when solving problem situations that involve functional relationships, of which they had to produce and connect their representations, both with conceptual elements and with the sociocultural context. The information was processed using the content analysis technique. Results: The results show a good state of development of the mathematical dimension of the participants’ didactic-mathematical knowledge. Regarding didactic knowledge, while some managed to articulate the partial meanings of function and the representations produced adequately, others show limitations, by not putting at the service of mathematical knowledge the knowledge with which they can potentially carry out teaching situations, establishing few connections between the elements of the representations produced, with corresponding conceptual and sociocultural elements. Conclusions: There is a need for implementing strategies that allow pre-service teachers to articulate partial meanings and representations of a function with conceptual and sociocultural elements that leads them to envision potential teaching activities of this concept.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49669460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-30DOI: 10.17648/acta.scientiae.7233
Cleyton Hércules Gontijo, M. Fonseca, Alexandre Tolentino de Carvalho, Wescley Well Vicente Bezerra
Background: The field of studies on mathematical creativity is relatively new in Brazil. The first records of empirical research in this field are from the first decade of this century. As a way of contributing to the consolidation of this field, we present an overview of research on mathematical creativity in the international scenario, based on the productions published in the conference proceedings of the International Group for Mathematical Creativity and Giftedness. Objectives: The article seeks to answer the following questions: What elements have prevailed in the conceptualisation of mathematical creativity? What is the focus of research questions and/or research objectives? What methods/methodologies were used in the research? Design: Research mapping, with information extracted from a form structured by the researchers. Settings and participants: Were analysed the works published in the proceedings of the conferences promoted by The International Group for Mathematical Creativity and Giftedness, held in 2014, 2015, 2017, and 2019. Data collection and analysis: Thirty-five papers that met the following criteria: to be a research report, to be characterised as a complete work, and to have as an object of investigation the mathematical creativity at different levels of teaching and/or in teacher education were selected. Results: Different concepts for creativity in mathematics were identified, which vary according to the focus of the research, sometimes emphasising the creative person, and sometimes emphasising the creative process in mathematics. Most of the studies were developed with elementary and high school students. Different research methods/methodologies were also identified, with a predominance of qualitative approaches. Conclusions: The analysis carried out allows us to highlight the need for attention to new studies, especially in relation to correlational studies and longitudinal studies.
{"title":"Research in the Field of Creativity in Mathematics: Directions and Perspectives on the International Scene","authors":"Cleyton Hércules Gontijo, M. Fonseca, Alexandre Tolentino de Carvalho, Wescley Well Vicente Bezerra","doi":"10.17648/acta.scientiae.7233","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7233","url":null,"abstract":"Background: The field of studies on mathematical creativity is relatively new in Brazil. The first records of empirical research in this field are from the first decade of this century. As a way of contributing to the consolidation of this field, we present an overview of research on mathematical creativity in the international scenario, based on the productions published in the conference proceedings of the International Group for Mathematical Creativity and Giftedness. Objectives: The article seeks to answer the following questions: What elements have prevailed in the conceptualisation of mathematical creativity? What is the focus of research questions and/or research objectives? What methods/methodologies were used in the research? Design: Research mapping, with information extracted from a form structured by the researchers. Settings and participants: Were analysed the works published in the proceedings of the conferences promoted by The International Group for Mathematical Creativity and Giftedness, held in 2014, 2015, 2017, and 2019. Data collection and analysis: Thirty-five papers that met the following criteria: to be a research report, to be characterised as a complete work, and to have as an object of investigation the mathematical creativity at different levels of teaching and/or in teacher education were selected. Results: Different concepts for creativity in mathematics were identified, which vary according to the focus of the research, sometimes emphasising the creative person, and sometimes emphasising the creative process in mathematics. Most of the studies were developed with elementary and high school students. Different research methods/methodologies were also identified, with a predominance of qualitative approaches. Conclusions: The analysis carried out allows us to highlight the need for attention to new studies, especially in relation to correlational studies and longitudinal studies.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47667023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-26DOI: 10.17648/acta.scientiae.7064
Jenny Patricia Acevedo Rincón, Campo Elías Flórez Pabón
Background : The research context is the synchronous teaching of mathematics visualised through signs, as is the Colombian sign language, which is publicly accessible, especially for the schooled deaf. Objectives : To analyse the cognitive demand of four school mathematical tasks developed as synchronous geometry lessons proposed for the deaf schooled population in Colombia. Design : Qualitative research within the interpretative paradigm, in which the teaching phenomenon of synchronous geometry classes is interpreted from the content analysis of the cognitive demand from the theoretical model of school mathematics task on the classes. Setting and Participants : The research is developed under the non-participant observation of the video lessons hosted on the public channel of the National Institute of the Deaf in Colombia. The classes are taught by a single teacher, in which one hundred people participate, who followed the teacher’s signs. Data collection and analysis: Of the twenty-nine synchronous lessons hosted on the channel, we selected the ones that focused on the teaching of two-dimensional geometry (triangles, their characteristics and their properties, similarity, congruence, and Pythagoras theorems) in a way that allows analysing the scholastic meanings of concepts, definitions, and procedures from the cognitive demand on these. Results : The results point to the development of thirty tasks centred on memorisation and using procedures without connections. Conclusions : The need to reflect on the lesson plans, especially for the deaf population, is evidenced, besides the search for tasks that motivate the use of procedures with connections and the construction of mathematics. Moreover, it is necessary to include the exploratory-investigative in geometry teaching.
{"title":"Spatial Thinking and Geometric Systems: Analysing Cognitive Demand in School Mathematics Tasks","authors":"Jenny Patricia Acevedo Rincón, Campo Elías Flórez Pabón","doi":"10.17648/acta.scientiae.7064","DOIUrl":"https://doi.org/10.17648/acta.scientiae.7064","url":null,"abstract":"Background : The research context is the synchronous teaching of mathematics visualised through signs, as is the Colombian sign language, which is publicly accessible, especially for the schooled deaf. Objectives : To analyse the cognitive demand of four school mathematical tasks developed as synchronous geometry lessons proposed for the deaf schooled population in Colombia. Design : Qualitative research within the interpretative paradigm, in which the teaching phenomenon of synchronous geometry classes is interpreted from the content analysis of the cognitive demand from the theoretical model of school mathematics task on the classes. Setting and Participants : The research is developed under the non-participant observation of the video lessons hosted on the public channel of the National Institute of the Deaf in Colombia. The classes are taught by a single teacher, in which one hundred people participate, who followed the teacher’s signs. Data collection and analysis: Of the twenty-nine synchronous lessons hosted on the channel, we selected the ones that focused on the teaching of two-dimensional geometry (triangles, their characteristics and their properties, similarity, congruence, and Pythagoras theorems) in a way that allows analysing the scholastic meanings of concepts, definitions, and procedures from the cognitive demand on these. Results : The results point to the development of thirty tasks centred on memorisation and using procedures without connections. Conclusions : The need to reflect on the lesson plans, especially for the deaf population, is evidenced, besides the search for tasks that motivate the use of procedures with connections and the construction of mathematics. Moreover, it is necessary to include the exploratory-investigative in geometry teaching.","PeriodicalId":36967,"journal":{"name":"Acta Scientiae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42947383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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