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Cannon, Megan N. "Prevalence of Typical Images in High School Geometry Textbooks." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6809.
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Visualization in mathematics can be discussed in many ways; it is a broad term that references physical visualization objects as well as the process in which we picture images and manipulate them in our minds. Research suggests that visualization can be a powerful tool in mathematics for intuitive understanding, providing and/or supporting proof and reasoning, and assisting in comprehension. The literature also reveals some difficulties related to the use of visualization, particularly how illustrations can mislead students if they are not comfortable seeing concepts represented in varied ways. However, despite the extensive research on the benefits and challenges of visualization there is little research into what types of figures students are exposed to through their textbooks.
This study examines 14 high school geometry textbooks in total, comprised of eight physical textbooks from the top three major textbook publishers in the United States and six FlexBooks created by a non-profit organization developing free and customizable textbooks online. In each textbook the printed images from four topics were classified: Parallel Lines and Transversals, Classifying Triangles, Parallelograms, and Trapezoids. The ‘typical’ images in each of the four topics were defined and the percentages of images that were typical for each textbook in both the lesson and exercise portions were calculated. Results indicate that lesson portions of sections generally contain more typical images than exercise portions and that the total percentage of typical images in an average section varies from 51.9% typical images in the Parallel Lines and Transversals section to 75.2% typical images in the Trapezoid section. Based on these results we list possible avenues for further research in this area.
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Delil, Huseyin. "An Analysis Of Geometry Problems In 6 - 8 Grades Turkish Mathematics Textbooks." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/3/12607251/index.pdf.
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The purpose of this study was to analyze geometry problems in a widely used sixth-, seventh-, and eighth-grade Turkish elementary mathematics textbooks series based on the cognitive assessment frameworks of the most recent TIMSS, the Trends in International Mathematics and Science Study 2003. To compare geometry problems in the textbooks and TIMSS 1999, in which Turkish students poorly performed, the cognitive behaviors that the problems required were determined and categorized. After the analysis, it was found that the two most frequent behaviors that the problems require are computing and applying with a total percentage of 72, in case of the textbooks. In TIMSS 1999 geometry problems case, however, applying and analyzing are the most frequent cognitive behaviors with a total percentage of 47. It was also found that a great majority of 22 behaviors of the framework were either not represented or underrepresented by the textbooks geometry problems. When we consider the four major categories of behaviors, 86 percent of the textbooks geometry problems required behaviors belong to two cognitive domains: Knowing Facts and Procedures or Solving Routine Problems. TIMSS 1999 geometry problems, however, mostly belong to Solving Routine Problems or Reasoning with a percentage of 65. In both the textbooks and TIMSS 1999 cases, a relatively small part of the problems required behaviors belong to Using Concepts. The results are discussed in the light of Turkey’
s performance in TIMSS 1999 and some suggestions related to the textbook problems were given.
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ALMEIDA, REGINA DE CASSIA MANSO DE. "PROOFS OF PLANE GEOMETRY FOUND IN BRAZILIAN TEXTBOOKS SINCE THE XIXTH CENTURY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11761@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOREsta Tese investiga mudanças ocorridas no texto de demonstração em geometria plana elementar, em livros-textos usados no ensino brasileiro a partir do século XIX. O trabalho está organizado em duas partes: a primeira, um estudo histórico de releituras dos Elementos de Euclides que, a partir do século XVI, em cada época influenciaram a constituição da matemática escolar em seu sentido mais amplo e a segunda, as análises das demonstrações. A base documental inclui obras históricas e livros relevantes no ensino-aprendizagem da geometria dedutiva no Brasil. As releituras de Euclides e os livros-texto permitiram estabelecer os parâmetros de análise das demonstrações e de inferências de ordem mais geral. As análises das demonstrações mostram evidências que confirmam mudanças de várias ordens: a redação, o método e a justificativa da prova. Foi possível identificar dois tipos básicos de livros-texto que denominamos elementos de geometria e livros de matemática, e caracterizar a correlação existente entre eles: o estudo dedutivo em geometria, originário no livro tipo elementos de geometria que se estrutura conforme o padrão euclidiano teorema- problema, se altera devido à interação geometria-álgebra- aritmética, a qual caracteriza o livro de matemática desde a sua origem até a atualidade. Foi possível constatar, ainda, que o estudo dedutivo em geometria tende a desaparecer quase totalmente nos textos tipo livro de matemática. O estudo - texto demonstrativo e suas mudanças - mostra uma história dos conteúdos matemáticos, dos livros-texto e da matemática escolar no Brasil.
This thesis studies changes in proofs of elementary geometry theorems found in brazilian textbooks from the XVIIIth century on. The thesis is composed of two parts. The first one contains a historic survey of re-readings of Euclid´s Elements which, from the XVIth century on influenced the constitution of the school mathematics corpus, in its wide sense. The second ´part contains the actual analysis of proofs. We examine both historically important Works and books that were influential in the teaching and learning of deductive geometry in Brazil. The study of Euclid´s Elements and later works enabled us to set up the guidelines for the proofs analysis and all of more general inferences. The proofs analysis shows several types of change: the style, the method and the actual proof. It was possible to identify two basic kinds of text-books, which we call elements of geometry and mathematics books, respectively, and to establish the correlation between the two types: the deductive study of geometry, present in the elements of geometry, that adopted the Euclidean pattern of theorem - problem, changes due to the interaction between geometry, arithmetic and algebra, which characterizes the mathematics book, from their beginnings to the present. It was also possible to establish that the deductive study of geometry almost disappears in the mathematics books. The study of proofs and their changes shows the history of the contents of school mathematics, their text-books and of school mathematics in Brazil.
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Zorin, Barbara. "Geometric Transformations in Middle School Mathematics Textbooks." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3421.
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Abstract
This study analyzed treatment of geometric transformations in presently available middle grades (6, 7, 8) student mathematics textbooks. Fourteen textbooks from four widely used textbook series were evaluated: two mainline publisher series, Pearson (Prentice Hall) and Glencoe (Math Connects); one National Science Foundation (NSF) funded curriculum project textbook series, Connected Mathematics 2; and one non-NSF funded curriculum project, the University of Chicago School Mathematics Project (UCSMP).
A framework was developed to distinguish the characteristics in the treatment of geometric transformations and to determine the potential opportunity to learn transformation concepts as measured by textbook physical characteristics, lesson narratives, and analysis of student exercises with level of cognitive demand. Results indicated no consistency found in order, frequency, or location of transformation topics within textbooks by publisher or grade level.
The structure of transformation lessons in three series (Prentice Hall, Glencoe, and UCSMP) was similar, with transformation lesson content at a simplified level and student low level of cognitive demand in transformation tasks. The types of exercises found predominately focused on students applying content studied in the narrative of lessons. The typical problems and issues experienced by students when working with transformations, as identified in the literature, received little support or attention in the lessons. The types of tasks that seem to embody the ideals in the process standards, such as working a problem backwards, were found on few occurrences across all textbooks examined. The level of cognitive demand required for student exercises predominately occurred in the Lower-Level, and Lower-Middle categories.
Research indicates approximately the last fourth of textbook pages are not likely to be studied during a school year; hence topics located in the final fourth of textbook pages might not provide students the opportunity to experience geometric transformations in that year. This was found to be the case in some of the textbooks examined, therefore students might not have the opportunity to study geometric transformations during some middle grades, as was the case for the Glencoe (6, 7), and the UCSMP (6) textbooks, or possibly during their entire middle grades career as was found with the Prentice Hall (6, 7, Prealgebra) textbook series.
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Prytz, Johan. "Speaking of Geometry : A study of geometry textbooks and literature on geometry instruction for elementary and lower secondary levels in Sweden, 1905-1962, with a special focus on professional debates." Doctoral thesis, Uppsala : Department of Mathematics, Uppsala university, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7902.
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Yau, Kiu-chun, and 丘僑春. "An analysis of Hong Kong textbooks: a focus on problem types and ICT in geometry strand." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48369342.
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This is an analysis on textbooks for elementary secondary levels in Hong Kong, focusing on the type of problem solving and the use of information and communication technology (ICT) in geometry strand. Textbooks can provide different learning opportunities for students. Usage of textbooks is widespread in secondary schools and most mathematics teachers are used to rely on textbooks in classrooms. As such, the differences of textbooks would affect what happens in the lessons. Problems in the textbooks are significant elements of the approach, as they are of any educational process, because problems focus on energy and attention, and conduct the students in the integration, application, and extension of knowledge.
A content analysis has been taken in this study, by comparing the distribution patterns of the quantities of problems representing various kinds of applications in the selected textbooks. The framework is the conceptual framework used by Fan and Zhu (2006) which concerns with the definition of the task from the perspective of textbook analysis. According to the quantitative patterns, it hints the frequencies with students exposed to different kinds of the problems and, therefore, has critical influence on student’s learning. The coding results of the study indicated that the majority of the three types of problems were traditional, closed-end, non-application and problems with sufficient data provided. Most of the to-be-solved problems and worked problems were routine ones while half of the problems with use of ICT were of that type.published_or_final_version
Education
Master
Master of Education
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Kwong, Ka-to, and 鄺嘉圖. "An analysis of geometry in the junior secondary school (grade 7-9) mathematics textbooks from England, Hong Kong and Chinese Taipei." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198864.
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This dissertation is intented to explore the similarities and differences of pedagogical characteristics in geometry though analyzing the contents of the junior Secondary school (grade 7-9) mathematics textbooks of England, Hong Kong and Taipei.
By studying the topic of “Relationships for angles at a point, angles on a line, vertically opposite angles, angles associated with a transversal cutting parallel lines and perpendicularity” of the textbooks, the textbooks of the three places have demonstrated how they organize the contents to achieve the various aims with different means and different emphasis. For English textbooks, their contents are characterized by using geometric intuition for verifying the properties of geometric objects and the theorems. On the contrary, for Taipei textbook, their contents are characterized by the extensive use of deductive reasoning and proof for verifying the properties of geometric objects and the theorems. Lastly, for Hong Kong textbooks, their contents are characterized by encouraging conjecturing through various explorative activities.
For developing students’ cognitive thinking in geometry, the progress of developing students’ level of sophistication in deductive reasoning is depended upon their age for England while Hong Kong and Taipei do not. Process of visualization is commonly used in the three countries for enhancing the reasoning process and various apprehensions of geometric objects. On the other hand, Hong Kong and Taipei textbooks tend to apply more on the process of reasoning in the teaching activities while English textbooks apply more on the process of construction.published_or_final_version
Education
Master
Master of Education
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Hatziminadakis, Sofia. "Students’ Opportunity To Learn Surface Area And Volume In Middle Grades Mathematics Textbooks." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7516.
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I conducted a content analysis to examine the treatment of the surface area and volume concepts within four published middle-grades mathematics textbook series. In particular, I examined the treatment of the surface area and volume concepts in terms of the location of surface area and volume lessons in the textbook and the number of pages and lessons devoted to these concepts. I also investigated the sequence of the instructional blocks of surface area and volume lessons. In addition, I evaluated the tasks included in these lessons in regards to the performance expectations of students, the types of visual representations of 3D objects, and the level of mathematical complexity. At last, I examined the extent to which the content of surface area and volume lessons address the Common Core Content Standards (CCCS) for 6-8 geometry that are aligned with these topics.
I used content analysis to analyze relevant content in a total of twelve middle-grades student edition mathematics textbooks from two popular textbook series, Go Math!(GM) and Glencoe Math (GMC); and two alternative textbook series, Connected Mathematics 3 (CM) and University of Chicago School Project (UCSMP). First, I used Flanders’ (1994) counting method to examine the physical characteristics of textbooks, such as the location of the surface area and volume lessons in the textbook, the number of pages and lessons devoted to these concepts. Second, I analyzed the sequence of the instructional blocks of surface area and volume lessons by using content analysis. Third, I adapted the Trends in International Mathematics and Science Study [TIMSS] (2002) Performance Expectations for Mathematics Framework to examine the performance expectations of students within tasks. Fourth, I developed and used the Visual Representations of 3D Objects Framework to examine the types of visual representations of 3D objects included in the tasks. Fifth, I employed the Mathematics Framework for the 2007 National Assessment of Educational Progress (NAEP) to examine the level of mathematical complexity of tasks. Finally, I created the CCCS for 6-8 Geometry Components guideline to examine to what extend the surface area and volume lessons address the geometry content standards.
Results indicated that the majority of textbooks place the concepts of surface area and volume towards the end of the textbook. Small percentages of instructional pages and lessons are devoted to these concepts in all textbooks. Findings also revealed great similarities among the instructional blocks of lessons within three textbook series (GM, GMC, and UCSMP). The majority of tasks within all textbook series contain miniscule amounts of important performance expectations such as justifying and proving and visual representations of 3D objects such as nets and pictures. A significant amount of tasks are of moderate complexity across all textbook series. Analysis also showed that the CM textbook series offers the greatest opportunity for students to generate visual representations of 3D objects and contains the largest amount of high complexity tasks. At last, nearly all lessons address the appropriate geometry content standard among all textbook series. Limitations of the study, implications for mathematics education, as well as recommendations for future research are also presented.
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Larsson, Emma, and Lena Hansemark. "Tvådimensionella figurer i digitala läromedel : En innehållsanalys av digitala läromedel i grundskolans årskurs 1–3 med fokus på tvådimensionella figurer." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84672.
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Detta arbete berör ämnesområdet matematik med inriktning geometri. Syftet med detta arbete har varit att analysera olika digitala läromedel för grundskolans årskurs 1–3 för att synliggöra hur innehållet kan förstås utifrån olika lärteorier. De vetenskapliga lärteorierna som ligger till grund för detta arbete är Variationsteorin och van Hieles teori för geometriskt tänkande. I analysen har geometriuppgifter gällande tvådimensionella figurer analyserats utifrån variationsteorin, kring variationsmönster och kritiska aspekter. Samma uppgifter analyserades även utifrån van Hieles teori kring nivåer och faser för det geometriska tänkandet. En innehållsanalys gav oss möjlighet att undersöka både hur frekvent en viss aspekt av de olika teorierna förekom men även hur uppgifter i de valda digitala läromedlen kunde förstås enligt de två teorierna. Resultatet av denna innehållsanalys visade att innehållsmässig variation i uppgifter kan bidra till förståelse för tvådimensionella figurer och dess egenskaper. Resultatet visade även att det fanns möjlighet till progression av kunskaper om tvådimensionella figurer och dess egenskaper, detta genom uppgifter med varierande svårighetsgrader som avancerade inom och mellan årskurserna.This study concerns the subject of mathematics with focus on geometry. The aim of this study has been to analyze different digital textbooks suited for compulsory school years 1-3 to visualize how the content can be understood based on different learning theories. This study is based on the Variation Theory and the van Hiele Model of Geometric Thinking. In this analysis, geometry assignments regarding two-dimensional figures have been analyzed based on patterns of variation and critical aspects of the Variation Theory. The same assignments were also analyzed based on van Hiele’s theory of levels and phases of geometric thinking. A content analysis gave us the opportunity to examine both how frequently a certain aspect of the various theories occurred but also how the assignments could be understood according to the two theories. The results of this study showed that content variation in assignments can contribute to an understanding of two-dimensional figures and their properties. The results also showed that there were opportunities for progression of knowledge about two-dimensional figures and their properties, this through assignments with varying degrees of difficulty that advanced within and between grades.
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Cabral, Raquel Montezuma Pinheiro. "IntroduÃÃo do estudo de vetores no ensino mÃdio: um ganho significativo para o estudo da geometria analÃtica." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11653.
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O presente trabalho trata de uma proposta para a introduÃÃo do estudo de vetores no plano e no espaÃo, no 3 ano do Ensino MÃdio, com a perspectiva de um ganho para os estudos de geometria analÃtica. No estudo da disciplina de Geometria AnalÃtica, no Curso de Mestrado Profissional de MatemÃtica (PROFMAT), verificou-se que a introduÃÃo do estudo de vetores à de simples compreensÃo e uma ferramenta poderosa para a Geometria AnalÃtica, facilitando a demonstraÃÃo dos conteÃdos, melhorando a visualizaÃÃo da condiÃÃo de alinhamento de trÃs pontos, da equaÃÃo da reta e de seus vetores tangentes e normais, no plano e no espaÃo, alÃm de simplificar a resoluÃÃo de exercÃcios e poder incluir alguns conteÃdos que tambÃm se tornam mais acessÃveis utilizando tal ferramenta. O conteÃdo da referida disciplina à abordado no 3 ano do ensino mÃdio sem o tratamento vetorial, deixando a aprendizagem da geometria analÃtica restrita. Apresenta-se, neste estudo, uma proposta de introduÃÃo do estudo de vetores no ensino mÃdio, mostrando que o tempo gasto com sua introduÃÃo à recompensado com a maior facilidade para a abordagem dos conteÃdos, resoluÃÃo de problemas e ampliaÃÃo dos conteÃdos.This work is a proposal for the introduction of the study of vectors in the plane and in space, in the 3rd year of high school , with the prospect of a gain for studies of analytical geometry. In the study of the discipline of analytical geometry, the Masters Course Professional Mathematics ( PROFMAT ) it was found that the introduction of the study of vectors is simple understanding and a powerful tool for Analytic Geometry, facilitating the demonstration of contents , improved visualization of the alignment condition of three points of the straight line equation and its tangent and normal in the plane and space vectors, and simplify problem solving and be able to include some content that also become more accessible using such a tool. The content of that discipline is addressed in the 3rd year of high school without the vector treatment, leaving the learning of restricted analytic geometry. We present in this study a proposal to introduce the study of vectors in high school, showing that the time spent with their introduction is rewarded with greater ease to the approach of content, problem solving and expansion of the content.
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Pettersson, David. "Vad finns det för värden i matematikböcker? : En analys av värden förmedlade i läromedel för gymnasieskolans kurs i matematik A." Thesis, Linköping University, Department of Educational Science (IUV), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-5534.
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I denna uppsats studeras förekomsten av värden i geometrikapitel i läromedel för gymnasieskolans Matematik A. En metod baserad på innehållsanalys som använts i en tidigare studie om förekomst av värden i algebrakapitel har vidareutvecklats. Sammanlagt 955 uppgifter i geometrikapitlen i fem olika läroböcker har analyserats. Resultatet visar på en skillnad mellan intentionerna i gymnasieskolans styrdokument och det utrymme olika värden ges. Även skillnader mellan det utrymme studerade läromedel ger åt olika värden har påvisats.
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Pereira, Adão Regis. "Teorema de Tales: análise de sua apresentação nos livros didáticos e proposição de atividades." Universidade Tecnológica Federal do Paraná, 2014. http://repositorio.utfpr.edu.br/jspui/handle/1/791.
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CAPESNesse trabalho identificamos os objetivos e as orientações nos Parâmetros Curriculares Nacionais, do terceiro e quarto ciclos, sobre o estudo da Geometria. Pesquisamos sobre a Biografia de Tales de Mileto, onde fazemos um relato, da região e história, da época em que ele viveu, contamos alguns de seus feitos, e enumeramos os teoremas cujas demonstrações lhe são atribuídas. Analisamos seis livros didáticos do 9º ano do ensino fundamental, que integram o Plano Nacional do Livro Didático 2014, observamos a forma como a Geometria é trabalhada, e quais as demonstrações e atividades apresentadas em relação ao Teorema de Tales. Usamos e recomendamos o software Geogebra para o estudo da Geometria. Propomos atividades diversificadas, para serem utilizadas em sala de aula, quando o Teorema de Tales for trabalhado. Sugerimos uma demonstração para o Teorema de Tales, onde utilizamos a definição de área do triângulo, e as propriedades do paralelogramo.
In this work we identify the goals and guidelines the National Curriculum Guidelines, the third and fourth cycles, on the study of geometry. We searched on the Biography of Thales of Miletus, where we do a story, and history of the region, the era in which he lived, we count some of their deeds, and enumerate the theorems whose statements are allocated. We analyzed six textbooks in 9th grade of elementary school, comprising the National Plan of Didactic Book 2014, observed how the geometry is crafted, and what activities and statements made with respect to the Thales’ Theorem. We use and recommend the Geogebra software for the study of geometry. We propose diversified activities for use in the classroom when the Thales’ Theorem is working. We suggest a demonstration of Thales’ Theorem, where we use the definition of the triangle area, and properties of the parallelogram.
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Fujita, Taro. "The reform of school geometry in the early 20th century in England and Japan : the design and influences of the textbooks by Godfrey and Siddons." Thesis, University of Southampton, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252223.
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SILVA, S?rgio Dias da. "Diferentes abordagens para Geometria em livros did?ticos brasileiros." Universidade Federal Rural do Rio de Janeiro, 2017. https://tede.ufrrj.br/jspui/handle/jspui/2289.
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CAPES
This thesis sought to observe how Brazilian Mathematics textbooks, in the period from 1931 to 2004, reflect the influences (pedagogical, political and legislative) of the time for the teaching of Geometry. To that end, the chosen method in this research was a documental analysis, using a qualitative approach, through which we observed parts of didactic books regarding the forms of treatment for Geometry. For each period analyzed, a panel was created that presents the social context, the educational legislation, the proposal for the teaching of Mathematics and the specific approach that was given to the teaching of Geometry, in order to mediate the observation of textbooks. From the observations made, there is evidence that the approach to Geometry in textbooks was linked more to political-social projects than to educational legislation.
Essa disserta??o buscou observar de que forma o livro did?tico de Matem?tica brasileiro traduziu, no per?odo de 1931 a 2004, as influ?ncias (pedag?gicas, pol?ticas e da legisla??o) da ?poca para o ensino da Geometria. Para isso, o m?todo utilizado na pesquisa foi a an?lise documental, usando uma abordagem qualitativa, por meio da qual observamos partes de livros did?ticos no que se referia ?s formas de tratamento para a Geometria. Para cada per?odo analisado foi constru?do um painel que apresenta o contexto social, a legisla??o educacional, a proposta para o ensino de Matem?tica e a abordagem espec?fica que era dada ao ensino da Geometria, com o objetivo de mediar a observa??o dos livros did?ticos. Mediante as observa??es realizadas h? ind?cios de que a abordagem ? Geometria nos livros did?ticos estava interligada mais a projetos pol?tico-sociais do que propriamente ? legisla??o educacional.
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Chang, Yu-Ping Verfasser], Kristina [Akademischer Betreuer] [Reiss, and Fou-Lai [Akademischer Betreuer] Lin. "Opportunities to Learn Mathematical Proofs in Geometry : Comparative Analyses of Textbooks from Germany and Taiwan / Yu-Ping Chang. Gutachter: Kristina Reiss ; Fou-Lai Lin. Betreuer: Kristina Reiss." München : Universitätsbibliothek der TU München, 2013. http://d-nb.info/1037820746/34.
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Pasini, Mirtes Fátima. "Argumentação e prova: explorações a partir da análise de uma coleção didática." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/11282.
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Previous issue date: 2007-10-16Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This work is inserted the research project Argumentation and Proof in School Mathematics (AProvaME), which aims to study the teaching and learning of mathematical proofs during compulsory schooling. The main research question of this contribution to the project relates to how proof is treated in particular geometry topics in one collection of mathematics textbooks for secondary school students. More specifically, the study aims to identify how the passage from empiricism to deduction is contemplated in the textbook activities as well as to document the interventions and strategies necessary on the part of the mathematics teacher in order to manage this transition. The types of proofs in the classification of Balacheff (1988) and the functions of proof identified by de Villiers (2001) serve as the principle theoretical tools for these analyses. Following a survey of the activities related to proof and proving in topics related to the theorem of Pythagoras and properties of straight lines and triangles, teaching sequences based on these activities were developed with students from the 8th Grade of a secondary school within the public school system of the municipal of Jacupiranga in the State of São Paulo. The main findings of the study indicate that the teacher has at his or her disposal material that permit a broad approach to proof and proving, although the passage from exercises involving reliance on empirical manipulations for validation to the construction of proofs based on mathematical properties is not very explicitly addressed, with the result that intense teacher intervention is necessary at this point. A particular difficulty faced by the teacher is knowing how to intervene without assuming responsibility for the resolution of the task in question. Finally, a dynamic geometry activity is presented, as an attempt to provide a learning situation which might enable students to engage more spontaneously in the transition from evidence-based arguments to valid mathematical proofs
Nosso trabalho está inserido no Projeto Argumentação e Prova na Matemática Escolar (AProvaME), que tem como objetivo estudar o ensino e aprendizagem de provas matemáticas na Educação Básica. A questão principal da pesquisa consiste em analisar o tratamento deste tema em determinados conteúdos geométricos de uma coleção de livros didáticos do Ensino Fundamental. Mais especificamente, o estudo busca identificar como a passagem do empirismo à dedução é contemplada nas atividades dos livros e quais as intervenções e estratégias necessárias por parte do professor para gerenciar essa passagem. Os tipos de prova na classificação de Balacheff (1988) e as funções de prova identificadas por De Villiers (2001) foram as principais ferramentas teóricas utilizadas para estas análises. Após um levantamento das atividades relacionadas à prova nos conteúdos Teorema de Pitágoras, Retas Paralelas e as propriedades dos Triângulos, seqüências baseadas nessas atividades foram desenvolvidas com alunos de 8.ª Série do Ensino Fundamental de uma escola pública no Município de Jacupiranga, do Estado da São Paulo. Concluímos que o professor tem à sua disposição material consistente para trabalhar com seus alunos, embora exista o problema na passagem brusca de exercícios empíricos em diversos níveis de verificação para as demonstrações formais, sendo necessária intervenção do professor por meio de revisões pertinentes, proporcionando ao aluno esclarecimentos para desenvolver uma atividade. A principal dificuldade para o professor foi interferir sem assumir a responsabilidade de resolver a situação em questão. Por fim, apresenta-se uma atividade no ambiente de geometria dinâmica, visando proporcionar uma transição mais espontânea entre argumentos baseados em evidência e argumentos baseados em propriedades matemáticas
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Kluppel, Gabriela Teixeira. "REFLEXÕES SOBRE O ENSINO DA GEOMETRIA EM LIVROS DIDÁTICOS À LUZ DA TEORIA DE REPRESENTAÇÕES SEMIÓTICAS SEGUNDO RAYMOND DUVAL." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2012. http://tede2.uepg.br/jspui/handle/prefix/1325.
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Previous issue date: 2012-02-15Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This dissertation presents an analysis of the geometry content of Mathematics textbooks. The research objectives were: to explain the specifics of Raymond Duval's semiotic representation theory, with respect to geometry, and to reveal to what extent these specifics are covered in the analyzed textbooks. The central research question we seek to answer is: to what extent does the organization of the geometry content of textbooks consider aspects of Raymond Duval's semiotic representation theory? As a theoretical basis, we use Raymond Duval’s works (2003, 2004). The research involved the analysis of textbooks published between 2002 and 2009, and the data collection and data analysis were supported by Bardin’s content analysis (2010). The research results indicate that the geometry discussed in textbooks has gaps in relation to aspects of Duval’s theory. These gaps relate to possibilities for the development of proposals for education. These are: the interaction between figural and discursive treatments; the linkage between figural register and discourse to minimize the phenomenon of non-congruent semantics (made possible by setting guidelines for submission, problem solving and the demonstration of theorems); mereological or visual modifications responsible for the operative capture of figures, and finally, the resolution of exercises which require organization to enable a systematic variation of visibility factors to facilitate the non-use of definitions or theorems.
A presente dissertação apresenta uma análise do conteúdo de Geometria de livros didáticos de Matemática. Os objetivos da pesquisa foram: explicitar as especificidades da Teoria de Representações Semióticas, segundo Raymond Duval, no tocante à Geometria, e desvelar em que medida essas especificidades são contempladas nos livros didáticos analisados. A questão central da pesquisa que procuramos responder foi: em que medida a abordagem do conteúdo de Geometria nos livros didáticos contempla aspectos da Teoria de Representações Semióticas segundo Raymond Duval? Como fundamentação teórica, utilizamos as contribuições de Raymond Duval (2003, 2004). A pesquisa envolveu a análise de livros didáticos do período de 2002 a 2009, e os procedimentos de coleta e análise dos dados foram subsidiados pela análise de conteúdo de Bardin (2010). Os resultados da pesquisa indicam que a Geometria analisada nos livros didáticos apresenta lacunas em relação a aspectos da teoria de Raymond Duval. Isso acontece no que concerne às possibilidades para o desenvolvimento de propostas para o ensino, considerando: as interações entre tratamentos figurais e discursivos; a articulação entre registro figural e discurso para minimizar o fenômeno da não congruência semântica (possibilitada por orientações para apresentação de definições, resolução de exercícios e demonstração de teoremas); as modificações mereológicas ou visuais responsáveis pela apreensão operatória das figuras; a resolução de exercícios, que exige a organização, em função de uma variação sistemática de fatores de visibilidade para facilitar a não utilização de definições ou teoremas.
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Eriksson, Alexandra. "Läromedel och geometriundervisning i årskurs tre : En kvalitativ studie om matematikläromedel och lärares geometriundervisning i årskurs tre." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-72985.
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Syftet med studien är att undersöka vilken roll lärarna ger till läromedlet i matematik i deras geometriundervisning i årskurs tre. För att svara på studiens syfte, har en triangulering av två metoder genomförts. Den ena metoden är innehållsanalys och den andra är semistrukturerad intervju. Resultaten visar att lärarna ger sitt matemaikläromedel en central roll i geometriundervisningen i årskurs tre. Resultaten visar också att de resurser lärarna använder sig av i sin geometriundervisning är uppgifter i elevernas arbetsböcker, illustrationer, begreppsförklaringar och att lärarna använder sig av lärarhandledningen som inspiration eller stöd i sin undervisning i geometri. Studiens resultat stödjer tidigare forskning inom användandet av matematikläromedel och även tidigare forskning inom geometriundervisning.The purpose of this study is to examine what role the teachers give to the textbooks in their geometry-teaching in third grade. A triangulation has been made between two methods to fulfill the purpose of the study. One method is content analysis and the second one is semi-structured interview. The results shows that the textbooks are given a huge role from the teachers in the geometry-teaching in third grade. The results also shows that the resources the teachers use in their geometry-teaching is assignments in the pupils’ textbooks, illustrations, explanations, and that the teachers use the teachers’ manual as an inspiration or as support in their geometry teaching. The result of this study supports previous research within the use of textbooks and previous research on geometry-teaching.
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Valentim, Júnior Josélio Lopes. "A geometria analítica como conteúdo do ensino secundário: análise de livros didáticos utilizados entre a reforma Capanema e o MMM." Universidade Federal de Juiz de Fora, 2013. https://repositorio.ufjf.br/jspui/handle/ufjf/1808.
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O presente trabalho teve como objetivo produzir um estudo histórico sobre a trajetória da geometria analítica como conteúdo da matemática escolar no ensino secundário, no período compreendido entre 1940 e 1970. Nessa pesquisa, o recorte temporal ficou restrito ao período no qual estiveram em vigência a Reforma Gustavo Capanema, a Portaria Ministerial de 1951 e um movimento de dimensão internacional denominado Movimento da Matemática Moderna (MMM). A pesquisa, inserida no campo da história da educação matemática, tomou os livros didáticos dessa disciplina para o colégio como fonte de pesquisa. Visando analisar historicamente as mudanças ocorridas nos livros didáticos relativamente ao conteúdo de geometria analítica, o presente trabalho histórico se apoiou nos pressupostos teóricos de historiadores e historiadores da educação que discutem a história cultural, a cultura escolar, as disciplinas escolares e os livros didáticos como objetos históricos, as noções de apropriação, de estratégias e de táticas. A análise dos livros revelou obras semelhantes e convergentes com os programas tanto nas décadas de 1940 quanto 1950. Especificamente em relação à geometria analítica na década de 1940, essa se constituiu num dos blocos que compunham a matemática do colégio, ainda como herança da matemática fragmentada em ramos das décadas anteriores. Na década de 1950, a geometria analítica deixou de aparecer explicitamente e ficou diluída entre o estudo de limites e derivadas, e restrita ao estudo da reta e da circunferência. A geometria analítica ganhou força novamente com o advento do MMM. Porém, não se verificou a padronização observada nas décadas anteriores, ao que tudo indica pela ausência de uma orientação oficial.
This study aimed to produce a historical study of the trajectory of analytic geometry and content of mathematics in secondary education, in the period between 1940 and 1970. In this research, the time frame was restricted to the period in which the Reformation were in effect Capanema, the Ministerial Decree of 1951, and a movement of international dimension named Modern Mathematics Movement (MMM). The research, part of the field of the history of mathematics education, took the textbooks of this discipline to the college as a research resource. To analyze the changes that have occurred historically in textbooks regarding, the content of analytical geometry, this historical work was supported in theoretical assumptions of historians and historians of education to discuss the cultural history, the school culture, school subjects and textbooks as objects historical, notions of ownership, strategies and tactics. The analysis revealed similar works and books converged with both programs in the 1940s as in 1950. Specifically in relation to analytic geometry in 1940, this constituted one of the blocks that made up the mathematical school, even as a legacy of mathematics fragmented into branches of the previous decades. In the 1950s, analytic geometry stopped appearing explicitly and was diluted by the study of limits and derivatives, and restricted to the study of the line and the circle. Analytic geometry has gained momentum again with the advent of the MMM. However, there was no standardization observed in previous decades, it seems the lack of official guidance.
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Rodrigues, Camila Roberta Ferrão. "Potencialidades e possibilidades do ensino das transformações geométricas no Ensino Fundamental." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/61264.
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Este estudo tem como objetivo examinar as possibilidades e potencialidades do ensino das Transformações Geométricas no Ensino Fundamental, assunto este pouco abordado nos currículos deste nível de ensino. Realiza um resgate histórico sobre o ensino da Geometria e constata que a introdução do tema das transformações se dá a partir do Movimento da Matemática Moderna. Identifica os Parâmetros Curriculares Nacionais como incentivador deste estudo, a partir do momento em que, devido a essas orientações, autores de livros didáticos passam a tratar do tema em suas coleções, mesmo que, em alguns casos, de forma tímida. Para verificar as potencialidades do estudo das Transformações Geométricas foram elaborados dois conjuntos de atividades, sendo um desenvolvido com professoras atuantes nos Anos Iniciais do Ensino Fundamental e outro com uma turma de alunos do 6º ano desse nível de ensino, ambas em uma escola municipal da Rede Pública de Ensino da cidade de São Leopoldo, RS. Esta pesquisa de caráter qualitativo segue princípios da pesquisa-ação, adotando procedimentos de acompanhamento e controle da intervenção produzida. Da análise da aplicação da proposta, foi produzido um livro do tipo paradidático intitulado Matemática das Transformações, o qual trata o tema com aspectos lúdicos, de caráter artístico e que, pela linguagem nele utilizada, tem a pretensão de incentivar a leitura.This study intents to examine the possibilities and potential of Geometric Transformations in teaching Elementary School, a few discussed subject in the curriculum of this educational level. Performs a historical survey about the teaching of geometry and notes that the introduction of the theme of change is given from the Movement of Modern Mathematics. Identifies how the National Curriculum Parameters for this study, from the time when, due to these guidelines, authors of textbooks come to address the issue in their collections, even though in some cases, so shy. To verify the potential of the study of Geometric Transformations were prepared two sets of activities, one developed with teachers working in early years of elementary school and another with a group of students from the 6th year of this level of education, both in a municipal school of the Network public Schools in the city of São Leopoldo, RS. This qualitative study follows the principles of action-research, adopting procedures for monitoring and control of the intervention produced. An analysis of the implementation of the proposal, was produced a textbook titled Transformation’s Mathematics , which treats the subject with playful aspects of artistic character, and that the language used therein, intend to encourage reading.
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Bardini, Laís Cristina 1987. "Geometria no 5º ano : uma análise dos livros didáticos." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/254044.
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Orientadores: Rúbia Barcelos Amaral, Samuel Rocha de OliveiraDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Com a o passar do tempo muitas transformações ocorreram no processo de ensino e aprendizagem, mudanças que vão desde metodologias de ensino até a formação dos profissionais. No entanto, ainda há conteúdos que necessitam um olhar atento como, por exemplo, a Geometria. Hoje nota-se que este conteúdo ainda é motivo de várias discussões e pesquisas, refletindo as dificuldades que os professores apresentam em lecioná-lo. Esta situação colabora para que os professores procurem materiais que possam ajudá-los nas dúvidas decorrentes de seu dia a dia em sala de aula, sendo o mais comum deles o livro didático. Dessa forma, considerando a importância deste material didático e da Geometria, desenvolveu-se uma pesquisa qualitativa, utilizando o método de Análise de Conteúdo, procurando discutir o seguinte problema: Como alguns conteúdos geométricos estão presentes nos livros didáticos. Tendo como objetivo realizar a análise de alguns livros de Matemática utilizados na Rede Municipal de Rio Claro - SP, no 5º ano do Ensino Fundamental, e aprovados pelo PNLD. A primeira categoria, Aspectos Cotidianos, examinou como os livros têm desenvolvido a relação entre os aspectos cotidianos e a Geometria, e se esta ligação tem levado ou não o aluno a compreender, conhecer ou modificar o meio no qual está inserido; considerando que essa relação deve estar além do trabalho envolvendo apenas o uso de figuras cotidianas, semelhantes às geométricas. Já a segunda categoria, Manipulação e Concretização, analisou a questão da utilização dos materiais manipuláveis, como ela é realizada, ou qual o objetivo que a atividade propõe com sua utilização, ou ainda que papel eles desenvolvem em cada livro analisado. A terceira categoria, Nomenclatura, Identificação e Composição, apontou que apesar da literatura afirmar ser importante que o ensino das figuras geométricas envolva suas propriedades e características, a presente pesquisa constatou que o foco nos livros ainda está em apenas nomeá-las e identifica-las. Por fim, a quarta categoria, Relações entre as figuras bidimensionais e tridimensionais, expôs a importância de mostrar ao aluno a relação existente entre as figuras bidimensionais e tridimensionais; porém, essa relação foi pouco observada nos livros analisados. Enfim, este estudo também envolveu a análise das resenhas apresentadas no Guia do Livro Didático (BRASIL, 2013), trazendo o "olhar" do PNLD sobre cada obra, observando qual a avaliação e os resultados que este programa do governo faz sobre elas
Abstract: With the passage of time many changes have occurred in the process of teaching and learning, changes ranging from teaching methodologies to the training of professionals. However, there is contents that need a closer look, for example, the geometry. Today we note that this content is still a matter of much discussion and research, reflecting the difficulties that teachers have in teaches it. This contributes to teachers seek materials that can help them with questions arising from their day to day in the classroom, the most common of the textbook. Thus, considering the importance of this educational material and geometry, developed a qualitative research, using content analysis method, trying to discuss the following problem: As some geometric contents are present in textbooks. Aiming to carry out the analysis of some math books used in the Municipal Net of Rio Claro - SP, in the 5th year of elementary school, and approved by PNLD. The first category, Everyday aspects, examined how the books have developed the relationship between the daily aspects and Geometry, and this link has led or not the student to understand, know or modify the environment in which it is inserted; considering that this relationship should be beyond work involving only the use of daily figures, similar to the geometric. The second category, Handling and Implementation, addressed the issue of the use of manipulatives, as it is performed, or what purpose the proposed activity with their use, or what role they develop in the analyzed book. The third category, classification, identification and composition, pointed out that despite the literature stating it was important that the teaching of geometric figures involving their properties and characteristics, this survey found that the focus is still on the books only name them and identify them . Finally, the fourth category, relations between two-dimensional and three-dimensional figures, explained the importance of showing students the relationship between the two-dimensional and three-dimensional figures; However, this correlation was slightly observed in the analyzed books. Finally, this study also involved the analysis of the review presented in the Textbook Guide (BRAZIL, 2013), bringing the "look" of PNLD on each work, noting that the evaluation and the results that this government program is about them
Mestrado
Ensino de Ciencias e Matematica
Mestra em Ensino de Ciências e Matemática
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Turíbio, Solange Ramos Teixeira. "As mudanças ocorridas no livro didático de matemática e a sua influência na prática pedagógica do professor." Universidade Federal de Mato Grosso, 2015. http://ri.ufmt.br/handle/1/647.
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Esta pesquisa busca compreender as práticas dos professores permeadas pelo uso do livro didático, uma vez que este se trata de um importante instrumento de apoio para o trabalho docente. As investigações produzidas no âmbito dessa perspectiva permitiram verificar a existência de um considerável referencial teórico referentes às temáticas - Ensino de Matemática e Geometria - porém no que se refere ao papel do Livro Didático na prática do professor a bibliografia é restrita. O objetivo desta pesquisa foi investigar o grau da influência da organização do conteúdo do livro didático de Matemática na prática pedagógica dos professores que ensinam Matemática nos últimos anos do Ensino Fundamental. O presente estudo teve como propósito responder às seguintes questões: a) como a Matemática é ensinada na escola? b) os professores utilizam o livro didático para ensinar? c) como utilizam? d) se utilizam, como é feita a seleção do livro didático de Matemática? e) a organização do conteúdo expressa no livro exerce influência na prática pedagógica do professor? Para tanto, norteia-se, inicialmente, nas reflexões sobre a importância do livro didático no contexto escolar apresentadas por Soares (1996), Lajolo (1996), Choppin (2004), Bittencourt (2004) e Carvalho e Lima (2010). Quanto às ponderações sobre a Matemática e seu ensino os estudos se pautaram nos pressupostos de D’Ambrósio (1993), Gadotti (1995), Fiorentini (1995, 2002), Polya (1997), Gáscon (1998), Dante (1998), Pais (2002), Onuchic (2004), D’Ambrósio (1990, 2012), Silva (2009), Cavalcanti (2010) e Freire (2013). As considerações sobre o ensino de geometria ancoraram-se em Dana (1994), Grande (1994), Usiskin (1994), Vitti (1994) e Nacarato (2002). Utiliza-se dos fundamentos teóricos da pesquisa qualitativa, tendo como instrumentos de coleta de dados, a observação, entrevista e análise documental. Para verificar as mudanças ocorridas na forma de organização dos conteúdos nos livros didáticos escolhidos para a pesquisa, foi utilizado a análise de conteúdo, e para a análise dos apontamentos referentes às práticas dos professores em sala de aula empregou-se o método interpretativo. A análise dos livros demonstrou mudanças significativas em relação à forma de apresentação dos conteúdos, principalmente da geometria. Contudo, é possível admitir que, apesar da geometria se fazer presente em diversos conteúdos trabalhados, o seu estudo propriamente dito ainda é deixado para segundo plano, pois a mesma continua sendo apresentada nos capítulos finais do livro didático. Durante as observações foi possível perceber que, apesar do professor ter domínio de conteúdo e também autonomia para selecionar os temas que julga necessários ao conhecimento de seus alunos, há momentos em que é preciso recorrer ao livro didático. A investigação ora proposta não se apresenta com a pretensão de propor novas metodologias ou soluções para os problemas referentes ao mau uso do livro didático em sala de aula, mas como um canal para levantar questões que levem à reflexão sobre a importância desse instrumento em sala de aula.
This paper aims to comprehend teachers’ practices through in-class textbook use, since this is an important supportive tool for the teaching task. The investigations carried out following such perspective made it possible to verify the existence of a considerable theoretical background regarding the theme - Mathematics and Geometry Teaching - yet, regarding the role of the textbook effect on teacher’s practice, there is not much bibliography available. The aim of this research was to investigate the level of influence on the Mathematics textbook syllabus organization considering the pedagogical practice of the professionals who teach Mathematics to senior students in Board School. This very paper was intended to answer the following questions: a) how is Mathematics taught at school? b) do the teachers make use of a textbook to teach? c) how do they use it? d) if they use it, how is the selecting process of the Mathematics textbook like? e) does the content organization expressed in the textbook influence the teacher’s pedagogical practice? In order to achieve its goal, it initially follows the reflections on the importance of the textbook in the schooling context by Soares (1996), Lajolo (1996), Choppin (2004), Bittencourt (2004) and Carvalho e Lima (2010). Regarding the ponderings about Mathematics itself as well as its teaching, such study followed the ideas by D’Ambrósio (1993), Gadotti (1995), Fiorentini (1995, 2002), Polya (1997), Gáscon (1998), Dante (1998), Pais (2002), Onuchic (2004), D’Ambrósio (1990, 2012), Silva (2009), Cavalcanti (2010) and Freire (2013). The considerations about teaching Geometry were based on Dana (1994), Grande (1994), Usiskin (1994), Vitti (1994) and Nacarato (2002). Theoretical fundaments of qualitative research are also at use, relying on data collecting tools, observation, interview and document analysis. In order to verify changes that occurred in the way of organizing such contents in textbooks selected for the research, content analysis was prime, and the interpretative method was employed to analyze the notes related to teachers’ practices in the classroom. The textbook analysis highlighted significant changes in relation to content presentation, mostly Geometry-related ones. However, it is possible to admit that, despite Geometry’s being part of several topics that were covered, studying-teaching Geometry is not a priority yet, since it continues to be placed at the end of the textbook, as its last chapters. During the observation period, it was also possible to realize that, despite the teacher’s knowledge as well as his/her autonomy to select themes s/he considered necessary through his/her students’ life, there are moments when s/he needs to rely on the textbook itself. The investigation we focus on here does not intend to propose new methodologies or solutions to the problems involving the inadequate use of the textbook in the classroom, rather it is a way to provide questions that may lead to reflection on the importance of such tool in the classroom environment.
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Barnard, Marelize. "The representation of geometric concepts in Grade 6 Mathematics textbooks: a socio-cultural analysis." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/22032.
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In this study Vygotsky's theory of concept formation is used to gain insight into the representation of geometric concepts in grade six mathematics textbooks. According to Vygotsky, higher order mental functioning is developed when scientific and everyday concepts are dialecfoally linked. The textbook as a mediating artefact has an important role to play in the process of concept formation. To determine if the geometry of space and shape is presented as scientific concepts in the text, content analysis of three randomly sampled grade six mathematics textbooks were conducted. The analysis included an investigation of what misconceptions exist in the text and what level of cognitive demand is required by the textbook tasks and activities. The initial structure for the research was derived from Valverde et al. (2002)'s methodology after which frameworks for the content analysis were developed for the distinction between everyday and scientific concepts, the identification of misconceptions and the classification of levels of cognitive demand. The results not only showed a low prevalence of scientific concepts, but also high incidences of misconceptions put forward in the textbooks. There were few textbook tasks and activities that required problem-solving, thereby limiting the learner to lower order thinking.
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Vasconcelos, Janaina. "GEOMETRIA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL: um olhar sobre o livro didático e a provinha Brasil." Centro Universitário Franciscano, 2016. http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/582.
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The present study aimed to verify the consistency of content and form in Geometry in second-year textbooks for the Formative Years of primary education in Brazil and in the Provinha Brasil standardized test in light of the official documents that guide Formative Years curricula. This study was based on the National Curriculum Parameters and on the Conceptual and Methodological Elements for the Definition of Learning and Development Rights during the Literacy Cycle (years 1, 2, and 3) of Primary Education, and was conducted using a qualitative document analysis design. Three Mathematics textbooks recommended by the Brazilian National Textbook Program and used in the public and private school systems of the municipality of Santa Maria, state of Rio Grande do Sul, were analyzed through a content analysis approach, as were the Provinha Brasil standardized tests administered from 2011 through 2015. The information presented in the textbooks, more specifically in chapters or units on Geometry were analyzed and categorized as to their structure and formatting; content; and wording and illustrations. Analysis of the Geometry questions of the Provinha Brasil tests allowed us to establish categories based on the content covered and on the skills expected to be developed by the students. The analyzed textbooks met current expectations for support material to be used in class. All had a similar structure, with Geometry content being addressed in two chapters or units at the start or middle of the textbook. These units contained comprehension exercises, activities using mathematical manipulatives, educational games related to the content covered, and, at the end of each unit, a cumulative review of the subjects studied. The content of all three textbooks analyzed was appropriate for Year 2 of the Formative Years, with age-appropriate figures and illustrations, and is contextualized with topics and situations appropriate for the reality of the students. Two books covered the topics geometric solids, geometric planes and their contours, while one book covered geometric shapes and lines, location in space, and views. In all three books, the approach to these subjects was connected to imagery present in the students' daily lives and contextualized with their social practices. Analysis of the Geometry content that was covered in Provinha Brasil yielded three categories: plane shapes, solid shapes, and views. Regarding the skills expected to be developed by students, five categories emerged: observe, experience, and represent positions of objects from different perspectives, considering different points of view and through different languages; recognize spherical and non-spherical (polyhedral) bodies; recognize the component parts of different three-dimensional shapes; perceive similarities and differences between different prisms; and name geometric shapes. Analysis of the textbooks and Provinha Brasil tests revealed that Geometry content is addressed consistently. The consistency between the textbooks, the content covered in Provinha Brasil, and the official documents provides evidence that use of these textbooks helps students develop geometric thinking and answer Provinha Brasil Geometry questions.
O presente estudo tem como objetivo verificar a coerência de conteúdos e formas na Geometria em livros didáticos do 2º ano dos Anos Iniciais e na Provinha Brasil à luz dos documentos oficiais que balizam o ensino nos Anos Iniciais. Assim, norteada pelos Parâmetros Curriculares Nacionais e pelos Elementos Conceituais e Metodológicos para a Definição dos Direitos de Aprendizagem e Desenvolvimento do Ciclo de Alfabetização (1º, 2º e 3º anos) do Ensino Fundamental foi conduzida uma pesquisa de abordagem qualitativa e documental, na qual três coleções de livros didáticos de Matemática recomendados pelo Programa Nacional do Livro Didático e utilizados em escolas da rede pública e privada de ensino no município de Santa Maria/RS e, as Provinha Brasil dos anos de 2011 a 2015 foram, por meio da análise de conteúdo, analisados. As informações apresentadas nos livros didáticos, mais especificamente nos capítulos/unidades referentes à Geometria foram analisadas e categorizadas quanto à estrutura e formatação; conteúdo; linguagem e ilustrações. Em relação às questões de Geometria das Provinhas Brasil, a análise permitiu estabelecer categorias de acordo com o conteúdo contemplado e as habilidades que devem ser desenvolvidas pelos alunos. Os livros didáticos analisados atendem as expectativas esperadas de um material de apoio ao professor em sala de aula. Eles apresentam uma estrutura semelhante com o conteúdo de Geometria abordado em duas unidades encontradas no início ou no meio do livro didático. Nas unidades apreciadas são encontrados exercícios de compreensão e atividades que utilizam materiais manipuláveis, jogos didáticos referentes ao conteúdo trabalhado e no final da unidade uma revisão cumulativa dos assuntos estudados. Nos três livros analisados o conteúdo está adequado ao 2º ano dos AI, apresentando figuras e ilustrações compatíveis com a idade e é contextualizado, com temas e situações que estão de acordo com a realidade do aluno. Dois livros abordavam os tópicos sólidos geométricos, regiões planas e seus contornos, e um livro abordava figuras geométricas e linhas, localização e vistas. Em relação ao enfoque quanto à abordagem do tema, nos três livros a abordagem está ligada a imagens presentes no dia a dia do aluno e apresentam contextualização com a prática social do aluno. A partir da análise dos conteúdos que foram contemplados nas questões de Geometria nas Provinhas Brasil emergiram três categorias: figuras planas, sólidos geométricos e vistas. E, em relação às habilidades a serem desenvolvidas pelos alunos, emergiram cinco categorias: observar, experimentar e representar posições de objetos em diferentes perspectivas, considerando diferentes pontos de vista e por meio de diferentes linguagens; reconhecer corpos redondos e não redondos (poliédricos); reconhecer as partes que compõem diferentes figuras tridimensionais; perceber as semelhanças e diferenças entre diferentes prismas; e, nomear figuras geométricas. A análise dos livros didáticos e das Provinhas Brasil permitiu constatar a presença do conteúdo de Geometria de modo consistente. A coerência encontrada na relação entre os livros didáticos, Provinha Brasil e os documentos oficiais, evidenciam que a utilização do livro didático dá apoio ao aluno para que ele desenvolva seu pensamento geométrico e responda as questões da Provinha Brasil que abordam o conteúdo de Geometria.
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Pires, Junior Wanderlei José. "A educação matemática e a elaboração de livros didáticos: a coleção Matemática de Imenes e Lellis." Universidade Federal de Juiz de Fora (UFJF), 2016. https://repositorio.ufjf.br/jspui/handle/ufjf/3802.
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O presente trabalho tem por objetivo analisar uma coleção didática de matemática, sob a perspectiva da história da educação matemática. Para isto, tomamos como fontes de pesquisa os quatro livros do professor, que compõem a coleção Matemática de Imenes e Lellis para o ensino fundamental II, obras escritas em 1999, primeira edição, sétima impressão. Além disso, duas entrevistas fornecidas por um dos autores da coleção, Luiz Marcio Imenes. Esse trabalho foi norteado pelas seguintes questões: Que apropriações de propostas para o ensino de Matemática a partir do campo da Educação Matemática podem ser identificadas na Coleção Matemática, de Imenes e Lellis? Mais especificamente, como se situa o ensino de Geometria nessa Coleção? Para seu desenvolvimento, amparou-se nas concepções de produção histórica de Marc Bloch, nos aportes da história das disciplinas escolares de André Chervel, na importância dos estudos sobre manuais didáticos como fontes de pesquisas de Alain Choppin, além da pesquisa em história da educação matemática no Brasil baseada principalmente em Wagner Valente. Tendo a Geometria como fio condutor, percebemos na Coleção de Imenes e Lellis a alternância entre os ramos da matemática ao longo dos capítulos em todos os livros, além do número bem expressivo de páginas destinadas à Geometria. Pontos que se diferem de outros livros da época. Apropriando-se das ideias da Educação Matemática, os autores também relacionam a Geometria, a Álgebra e a Aritmética, na busca pela construção do conhecimento que leve ao aluno a um aprendizado com compreensão.
The present work aims to analyze one Maths didactic collection from the perspective of the Mathematical Education’s history. To do this, we have used as sources four teacher’s books from Imenes and Lellis’ Mathematical collection for Elementary Education II, all written in 1999, first edition, seventh impression. In addition, we have conducted two interviews with one of the authors of the collection, Luiz Marcio Imenes. This work was based on some questions: What appropriations of proposals for teaching Maths in the field of Mathematics Education can be identified in the Mathematical Collection of Imenes and Lellis? More specifically, how is Geometry taught in this Collection? What are the differentials of this collection when compared with other didactic collections? This work was based on Marc Bloch's conceptions of historical production, on the contributions of André Chervel on the history of school subjects, under the importance of didactic manuals studies as sources of research by Alain Choppin, in additionto the research on the mathematical education history in Brazil, especially by Wagner Valente. Using the Geometry as the guiding thread, we notice that the Collection of Imenes and Lelis works with an alternation between the branches of Maths throughout the chapters in all the books, besides expressing a significantly number of pages talking about Geometry. These are differential points from other contemporary books. The authors use Mathematics Education in order to relate geometry, algebra and arithmetic in search for the construction of knowledge which leads students to learning along with understanding to contruct student’s knowledgment.
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Helfgott, Michel. "Calculus of One Variable: An Eclectic Approach." Digital Commons @ East Tennessee State University, 2012. http://amzn.com/1477633871.
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This textbook is intended for a two-semester course on calculus of one variable. The target audience is comprised of first-year students in biology, chemistry, physics and other related disciplines. The title of the book reflects the fact that it is not limited to one single approach to calculus. Rather, we use graphing calculators or applications whenever they are necessary to introduce certain topics. Nonetheless, as expected, a conceptual framework permeates the whole book. A distinctive characteristic of the book is the early introduction of sequences and geometric series, and a gradual development of simple differential equations, as well as the use of linear regression to analyze data. The core of the book is to be found in the first three chapters, in which examples from biology, chemistry and physics are analyzed with care, emphasizing the close links between calculus and the natural sciences. The last two chapters, or sections thereof, can be used as a sort of capstone in order to show how mathematics helps in the understanding of enzyme kinetics and transport across cell membranes.https://dc.etsu.edu/etsu_books/1064/thumbnail.jpg
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Militz, Mari Lucia. "Análise do conteúdo de geometria espacial em livros didáticos do ensino médio: uma atividade no âmbito da formação inicial de professores." Universidade Federal de Santa Maria, 2016. http://repositorio.ufsm.br/handle/1/12168.
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This paper presents a survey within the framework of teacher education from a textbook analysis activity offered by the National Textbook Program. With this, the aim is to investigate how the process of assigning meaning around the content of Spatial Geometry by academics of course degree in mathematics at the Universidade Federal de Santa Maria. For this, we used the preparation of conceptual maps (Novak, 1984) as a method for the evaluation of existing concepts in cognitive structure of participants and a screenplay by analysis, which contained the steps of analysis and, finally, a questionnaire with subjective questions about the activity carried out. This work was conducted in the contributions of the theory of meaningful learning (Ausubel, 2003), which defines the meaningful learning as the relationship between the concepts present in the cognitive structure (subsumer) and which will be learned. Besides, sets a potentially significant material as being that able to relate to the prior knowledge of the learner. That way, you want to show to future teachers a educational material cannot be chosen anyway as instructional material, it is necessary to know if your student will be able to learn the desired content through the way it is exposed in the book. With the activity performed, one can show the importance of this conscious choice, since, when research participants drew up a second concept map in order to detect learning met cases where failed to learn from the material which were told to analyze.Este trabalho apresenta uma pesquisa no âmbito da formação de professores a partir de uma atividade de análise de livros didáticos oferecidos pelo Programa Nacional do Livro Didático. Com isso, busca-se investigar como se dá o processo de atribuição de significado em torno do conteúdo de Geometria Espacial pelos acadêmicos do curso de Licenciatura em Matemática da Universidade Federal de Santa Maria. Para isso, utilizou-se a elaboração de Mapas Conceituais (Novak, 1984) como método de avaliação dos conceitos existentes na estrutura cognitiva dos participantes e um roteiro de análise, que continha os passos da análise e, por fim, um questionário com perguntas subjetivas sobre a atividade realizada. Este trabalho foi realizado nos aportes da teoria da Aprendizagem Significativa (Ausubel, 2003), que define a aprendizagem significativa como sendo a relação entre conceitos, os presentes na estrutura cognitiva (subsunçores) e os que serão aprendidos. Além do mais, define um material potencialmente significativo como sendo aquele capaz de se relacionar com o conhecimento prévio do aprendiz. Dessa forma, deseja-se mostrar aos futuros professores que um material didático não pode ser escolhido de qualquer maneira como material instrucional, é necessário saber se seu aluno terá condições de aprender o conteúdo desejado através da maneira como está exposto no livro. Com a atividade realizada, pode-se mostrar a importância dessa escolha consciente, visto que, quando os participantes da pesquisa elaboraram um segundo mapa conceitual no intuito de detectar a aprendizagem, encontrou-se casos onde não conseguiram aprender com o material ao qual foram orientados a analisar.
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Karrer, Monica. "Articulação entre Álgebra Linear e Geometria - Um Estudo sobre as Transformações Lineares na Perspectiva dos Registros de Representação Semiótica." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/11068.
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Previous issue date: 2006-06-08Pontificia Universidade de São Paulo
This study addressed questions related to the teaching and learning of Linear Algebra in Higher Education. More precisely, it involved the design of activities which concerned the mathematical object linear transformations and which engaged learners in exploring the conversion of registers in a dynamic geometry environment. The aim was to investigate the learning trajectories of university students and the impact of the didactical choices which characterized the teaching approach. The study was organized into two phases. In the first, preliminary studies along with theoretical considerations led to the formulation of hypotheses and to the identification of the conceptual tools to be used in the analysis of the learning trajectories. Using as a theoretical framework Duval s theory of semiotic representation registers (1995, 2000, 2003), during this phase the registers and conversions present in sections on linear transformations in both Linear Algebra and Computational Graphics textbooks were analyzed. In addition, eighty-six students of Computer Science completed a questionnaire about linear transformation. These studies highlighted difficulties in relation to the exploration of different semiotic registers on the part of the students, particularly as concerned matrixial and graphical registers. In the second phase, which employed the methodology of Design Experiments (COBB et al., 2003), activities were developed to explore the diverse representation of planar linear transformations using Cabri-Géomètre and paper&pencil environments. Six students of Computational Engineering at a private university in the city of São Paulo participated in the experiment. The results indicated evolutions in the subjects understandings of the conditions for determinating linear transformations and of the particularities of their graphs, as well as a more comprehensive mastery of diverse representations and conversions. Analysis of students trajectories also revealed how students strategies were mediated by characteristics of the tasks and the computational environment.
Este estudo trata de questões relativas ao ensino e à aprendizagem de conceitos da Álgebra Linear no ensino superior. Mais precisamente, esta pesquisa envolveu o design de atividades sobre o objeto matemático transformação linear , explorando a conversão de registros em um ambiente de geometria dinâmica. Com isso buscou-se investigar as trajetórias de aprendizagem de estudantes universitários e o impacto dessas escolhas na abordagem de ensino. O trabalho foi organizado em duas fases. Na primeira, realizaram-se estudos preliminares e desenvolvimentos teóricos para a formulação de hipóteses de trabalho e identificação de ferramentas conceituais para a análise das trajetórias. Com base na teoria dos registros de representação semiótica de DUVAL (1995, 2000, 2003), analisou-se a exploração dos registros e conversões presentes no conteúdo das transformações, tanto nos livros didáticos de Álgebra Linear quanto nos de Computação Gráfica. Ainda, aplicou-se um questionário sobre transformações lineares a oitenta e seis (86) estudantes da área de Computação. Estes estudos apontaram deficiências e dificuldades com relação à exploração de diferentes registros por parte dos estudantes, principalmente os registros matricial e gráfico. Na segunda fase, com base na metodologia de Design Experiments (COBB et al., 2003), foram concebidas atividades de exploração das diversas representações de transformações lineares planas, nos ambientes Cabri-Géomètre e papel&lápis. Seis (6) estudantes do curso de Engenharia da Computação de uma instituição particular de ensino superior da cidade de São Paulo participaram do experimento. Os resultados revelaram evoluções dos sujeitos na compreensão das condições de determinação de transformações lineares e de particularidades gráficas inerentes a estas, além de um domínio mais amplo das diversas representações e de suas conversões. Por fim, foram observados efeitos específicos nas estratégias dos estudantes relacionados às características das tarefas e do ambiente computacional.
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Cousin, Marion. "La "révolution" de l'enseignement de la géométrie dans le Japon de l'ère Meiji (1868-1912) : une étude de l'évolution des manuels de géométrie élémentaire." Thesis, Lyon 1, 2013. http://www.theses.fr/2013LYO10082/document.
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Durant l'ère Meiji, afin d'occuper une position forte dans le concert des nations, le gouvernement japonais engage le pays dans un mouvement de modernisation. Dans le cadre de ce mouvement, les mathématiques occidentales, et en particulier la géométrie euclidienne, sont introduites dans l'enseignement. Cette décision est prise alors que, en raison du succès des mathématiques traditionnelles (wasan), aucune traduction sur le sujet n'est disponible. Mes travaux s'intéressent aux premiers manuels de géométrie élémentaire, qui ont été élaborés, diffusés et utilisés dans ce transfert scientifique. Une grille d'analyse centrée sur les questions du langage et des outils logiques est déployée pour mettre en évidence les différentes phases dans l'importation et l'adaptation des connaissances occidentalesDuring the Meijing era, the political context in East Asia led the Japanese authorities to embark on a nationwide modernization program. This resulted in the introduction of Western mathematics, and especially Euclidean geometry into Japanese education. However, as traditional mathematics (was an) were very successful at that time, there were no Japanese translations of texts dealing with this new geometry available at this time. My work focuses on the first Japanese textbooks that were developed, distributed and used during this period of scientific transfer. My analysis concentrates on language and logical reasoning in order to highlight the various phases in the importation and adaptation of Western knowledge to the Japanese context
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Machovcová, Lucie. "Výuka rovinné geometrie na středních školách." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-336615.
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This work compares and evaluates several math's textbooks for secondary school where we can find schoolwork from plane geometry. The aim of this work is drawing the main advantages and disadvantages of those textbooks, evaluating whether all textbooks contain themes which are required by School Curriculum and interpretation of a questionnaire survey among teachers of mathematics. In the last chapter, it is described how a new ideal textbook of plane geometry wouldlook like. Those were taken on the grounds of gained information from my questionnaire survey. Themes which cannot be found in compared textbooks for secondary schools are a part of recently made textbook since it is not necessary to know any new terms for their understanding. Key words: geometry, teaching geometry, textbooks, polygon, circle
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TSENG, KUN-CHIAO, and 曾坤教. "Geometry Content Analysis of Elementary Mathematics Textbooks of Taiwan and Russia." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/69533185896780018038.
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碩士國立屏東大學
科普傳播學系數理教育碩士班
105
The purpose of this study is to compare geometry content of instructional materials in elementary mathematics textbooks of Taiwan and Russia. The instructional materials reviewed were Nani Mathematics in Taiwan and School Russia (Школа России) in Russia. The content analysis was used as method and mathematical problems were the unit of analysis. The study found that both versions emphasize the importance of recognizing the nature of geometrical form through practice, and Russia emphasizes especially to encounter in daily life of pupils. The problem of geometric problem solving between the two versions is the most, but the problem of space geometry is less. The concept of instructional materials in two versions follows the van Hiele geometric thinking and development. In the presentation of mathematics problems, Taiwan’s textbook used more pictures to introduce problems. These were classified based on their cognitive types and representational types. The results show that both two textbooks accounted for most combined and conceptual knowledge problems. This study was expected to providesome references for teachers and textbooks editors.
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KU, YU-CHIA, and 古育嘉. "Elementary Geometry Textbooks among Taiwan, China, and Singapore：Take Composite Figures For Example." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/r7y3s7.
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碩士國立臺中教育大學
數學教育學系
105
The current study adopted content analysis to compare the respective features and discrepancies of the composite figures area in the following three elementary geometry text books － Nanyi in Taiwan, Renmin in China and Marshall Cavendish Education in Singapore. The research findings have indicated that, firstly, concerning the student’s development of mathematical habits of mind, the textbooks accentuate the mathematic skills of relation reasoning and invariant. The summation of the two have reached ratings at 85% to 95%. Secondly, the three target textbooks primarily hinge upon relational reasoning. However, the Chinese textbooks favor more towards the pattern of adopting known relation between respective amounts to derive the unknown answer. Such finding indicated that Chinese sampling accentuated problem-solving through formulaic compositions in contrast to the other two. Moreover, the Singaporean textbooks favor the pattern of generalizing relations between two subjects in relation reasoning. Such finding showed that Singaporean sampling values the capacity to relate two subjects more. Thirdly, Nanyi textbooks require student’s prior knowledge in problem solving. Moreover, the exercises given in the curriculum mainly are those taught in the textbook. As for Renmin, the exercise part is simplified. The textbooks may provide hints for students to think, but the exercise part is not necessarily given. The exercises given after the curriculum may involve two advanced level questions which require concept application. Lastly, Marshall Cavendish Education emphasizes relation reasoning, and the instruction is separated into consecutive procedures and then further extended. The exercises given in the curriculum require student’s prior knowledge and, at the end of the textbook, there is a reminder of learned knowledge for reviewing. The author hopes the current study could contribute to future textbook editing and teacher instruction.
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CHUANG, YUEH-CHIAO, and 莊月嬌. "A Study of the Analysis of Geometry Textbooks for Elementary in the Nine Years CurriculumA Study of the Analysis of Geometry Textbooks for Elementary in the Nine Years Curriculum." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/5ta2bb.
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碩士國立台北師範學院
數學暨資訊教育學系(含數學教育碩士班)
93
This thesis aims to explore the difference in content between the textbooks of Nani, Kang Hsuan, Newton and Han Lin for elementary school geometry after the practice of the provisional outline in the nine years curriculum. It also tries to examine the potential targets presented in each geometry textbook. This thesis tends to group the elementary school geometry into five categories: A. The organization and constructional analysis between figure and structure. B. The identification, discovery and application of the constructional elements between figure and structure. C. The study of the characteristic of figure and its application to problem solving. D. The dissections, reorganization and transformation of figure. E. The spatial concepts . The study adopted the method of content analysis to analyze the teaching materials of every textbook. It is found that there are various textbooks for one principle, and every textbook varies from each other. The main findings of the study are as follows : 1. Vast differences in the amount of the geometrical teaching material, weather in pages, numbers of teaching period or in categories are found. The most noticeable differences among these textbooks are the numbers of teaching period. i.e. the teaching period of textbook B is only 60.53%of textbook A. 2. The content of geometry textbook that pays great attention to the study of the characteristics of figure and the application of these characteristics to problem solving is 30.20% ~38.14%; the discovery, application and recognition elements of figure formation is 24.58% ~30.20%. These are in accordance with Van Hiele’s Development Theory of Geometry and the designing principles in geometric teaching material. 3. All the textbooks that are short of spatial concepts with only the cylindrical and conical surfaces are 3.67% ~9.69%. It is essential to strengthen the teaching materials of spatial visualization in the textbooks in order to promote the ability of students’ spatial visualization. 4. The contents of geometry textbooks that are closely knitted with our lives is 30.59%~41.62%; and that pays attention to actual operation is 43.78%~55.88%. 5. The differences between the academic targets that appeared in geometry textbooks are large. For example, as shown in the S-2-3 target, textbook A that has 58 pages is 19.40%; textbook D with 28 pages is 11.02%, with a difference of 8.38% in volume. 6. The content’s organization of each geometry textbook is motivated by the actual operation of figure recognition. The main developmental system is formed by continuing to analyze after mastering the figurative elements and the discovery of the figurative characteristics. 7. There is a vast difference between the explicit explanations offered by every textbook for both the potential targets and the practice of the provisional outline in the nine years curriculum and the nine years curriculum in geometry. 8. Both the contents and the pages use to change the potential targets in geometry to teaching targets vary in every teacher’s teaching resource.
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CHENG, SHENG-HSU, and 鄭勝旭. "The Analysis of the Illustrations included in Geometry Units of Elementary Mathematics Textbooks." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/5tyc6t.
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碩士國立中正大學
教學專業發展數位學習碩士在職專班
105
The purpose of the study was to analyze the illustrations in three different versions of mathematics textbooks geometry units for elementary school senior graders students.The study was to analyze through content analysis.The criteria to analyze the illustrations, which derived from Levin’s（1981）illustrations theory, Mayer’s (2001; 2009) mumultimedia design principles. The study was to analyze the formation, functions, textbook content, applicationands and design principles of of the illustrations. The findings also provided the future improvement of the illustrations in the textbooks to provide illustrations design research and teachers in the choice of mathematics textbooks and teaching practice on the reference. A total 954 illustrations of 18 geometric units in the tenth and eleventh volumes were used as study samples. Including the researchers a total of three senior teachers of the amount of illustrations for the analysis and quality of the inquiry. Comprehensive results of this study made the following conclusions: 1.The illustration was 21.09% average occupancy in all three versions of textbooks.Regardless of the number or coverage, the graphic illustrations(71％) more than photos(29％).2.With regard to the the number and coverage of illustrations, representational illustrations have the highest ratios. Within each version, the ratio of representational illustrations more than 50% Transformational illustration did not show in these textbooks. 3.The presented sequence and structure matched the argument of van Hiele on geometric thinking and development. With regard to the mathematical content , most of them were classified as ‘problem solving of geometric shapes’(41%), and the least were classified as ‘spatial geometry’(5%). 4.With regard to the number or coverage of applicationands of illustrations, most of them was ‘subject’(58%), ‘problem explanation’ (24%) second. 5.There were more than 94% of the illustrations presented textbook content.6.There were more than 33% of the illustrations are only used for "subject" .7. The illustrations in three versions correspond most to the spatial contiguity principle (100%) but fit least to coherence principle(70%).But about 36% of the illustrations do not meet the four principles set up in this study.8. By investigating the principles of illustrations design and comparing and contrasting illustrations between different versions , several suggestions on textbook illustration design and future studies are addressed. (1)The illustrations should be the main points of the selection of textbooks.(2)Teachers need to use the teaching aids, multimedia teaching materials to assist the illustrations.
35
Bowie, Lynn. "The constitution of school geometry in the Mathematics National Curriculum Statement and two Grade 10 geometry textbooks in South Africa." Thesis, 2015. http://hdl.handle.net/10539/17805.
Full textAbstract:
The
National
Curriculum
Statement
for
Mathematics
for
grades
10
–
12
(MNCS)
was
the
first
major
revision
of
the
South
African
school
mathematics
curriculum
for
learners
in
those
grades
post
apartheid.
Thus
the
MNCS
was
created
at
a
time
when
there
was
considerable
pressure
for
the
curriculum
to
play
a
role
in
redressing
the
social
wrongs
of
apartheid
and
to
provide
access
to
mathematics
for
all
learners
in
the
country.
In
this
study
I
analysed
the
MNCS
and
the
geometry
chapters
in
two
popular
textbooks
aligned
with
the
curriculum
in
order
to
examine
what
was
constituted
as
school
geometry
in
these
documents.
I
interviewed
members
of
the
committee
that
created
the
MNCS,
geometry
consultants
whose
advice
was
sought
on
the
curriculum
and
the
textbook
authors
in
order
to
understand
the
factors
and
constraints
that
shaped
the
production
of
school
geometry
in
these
texts.
A
modification
of
Bernstein’s
pedagogical
device
was
used
to
frame
the
study
and
Kuzniak
and
Houdement’s
notion
of
the
paradigms
of
geometry
was
used
to
gain
insight
into
the
nature
of
the
geometry
produced.
This
study
shows
how
different
areas
in
the
field
of
production
(mathematics,
mathematics
education
and
the
general
regulative
discourse)
and
from
the
field
of
reproduction
interact
in
the
field
of
recontextualisation,
mutually
influence
each
other
and
are
each
recontextualised
into
the
pedagogical
discourse
of
the
curriculum
and
textbooks.
36
張芳萍. "Investigating the Difference of Geometry Topic in Elementary Mathematics Textbooks between Taiwan and Malaysia." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/7ftjdd.
Full textAbstract:
碩士國立嘉義大學
數理教育研究所
106
The purpose of this study was to analyze the number of units, pages, the total number of topics on the topic of the geometry, the layout of the content of the units, and the representation of the teaching materials in the mathematics textbooks for the primary schools of Taiwan and Malaysia (representation type, text representation type, (Visual characterizations, coupled characterizations, and others) , material presentations (situations and non-situations) , and differences in content characteristics. The study found that: In the aspect of the distribution proportion of geometric elements in the South-first edition of mathematics, both the geometric theme unit, the number of geometric topics, and the number of topics are higher than the Chinese version of mathematics. It is evident that the South-Year version of mathematics attaches great importance to geometric topics in the elementary school stage. In terms of unit layout, the first-order mathematics of South-South mathematics arranges geometrically according to geometric cognitive development, spiral design, and step-by-step principles. , and emphasizes the geometric properties and theorems; Chinese version of the relatively small format is relatively streamlined teaching content, to integrate into the way of life, and interesting, but slightly scattered in the context and less attention to the concept of the nature of the school. Textbook representation method, both the first edition of mathematics and the Chinese version of mathematics are mainly characterized by the joint type of representation; teaching materials presented by the second set of textbooks geometric theme of the overall theme of non-situation topics; content characteristics, the Chinese version At the end of the Mathematical Geometry Unit, there is a connection with the computer. The South First Edition has a large number of attachments for the students to do secondary school.
37
Wu, Kuei-Jung, and 吳貴榮. "The content analysis of geometry materials in the junior mathematics textbooks from Taiwan’s different periods." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/06157457119752286141.
Full textAbstract:
碩士國立屏東教育大學
數理教育研究所
102
The purpose of this study is to analyze and compare Taiwan's different periods mathematics textbooks in 74 version, 83 version of National-Edition, 89 version, 92 version of Nani, with "the geometry teaching”materials. Content analysis was used as method and mathematics problem was as unit to analyze the similarities and differences among them. The analytic categories were followed the definition of the contexts by Lesh and Lemon(1992), and the types of representations by Zhu and Fan(2006). The results indicate that, first, the index pages from the four editions are presented differently, however, they are clearly mark each chapter, section and page numbers; even though the presentation is different, they are organized similarly to motivate the readers. Second, in all four periods, the textbooks all contain complete and detailed examples problem. The number of practice problems are more than the number of example problems, that indicate an emphasis on practice and mastering; After the implementation of the 9-year curriculum, more emphasis was placed on the need for practice. Third, the highest proportion in the four periods is “to identify, describe and define the physical plane geometry” and “geometric proof”; “Three-dimensional Graphics” questions do not appear in the 74 National edition; “Incenter, Circumcenter, and Orthocenter of a Triangle” does not appear in the “geometric proof” questions in the 89 Nani edition; the 92 Nani edition uses more geometric concepts directly from materials in previous grades or elementary grades as motivation. Fourth, in all four periods, emphasis was placed on “non-situational problem solving”. After the implementation of nine-year curriculum, there was a trend in more problems with situation setup; most problems are expressed as “combined form” problems.
38
Tung, Hsiu-chi, and 董修齊. "The Content Analysis of Geometry Material in the Elementary Mathematic Textbooks of Taiwan and Finland." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/35334105696263373270.
Full textAbstract:
碩士國立屏東教育大學
數理教育研究所
99
This study was to explore how geometry materials were presented in the elementary mathematics textbooks in Taiwan and Finland. Kang-Hsuan version of mathematics textbook in Taiwan and WSOY version of LASKUTAITO in Finland were analyzed through content analysis. Analytic categories were designed to analyze the arrangement of geometry concepts between the two versions of math textbooks. The major findings of this study were that the two version textbooks all emphasized the features recognition of geometric shape through operation in their overall teaching goals. With regard mathematics problems with geometry that presented in textbook, more of them were classified as the ‘identification and establishment of geometry’, but fewer were classified as the ‘spatial geometry’. There were not any mathematics problems with regard translation, flip and rotate of geometric shape in Taiwan’s textbook. In the arrangement of geometry concepts, two versions had little differennce, but the presented sequence and structure matched the argument of van Hiele on geometric thinking and development. In the presentation of mathematics problems, Taiwan’s textbook used more pictures to introduce problems. Finally, in curriculum objectives presentation of geometry materials, there were very different description between Taiwan and Finland, and there were some mismatch between the curriculum objectives and concepts arrangement.
39
McIntyre, Richard Nicholas Ian. "Analysing geometry in the classroom mathematics and mind action series mathematics textbooks using the van Hiele levels." Thesis, 2017. https://hdl.handle.net/10539/25025.
Full textAbstract:
A research report submitted to the Faculty of Science, in partial fulfilment of the requirements for the degree of Master of Science, University of the Witwatersrand. Johannesburg, 2017.In this study, the geometry chapters in two textbook series (Mind Action Series and Classroom Mathematics) have been analysed and compared using the van Hiele levels of geometric thought. They were analysed using the matrix presented by Hoffer (1981), and the units of analysis that were used were from Foxman (1999), i.e. Explanation, Kernel and Exercise. The chapters leading into three-dimensional shapes were excluded due to the idea of them leading into Optimization in Calculus, more than Euclidean Geometry. The results of the research revealed that both textbook series were weighted heavily towards Exercises. This creates an issue since they require teacher supplementation, but many teachers are unable to do so. In addition to these results, it was discovered that neither textbook series followed the progression suggested by the van Hiele levels. There was a distinctive absence of Order (Level 3) classifications which is the precursor to formal geometric deduction. This could explain why learners struggle with proof-style questions. The textbooks also have a cognitive gap when looking at the progression of each unit of analysis. The Kernel classifications are predominantly Recognition (Level 1), the Explanation classifications are a mix between Recognition (Level 1) and Deduction (Level 4) and the Exercise classifications are dominated by Deduction (Level 4). A correction of the progressions could have positive results for weaker and “textbook bound” teachers.
LG2018
40
Hsin-Han, Yu, and 尤欣涵. "The Comparison of Middle School Geometry Textbooks Used in Taiwan, U.S.A. and Singapore: Take Triangle as an Example." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/40090098596603980265.
Full textAbstract:
碩士國立嘉義大學
數學教育研究所
98
The purpose of the study was to compare and analyze the middle school geometry textbooks among Kang Hsuan version (KH) in Taiwan, Mathematics in Context (MiC) in the U.S.A., Connected Mathematics Project 2 (CMP2) in the U.S.A., and New Syllabus Mathematics (NSM) in Singapore. This study used content analysis to investigate the instructional objectives, numbers of the units, numbers of activities, and instructional hours of these four textbooks and the ratio of target units to the textbooks; the design of the contexts, the types of representations, the categories of information, and the attributes of mathematical contents; the similarities and the differences of the four textbooks’ difficulty levels and how the contents were arranged. The findings are as follows: (1) To consider the instructional objectives, KH puts more emphasis on basic properties, MiC on measurement, CMP2 on similarity, and NSM on congruence. CMP2 has the highest partial ratio of the instructional objectives, numbers of the units, numbers of activities, and instructional hours to all textbooks, and KH has the highest whole ratio of all. (2) MiC puts more emphasis on mathematical contents into context, but others don’t; all of the four textbooks have 40-60 percent of verbal questions; all of the four textbooks have more than 95 percent of full-information questions, the percent of NSM even reaches 100; the four textbooks all have a higher percent of procedure questions than of others. (3) KH puts more emphasis on practice of properties and theorems, and thereby to solve problems; MiC puts more emphasis on solving mathematics problems in real life contexts; CMP2 highlights on discovering mathematics in everyday life; NSM emphasizes on problem solving, and familiar with properties and theorems. Also, KH and NSM are more difficult than the other two versions.
41
Sun, Chia-Te, and 孫嘉德. "Textbooks analysis for understanding the fourth-graders performing the differences of TIMSS 2003 and TIMSS 2007 in geometry and measurement." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/24044250041640765081.
Full textAbstract:
碩士國立新竹教育大學
數理教育研究所
99
This study aims to analyze the mathematics textbooks based on Taiwan’s 1993 mathematics curriculum standard and nine-year school curriculum contain the concepts of test items, and to understand the difference of achievements of fourth-graders in Taiwanese elementary school on geometric and measurement trend items from ‘Trends in International Mathematics and Science Study’ (TIMSS 2003 and TIMSS 2007). This study used t test (Independent-samples t test) to find out if there is any difference of passed ratio between students’ achievements on the geometry and measurement trend items and sub-concepts in TIMSS 2003 and TIMSS 2007. Chi-square is used to find out if there is any difference between students’ performances on the trend items in TIMSS 2003 and TIMSS 2007. In addition, Content Analysis is used to explore the concepts of the large differences trend test items are contained in the textbooks based on 1993 Standard and nine-year school curriculum to analyze the difference of students’ achievements. The findings are as follows: I. The fourth-graders using “the 1993 Standard Curriculum” and “nine-year school curriculum” made no significant difference in the geometry and measurement performance. II. The quantity of test items’ concepts contained in the textbooks can affect the difference of answering geometry and measurement items between students in TIMSS 2003 and TIMSS 2007. Students do not perform well on items which are not contained or just partly contained in the 1993 Standard Curriculum and nine-year school curriculum. The average correct ratio of test items related to concepts such as: ‘measure and estimate lengths’, ‘recognize and draw reflections and rotations of figures’, ‘recognize and draw figures with line symmetry’ is low, that find out these concepts are not dealt with the textbooks yet. III. The wrong type of students’ answer in TIMSS 2003 and TIMSS 2007 .Students thought misconceptions include:’ End of enrollment strategy’ ,’none-filled cells of a certain area as filled ones when counting cells’,’ the line of split the shape is the graphic axis of symmetry’ to solve problem.
42
SILALAHI, SARI MUTHIA, and 莎莉. "A Comparative Study of Geometry Problems in Junior Secondary Schoo(Grade 7 – 9) from California, Singapore, and Indonesia’s Mathematics Textbooks." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/z8qp6a.
Full textAbstract:
碩士國立臺灣海洋大學
教育研究所
106
Using of textbooks is widespread in schools and most of the mathematics teachers rely on textbooks in classrooms. Problems in the textbooks are significant elements of the approach, as they are of any educational process, because problems focus on energy and attention, and conduct the students in the integration, application, and extension of knowledge. The primary aim of the study is to explore the similarities and differences problems (mathematics question) in geometry though analyzing the contents of the Junior High School (grade 7-9) from California, Singapore, and Indonesia's mathematics textbooks. A content analysis has been taken in this study, by comparing the distribution patterns of the quantities of problems representing various kinds of applications in the selected textbooks. The theoretical framework is based on Li’s (1999) concept functions of problems, Fan and Zhu’s (2006) concept in the context of problems, and Polya’s (1957) concept problem-solving procedures. In this study, it was found the total of all the problems until 18,508 in geometry subjects. In California and Singapore's textbooks, class practice was the most analyzed in function of problems which have been given at the end of subtopics. In the other hand, the similarities from California, Singapore, and Indonesia applied more non-application than application problems in textbooks. Non-application problems were more used to convey the knowledge for the student before using application related with their life. There are a number of surprised have found from a problem-solving stage. The same result from California, Singapore, and Indonesia's textbook only provided step 1 until 3 (understand the problem, devise a plan, carry out the plan) without step 4 (look back). The textbook should give the same number of the problem-solving stage, so students can have a complete idea on the strategies of solving the problem. Suggestions to various sectors of education and ways to improve the mathematics are given. Finally, for the future research, the deep analysis can be produced in every part includes teacher and student activity how they will use mathematics textbooks in the classroom.
43
Lin, Showe-jin, and 林秀瑾. "The Research of Content Analysis on the Elementary School Geometry Materials of National-Edition Mathematics Textbooks in Taiwan over the Last Thirty Years." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/84843411915200445353.
Full textAbstract:
碩士國立台北師範學院
數理教育研究所
92
This research is aimed to explore the distinctions among the elementary school geometry materials in the National-Edition mathematics textbooks in the recent three decades, as well as to compare the differences of their material outlines . Geometry materials between 1968 and 1993 were compared in terms of their content scopes, sequence, and organization. Also, a comparison had been made on the difference of material outlines from 1968 to 2003. This research adopted ideas from different academic papers and chose to classify the elementary school geometry materials into five categories: recognition of shapes, building and conversion of 2D and 3D shapes, elements of shapes and their relations, properties of shapes along with how to use them to solve problems, and spatial orientation. Content Analysis was utilized to analyze the above mentioned materials, and the findings are as follows: I. Materials on spatial orientation were apparently insufficient in each period. II. The amount of geometry materials increased from 1968 to 1987. However, a considerably large proportion of that had been removed since 1993. This is something we need to considerate and reflect. III. Since 1975, all editions had arranged the material sequence in consonant with the van Hiele model of geometric thinking. IV. The focus of material contents had been directed to activities since 1993, and more emphasizes had been put on operation and discussion. V. The material outlines on spatial orientation and spatial visualization were heavily insufficient. According to the finding of the study, future geometry curriculum should focus more on spatial orientation and spatial visualization so as to improve students’ spatial ability. Materials should be arranged according to students’ cognition development, and in relation to real-life, activity-oriented. Materials should lead the students to discover and explore the geometry world meaningfully. Key Words: National-Edition Textbook, Geometry Materials, Content Analysis
44
Πατσόπουλος, Δημήτριος. "Διδακτικές ανακατασκευές της ιστορίας των μαθηματικών : η καθιέρωση της ονομασίας Θεώρημα του Θαλή στη νεοελληνική εκπαίδευση." Thesis, 2006. http://nemertes.lis.upatras.gr/jspui/handle/10889/880.
Full textAbstract:
Η χρήση αναφορών από την Ιστορία της Επιστήμης στα σχολικά εγχειρίδια γίνεται μέσα από μια ιδιότυπη ερμηνεία των ιστορικών πηγών από τους συγγραφείς τους, εντός των διαφορετικών κοινωνικών και πολιτισμικών πλαισίων κάθε εποχής, η οποία στοχεύει στην εξυπηρέτηση διδακτικών αναγκών και για το λόγο αυτό την ονομάζουμε διδακτική ανακατασκευή της Ιστορίας της Επιστήμης. Μία σημαντική περίπτωση διδακτικής ανακατασκευής που μελετάμε είναι η καθιέρωση της ονομασίας Θεώρημα του Θαλή στην ευρωπαϊκή και ειδικότερα στη νεοελληνική εκπαίδευση, της οποίας κύριο χαρακτηριστικό είναι ότι αντιστοιχεί σε διαφορετικά θεωρήματα στα εγχειρίδια διαφόρων ευρωπαϊκών χωρών.Textbook writers uses their own interpetation for the references from the History of Science, through different social and cultural conditions of every era, an interpetation which serves purposes and objectives of the teaching of Science and for this reason we call it didactical reconstrution of the History of Science. An important case of didactical reconstruction which is the main theme our study is the establishment of the name Theorem of Thales in European and especially in Modern Greek education, a name that have as main feature that corresponds to differen ttheorems in the textbooks of different European countries.
45
BABÁKOVÁ, Veronika. "Sbírka nestandardních typů úloh pro výuku matematiky na 1. stupni ZŠ." Master's thesis, 2007. http://www.nusl.cz/ntk/nusl-46884.
Full textAbstract:
The main purpose of this work is creation a helpful material for teachers at elementary school, where they could find the parting of the special tasks with an inspiration for math education in accordance with National school curriculum. The whole graduation theses is devided into three main parts. The first part is theoretical and contains the main ideas od National school curriculum, math textbook analyse and a part of mathematical competitions. The second part is special tasks classification with display of some pupils´solutions. The last part of the graduation theses is a textbook of special tasks.
46
Ko, Fuyu, and 柯富渝. "Analyzing the problems types of geometry in the elementary mathematics textbook of Taiwan, Finland and Singapore." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/96468500540153340410.
Full textAbstract:
碩士國立屏東教育大學
應用數學系
101
The purpose of this study is to compare and analyze the problems types of geometry used in three countries: ‘Kang-Hsuan mathematics’ in Taiwan, ‘Laskutaito in English’ in Finland. and ‘My Pals are Here! Maths’ in Singapore. Content analysis was used as method and mathematics problem was as unit to analyze the similarities and differences among them. The analytic categories were followed the classification of Stein, Remilliard and Smith (2000) that classified problems base on cognitive demand when problem solving, the design of the contexts by Lesh and Lemon(1992), and the types of representations by Zhu and Fan(2006). The finding of this study indicated the geometry percentage of question in three countries is different, Taiwan has 20.17%, Finland has 8.55%, and Singapore has 18.85%. By contrast, the geometry problem has been gradually emphasized in Taiwan and Singapore. Taiwan and Singapore presented a complete problem-solving process for each example task, Finland only offers a brief question narrative for each example and exercise.Three versions of textbooks all emphasize tasks in low cognitive demand, especially using processes without connections as the most. The number of exercise/example in Finland is about 24, it is the highest in three countries. Considering the dimensions of task contexts, three countries all use tasks without context more than into context. Considering the approach to present questions, three countries hold representational types of question mostly in the visual form attribute.
47
Tseng, Hsiangling, and 曾湘玲. "The Comparative Study of Geometric Contents in the Elementary Mathematics Textbooks of Taiwan and Australia." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/70210551943128319802.
Full textAbstract:
碩士國立暨南國際大學
國際文教與比較教育學系
100
This thesis aims to explore how the objectives and contents of the geometry are presented in the elementary geometry textbooks in Taiwan and Australia. In this study, the Kang Hsuan version of mathematics textbooks in Taiwan and Targeting Maths version of NSW mathematics textbooks in Australia are analyzed through content analysis. Analytic categories are designed to analyze the arrangement of geometric concepts. The main findings are as follows: 1. The objectives The presentation and the narrative accuracy of the objectives are different. Besides, the arrangements of the geometric materials are in compliance with the argument of van Hiele on geometric thinking. The content of the geometric materials in Targeting Maths is richer than Kang Hsuan. The Australian mathematics textbooks focus more on the concept of space, including the concept of the spatial position, flip, slide and turn. 2. The roportion of geometric materials Except in the fourth grade, the portion of the geometric materials in every grade is nearly equal in Taiwan and Australia. In Taiwan, The highest proportion of the geometric materials is classified as "the identification and the application of the geometric elements, but in Australia the highest proportion of the geometric materials is classified as “the visualization of the geometric figures and spatial concepts” . 3. The arrangement of geometric materials The presented sequence of geometric materials in two countries is different. The arrangement of 2D shapes and 3D objects in Taiwan is sequential, but 2D shapes and 3D objects are considered as a whole, so they are introduced at the same time. The arrangement of the trapezoid and rhombus, cylinder and cone is two years earlier than that in Taiwan.
48
Yang, Ya-Ting, and 楊雅婷. "A Content Analysis of Geometric and Connection Activities in Mathematic Textbooks for Developing Students’ Mathematics Competencies." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/60154819391324909254.
Full textAbstract:
碩士國立臺中教育大學
教育學系課程與教學碩士班
103
This study aimed at analyzing geometric and connection activities in the mathematic textbooks for developing students’ mathematics competencies. Student exercises in the junior-high-school mathematic textbooks of 2012 academic year were analyzed. Four serials of mathematics textbooks were explored by the method of content analysis. The researcher developed a coding framework for the analysis with reference to the evaluation framework of PISA 2010 and suggestions of Niss(2002). The main findings of this study were as follows. 1. Student exercises in four serials of mathematic textbooks are mostly relevant to the development of five competencies, which are thinking and reasoning, problem posing and solving skills, usage of symbolic-formal-technical language and operations, problem transformation and representation, and mathematics communication. Relatively less student exercises relate to development of the other three competences, which are the usage of aids and tools, modeling, and argumentation. The arrangements of student exercises for competences development are similar across four serials of mathematics textbooks. 2. The activities of internal and external connections are similar across four serials of mathematics textbooks. There are much more activities of internal connection than those of external connection in the textbooks. The overall percentages of activities of external connection are less than ten percent in all four serials. 3. There are more than a half of student exercises connect to two or more mathematics concepts in each of the four serials of mathematics textbooks. 4. Each serial of mathematics textbooks shows its unique characteristics. The textbooks published by the National Academy of Educational Research (NAER) are different from other three serials in many aspects, including the ways of activity- arrangement, the format of student exercises, and the level of thinking and reasoning required for solving mathematics problems. Based on the findings, the researcher provides some recommendations for mathematic teachers and textbooks editors. Issues for further studies are also discussed.
49
Markinson, Mara P. "The Teaching and Learning of Geometric Proof: Roles of the Textbook and the Teacher." Thesis, 2021. https://doi.org/10.7916/d8-4vfj-pc38.
Full textAbstract:
Geometric proof-writing is a widely known cause of stress for secondary school students and teachers alike. As the textbook is the primary curricular tool utilized by novice teachers, a two-part qualitative study was conducted to determine (a) the types of proofs presented in a typical high school geometry textbook and (b) teachers’ preparedness and confidence to teach proof and proving. I conducted a qualitative analysis of the selected textbook based on its presentation of proofs and proof tasks, and then used said analysis to inform the creation of a five-question content assessment on proof, which was administered to 29 preservice and in-service secondary mathematics teacher participants. During the administration of the assessment, I interviewed each participant regarding their thought processes, as well as their knowledge, beliefs, and preparedness to teach proof and proving.
The data were analyzed using a qualitative coding system to categorize participants’ responses to the interview questions according to their beliefs and attitudes, as well as issues with mathematical language and content that they encountered. The qualitative analyses indicated that the selected textbook largely underemphasizes the role of proof in the secondary school geometry curriculum, and that most participants are largely underprepared to teach proof at the secondary level. Participants expressed sentiments about the nature of proof and proving, verifying trends from the literature and providing the impetus for future study. The findings support that more studies are needed to analyze the intersection between curricular knowledge and content knowledge for secondary mathematics teachers.
50
Chen, Shih-Chieh, and 陳世杰. "A Study of the Effect and Retention of the Application of Multi-Media E-Textbook on Geometry Subject for Elementary Students." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/12693092133344696790.
Full textAbstract:
碩士雲林科技大學
技術及職業教育研究所碩士班
97
This study aims to explore the differences between learning effect and learning retention for a elementary school utilizing “Multi-Media E-Textbook Teaching Methodology（METM）” and “Traditional Teaching Methodology（TTM）” in the big five topics of Mathematics domain for Students’ learning two units of geometry: circumference and spherical square measure. The participants were sixty-eight sixth grade students（thirty-four students for experimental group: METM; the others for controlled group: TTM）from two classes of a elementary school of Yun Lin County . Both groups implemented fifteen periods（each forty minutes）of teaching. Then the participants（experimental group and controlled group）were divided into three groups（high, middle, and low level）based on the scores of Raven Standard Progressive Matrices（SPM）. The quasi-experimental research design was used in this study during twelve weeks, utilizing “Teaching Methodology” as independent variable, “High, Middle, Low Level” as background variable, and “Effect and Retention of Geometry Subject Learning” as dependent variable. “Mathematics Learning Achievement Test” questionnaire was conducted for pretest, posttest, and delayed test; research data were analyzed by Paired-Samples T-test and One-way Analysis of Covariance（ANCOVA）. The results are as follows: （a）Receiving METM is beneficial to both learning effect and learning retention of Geometry for the students. （b）Receiving TTM is beneficial to both learning effect and learning retention of Geometry for the students. （c）The effects of receiving METM on learning effect and learning retention of Geometry for the students are significantly higher than that of receiving TTM on learning effect and learning retention of Geometry for them. （d）Learning effect and learning retention are positively related on learning “circumference and spherical square measure” for the students. （e）Receiving METM is beneficial to both learning effect and learning retention of Geometry for different level students.. （f）Receiving TTM is beneficial to both learning effect and learning retention of Geometry for high and middle level students, but not remarkably beneficial to low level ones. （g）The effects of receiving METM on learning effect and learning retention of Geometry for different level students are not apparently different. （h）The effects of receiving TTM on learning effect and learning retention of Geometry for high and middle level students are significantly higher those of receiving TTM on learning effect and learning retention of Geometry for low level students. （i）For the learning effect and learning retention of low level students, METM is more effective. Building on the above research results, the researcher makes discussion and proposes some suggestions for future studies and application of METM in Mathematics teaching for elementary teachers.