Academic literature on the topic 'Math textbook'
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Journal articles on the topic "Math textbook"
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Blum, Christopher O. "The Oldest Math Textbook." Journal of Education 183, no. 1 (2002): 107–15. http://dx.doi.org/10.1177/002205740218300110.
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Gordić, Snežana, Milica Nikolić, and Sonja Orlić. "Analysis of math textbooks by SPUR approach." Norma 25, no. 2 (2020): 253–65. http://dx.doi.org/10.5937/norma2002253g.
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A textbook set is basic didactic material in teaching mathematics and it is very important what kind of textbook teachers and pupils use in teaching mathematics. The aim of this paper is to analyze the tasks in textbook sets of mathematics for the 4th grade of primary school using the SPUR approach. SPUR is a multi-dimensional approach to learning mathematics that encourages development of pupils through four dimensions: skills, properties, uses and representations. The sample consists of math textbook sets for the 4th grade of primary school. The instrument is a checklist compiled for the purpose of this research. Analyzes show that textbook sets differ significantly in the number of tasks by SPUR. Textbook sets predominantly stimulate development of skills, and least frequently the ability to graphically represent procedures and solve tasks.
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Lew, Hee-chan. "Developing smart math textbook in Korea." Afrika Matematika 31, no. 1 (2020): 143–53. http://dx.doi.org/10.1007/s13370-019-00732-w.
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Green, Daniel, and Thomas Kearney. "Penguin Math." Mathematics Teaching in the Middle School 21, no. 2 (2015): 114–20. http://dx.doi.org/10.5951/mathteacmiddscho.21.2.0114.
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Many students are not motivated to learn mathematics when textbook examples contain largely nonexistent contexts or when the math is not used to solve significant problems found in real life. This article's project explores how male Emperor penguins are able to survive in Antarctica. In so doing, it addresses measurement, applies geometry, and helps foster problem-solving skills, all within a real-life context.
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Chowdhuri, Meghna Nag. "Textures of Transaction: Exploring the Heterogeneity in Primary Teachers’ Engagements with Mathematics Textbooks in Delhi." Contemporary Education Dialogue 18, no. 1 (2021): 117–47. http://dx.doi.org/10.1177/0973184920984517.
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For more than a decade, government primary-school teachers in many parts of India have been using mathematics textbooks based on National Curriculum Framework 2005 (NCF 2005). While curriculum and textbook development is often debated, teachers’ use of textbooks does not receive enough attention in policy and research. This article, drawing from a multiple-case study of 10 teachers, using classroom observations and teacher interviews, explores different ways in which teachers use the Math-Magic mathematics textbook in Delhi’s government primary schools. The findings demonstrate heterogeneity in the ways in which teachers use textbooks, which are the dominant teaching resource in these schools. Teachers use different degrees of agency in textbook use—from avoiding the textbooks to designing their lessons. These are influenced by their views about the textbooks, as well as their institutional realities. Finally, this heterogeneity offers a useful approach to understanding textbooks, and their relevance to teaching beyond being viewed as teaching scripts.
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Semadeni, Zbigniew. "Reformy programów i podręczników szkolnych sprzed pół wieku inspirowane prądami tzw. nowej matematyki." Annales Universitatis Paedagogicae Cracoviensis | Studia ad Didacticam Mathematicae Pertinentia 12 (December 31, 2020): 211–48. http://dx.doi.org/10.24917/20809751.12.10.
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The purpose of this paper is to outline the reforms of mathematics education in the spirit of “New Math” in USA, France and to document their features in Poland. Activities and achievements of Zofia Krygowska are listed. Particular attention is paid to two radical reforms: the 1967 textbook on geometry based on set-theory for grade IX and far-reaching changes in primary math education in the 1970s. Excerpts from articles, curricula and textbooks are included.
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Nguyen Tien, Trung, Thao Trinh Thi Phuong, and Giang Pham Anh. "Mathematics textbook analysis based on the realistic mathematics education theory and some recommendations." Journal of Science Educational Science 65, no. 7 (2020): 136–49. http://dx.doi.org/10.18173/2354-1075.2020-0085.
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Writing and evaluating textbooks under the Vietnam new general education curriculum (2018) is a topic of interest to society as well as researchers. This study aims to evaluate the practical elements in current Mathematics textbooks (according to the previous Mathematics Education Curriculum). In order to conduct research, the author offers two frameworks for analyzing textbooks, basically built on the approach to Realistic Mathematics Education theory (RME). This study found that real contexts, real tasks, historical-cultural images, integrated or interdisciplinary elements are presented quite a lot in current Math textbooks. However, it is also necessary to innovate, update, supply real tasks, and pay attention on the structure and level of real tasks, cultural, historical and integrated elements in the mathematics textbooks in order to implement and develop the new math Mathematics Education Curriculum in Vietnam new general education curriculum. The new textbook analytical framework mentioned in this research can also be used to evaluate the “practicality” of the new mathematics textbooks.
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Alkhateeb, Mohammad Ahmad. "Semiotic Characteristics of the 9th Grade Math Textbook." Pedagogika 136, no. 4 (2019): 89–108. http://dx.doi.org/10.15823/p.2019.136.6.
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This study employed the social semiotic method to analyze the 9th grade textbook in Jordan. Through analyzes three texts-related major aspects: intellectual function, interpersonal function, and textual function. The results showed that math is abstract, and assertive, and that math is located in a self-independent realm, with its own mathematical beings and with the existence of an official and far relationship between the book and the student. The math textbook tends to show the students as if they are merely ordered implementers.
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Stamer-Peterson, Melissa. "Math and English for Academic Purposes." Issues in Language Instruction 6 (January 10, 2018): 6. http://dx.doi.org/10.17161/ili.v6i0.7026.
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Even though math is thought to be mostly numbers, there is a significant amount of language involved. Students do not have to know only the discipline-specific vocabulary, or jargon, associated with math, but they also have to understand other forms of language in and out of the classroom. For example, instructors will work problems out on the board while discussing the steps orally to go from one part of the problem to the next which may not align with what the teacher is writing on the board, so there is potentially a loss of comprehension on the student’s part. Additionally, instructors will give instructions in class or give information on specific dates for exams, quizzes and homework which is sometimes given orally or written on the board. Asking questions during class and following transitions between activities can be another challenge for second language learners who struggle with language in a math class. Another aspect of language present in a math course is in the textbook. Students will often be assigned chapters or sections to read in order to prepare for an upcoming class. The textbook is written using the disciplinary language of math, which makes it difficult to follow especially because definitions of math words are often defined with other math jargon. With such rich language and classroom interaction, it is imperative to not overlook the subject of math when discussing English for Academic Purposes.
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Stamer-Peterson, Melissa. "Math and English for Academic Purposes." Issues in Language Instruction 6, no. 1 (2018): 6–12. http://dx.doi.org/10.17161/ili.v6i1.7026.
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Even though math is thought to be mostly numbers, there is a significant amount of language involved. Students do not have to know only the discipline-specific vocabulary, or jargon, associated with math, but they also have to understand other forms of language in and out of the classroom. For example, instructors will work problems out on the board while discussing the steps orally to go from one part of the problem to the next which may not align with what the teacher is writing on the board, so there is potentially a loss of comprehension on the student’s part. Additionally, instructors will give instructions in class or give information on specific dates for exams, quizzes and homework which is sometimes given orally or written on the board. Asking questions during class and following transitions between activities can be another challenge for second language learners who struggle with language in a math class. Another aspect of language present in a math course is in the textbook. Students will often be assigned chapters or sections to read in order to prepare for an upcoming class. The textbook is written using the disciplinary language of math, which makes it difficult to follow especially because definitions of math words are often defined with other math jargon. With such rich language and classroom interaction, it is imperative to not overlook the subject of math when discussing English for Academic Purposes.
Dissertations / Theses on the topic "Math textbook"
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Moreno, Alcazar Maria Teresa. "Alignment of cognitive demand Peruvian national assessment, mandated curriculum, teaching and textbook in second grade math /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 142 p, 2007. http://proquest.umi.com/pqdweb?did=1362513661&sid=44&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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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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Azevedo, Danilo Pires de [UNESP]. "Uma análise de livros didáticos de Matemática da coleção EJA - Mundo do Trabalho." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/151966.
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O presente trabalho apresenta uma análise dos livros didáticos de Matemática, parte da coleção EJA-Mundo do Trabalho, vinculada ao Programa EJA-Mundo do Trabalho e distribuído pela Secretaria de Estado da Educação de São Paulo. O objetivo deste estudo foi analisar como a Matemática é mobilizada, segundo a coleção, em relação a uma concepção de trabalho, quando este surge como tema. Nossa metodologia de pesquisa teve inspiração no referencial metodológico da Hermenêutica de Profundidade, de John B. Thompson, e nos Paratextos Editoriais, de Gérard Genette, além de trabalhos que utilizaram essas metodologias para análise de livros didáticos e não didáticos. Traçamos um breve panorama da educação de adultos no Brasil e, especificamente, no estado de São Paulo, sobre livros didáticos de Matemática para esta modalidade de ensino, além de uma análise dos livros de Matemática da coleção EJA Mundo do Trabalho.
The present research is an analysis of a set of Math textbooks, part of EJA – “Mundo do Trabalho” collection, joined to the EJA – “Mundo do Trabalho” Program, distributed by Secretary of State of Education of São Paulo. The aim of this research is to analize how math is mobilized, when it appears in situations related to the main theme of the collection (work). We use the methodological reference of Hermeneutics of Depht by John B. Thompson and Editorial Paratexts by Gérard Genette, besides other studies which used these methodologies for the analysing of textbooks and books. We sketched a brief overview about adults’ education in Brazil and in São Paulo State, also forusing adults’ education Math textbooks.
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SANTANA, Aveilson José de. "Análise das praxeologias matemáticas em livros didáticos dos ensinos fundamental e médio : o caso da função afim." Universidade Federal Rural de Pernambuco, 2016. http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5348.
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In the mathematics educational context some researches have showed that learners in both elementary and high school have difficulties when it comes to working in situations that involve affine function. When we talk about elementary school and high school researchers consider textbooks as being the main resource used by teachers in the classroom scenario. With this focus in mind we decided to assess this approach on the affine function carried on in mathematics books in the 9th grade of elementary school and the 1st year of high school. In order to have an idea about what is being produced in the educational field in Brazil we analyzed some researches that deal with the affine function. Based on the analysis result we summarized some of the difficulties presented by the students, in the grades mentioned above, who participated in those researches had to face and deal with the affine function. We observed that difficulties to analyze and build the function of the graphic of the affine function occurred with both elementary and high school students. It was also confirmed that the approach on the affine function in four textbooks assessed during the research were not enough to overcome some of the difficulties pointed out in the research. To increase knowledge on the case study we also investigated a sequence about the affine function carried out on the UFRPE’s science teaching post graduation program. We decided to analyze the textbooks and the didactic sequences because we wanted to know what were the common aspects between them and what were the outcomes. To achieve this goal, we used as analyzing tool the didactic anthropological theory on workbooks that provided us with the praxeology knowledge to guide us in order to achieve our objectives. This way we carried an praxeological analysis in the activities proposed by textbooks and didactic sequences. As analyzing tools, we adopted the mathematics praxeology notion proposed by Chevallard in the anthropological textbook theory. It was confirmed that there are some major divergences among textbook approaches and the didactic sequences. It was also confirmed that textbooks emphasize more practical aspects related to technical mathematics praxeological blocks, as opposed to the aspects related to the technological theoretical ones. As a result of this research, we present some results about affine function teaching that will be able to support forthcoming researches as well as help teacher have a more accurate view towards all the activities and approaches in textbooks.
No contexto da educação matemática, algumas pesquisas têm mostrado que os estudantes dos ensinos fundamental e médio possuem dificuldades quando estão trabalhando com situações que envolvem a função afim. Quando falamos dos ensinos fundamental e médio, vários pesquisadores consideram o livro didático como sendo o principal recurso utilizado pelo professor em sala de aula. Nesse sentido, nos propomos a analisar as abordagens de função afim realizadas em livros didáticos de matemática do 9º ano do Ensino Fundamental e do 1º ano do Ensino Médio. Para termos uma ideia sobre o que está sendo produzido na área de educação matemática no Brasil, analisamos algumas pesquisas que trabalharam com a função afim. Com base nessa análise, fizemos uma síntese das dificuldades que os estudantes dos ensinos fundamental e médio, que participaram dessas pesquisas, enfrentaram ao lidarem com a função afim. Verificamos que dificuldades para analisar e construir o gráfico de função afim ocorre com alunos, tanto do Ensino Fundamental como no Ensino Médio. Também constatamos que as abordagens sobre função afim nos quatro livros didáticos analisados não dão conta de superar parte das dificuldades apontadas nas pesquisas. Para aprofundar nosso estudo, analisamos também uma sequência sobre função afim desenvolvida no Programa de Pós-Graduação em Ensino de Ciências da UFRPE. Optamos por analisar os livros e a sequência didática porque queríamos saber quais eram os aspectos comuns entre as abordagens dos livros didáticos e da sequência didática. Para isso utilizamos como ferramenta de análise a Teoria Antropológica do Didático que com a noção de praxeologia nos deu subsídios para alcançarmos nossos objetivos. Desse modo, fizemos uma análise praxeológica das atividades desenvolvidas pelos livros e também pela sequência didática. Como ferramenta de análise adotamos a noção de praxeologia matemática desenvolvida por Chevallard, na Teoria Antropológica do Didático. Constatamos que existem divergências entre as abordagens dos livros didáticos e da sequência didática. Verificamos ainda que os livros didáticos dão mais importância aos aspectos relacionados ao bloco prático técnico da praxeologia matemática, em detrimento dos aspectos relacionados ao bloco tecnológico teórico. Com essa pesquisa, apresentamos alguns resultados sobre o ensino de função afim que podem subsidiar pesquisas futuras, bem como o professor a ter um olhar mais atento às abordagens propostas nos livros didáticos.
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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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Aguiar, Marcia. "O percurso da didatização do pensamento algébrico no ensino fundamental: uma análise a partir da transposição didática e da teoria antropológica do didático." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-01042015-135259/.
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O ensino de álgebra nos três últimos anos do Ensino Fundamental tem se reduzido a um momento destinado ao treino e à fixação de regras e procedimentos algébricos. Ao que parece, os livros didáticos corroboram com essa visão do ensino de álgebra. Por outro lado, sabemos que no livro didático estão presentes algumas intenções didáticas legitimadas, de certa forma, por todos aqueles que participam do processo de ensino. Ao professor, que muitas vezes só possui o livro didático como material para preparar as suas aulas, cabe transformá-lo no saber que será ensinado na sala de aula. A álgebra é uma ciência ensinada predominantemente na escola e é relevante para capacitar os sujeitos a compreender o desenvolvimento científico e tecnológico atual. Por isso, parece-nos que o ensino de álgebra nos 7º, 8º e 9º anos do Ensino Fundamental deveria contribuir para a construção de um pensamento algébrico, superando as práticas rotinizadas. Assim, o objetivo do nosso trabalho é analisar de que modo os livros didáticos desse nível de ensino permitem a construção do pensamento algébrico. Ou seja, investigar o percurso de didatização da álgebra no Ensino Fundamental ou, mais propriamente, nos livros didáticos. Para essa análise utilizamos a Teoria da Transposição Didática e a Teoria Antropológica do Didático, propostas por Yves Chevallard. Essas teorias propiciaram uma análise mais aprofundada sobre os materiais e também demonstram ser uma ferramenta consistente para auxiliar o professor na sua prática pedagógica. Analisamos três materiais pedagógicos: dois livros didáticos, que vieram da lista de livros aprovados no PNLD-2011 e o Caderno elaborado pelo governo do Estado de São Paulo proveniente da proposta São Paulo Faz Escola. Com essas análises conseguimos perceber que a programabilidade do saber legitimada pela noosfera impossibilita muitas inovações na didatização referente ao ensino de álgebra, e que alguns livros ainda mantêm o ensino de álgebra voltado para o treino de procedimentos e resoluções. Por outro lado, também conseguimos encontrar outros percursos de didatização nos quais está presente um ensino voltado para o desenvolvimento do pensamento algébrico.The teaching of algebra in the last three years of elementary school has been reduced to a point aimed at training and to set rules and algebraic procedures. Apparently, textbooks corroborate this view of teaching algebra. On the other hand, we know that in the textbook are didactic intentionalities, in a way, to all who participate in the teaching process. In the teacher, who often only have the textbook and material to prepare their lessons, will lie the responsability to turn it in the knowledgment which will be taught in the classroom. Algebra is a science predominantly taught in the school and it is relevant to enable the students to understand the current technological and scientific development. Therefore, it seems that the teaching of algebra in 7th, 8th and 9th grades of elementary school should contribute to the construction of an algebraic thinking, overcoming the routinized practices. The objective of our work is to analyze how that grade level books allow the construction of algebraic thinking. In other words, to investigate the route of didactization algebra in elementary school or, more properly, in textbooks. For this analysis, we will use the theories of Didactic Transposition and Anthropological Theory of Didactic proposed by Yves Chevallard. These theories provided a deeper analysis of the materials and also prove to be a consistent tool to assist teachers in their teaching. We analyze three teaching materials: two textbooks, which came from the list of approved books in PNLD-2011 and the Booklet prepared by the state government of São Paulo from the proposed São Paulo Faz Escola. With this analysis we can see that the programmability of knowledge legitimized by the noosphere prevents many innovations in didactization concerning the teaching of algebra and some books still keeps teaching algebra facing the training procedures and resolutions. On the other hand, we did find other paths of didactization in which an education directed to the development of algebraic thinking prevails.
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Cochran, Kyle M. "Math and math-in-school changes in the treatment of the function concept in twentieth century secondary algebra textbooks /." College Park, Md. : University of Maryland, 2008. http://hdl.handle.net/1903/8235.
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Thesis (M.A.) -- University of Maryland, College Park, 2008.Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Gallet, Diego da Silva. "O tratamento interdisciplinar entre Matem?tica e Ci?ncias nos livros did?ticos de 4? e 5? ano do ensino fundamental." Pontif?cia Universidade Cat?lica de Campinas, 2016. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/992.
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This research investigates how Math and Science textbooks from 4th and 5th years of Elementary School address interdisciplinary study between these two subjects. It aims to identify whether and how interdisciplinary proposals are implemented using what nowadays are inside these materials. We show theoretical aspects that bring interdisciplinary concept and reflect about the textbooks importance as a teaching support inside classroom, within a perspective that students who learn through textbook scan have different dimensions? approaches that pervade their historical and cultural nature. The methodology used was documental analysis of some selected works, as four Math and Science textbooks from 4th and 5th year of elementary school - two collections of each subject -, with also theoretical background on interdisciplinary studies for Math and Science teaching. Interdisciplinary method is a term still under construction, which deserves further studies. There are paradigmatic barriers that still make school education persisting in strict disciplinary model, fragmented and decontextualized. As research results, we bring that educational resources such as textbooks can break this actual model, but also can establish disciplinary strictness. Our textbooks analysis, those most widely distributed in 2016 at national level also showed a weak action on interdisciplinary approaches for Math and Science subjects, both in the collections of one and other contents. We also identified predominance of certain themes and few information about others, in interdisciplinary moments analyzed such as, for example, themes related to the environment. In the Teacher Manuals presented at the end of each work, we find a theoretical fragility related to interdisciplinary study, as well as a divergence of interdisciplinary approach between works by different authors, but from the same publisher. Finally, we consider interdisciplinary study must contemplate, rather than theories and terminologies, a paradigmatic transformation that respects its historical and dialectical movement, encompassing all subjects involved in the teaching-learning process: teachers, students, parents, editors and textbooks writers, textbooks evaluators, teacher trainers, among many others.
A presente pesquisa busca investigar como livros did?ticos de Matem?tica e Ci?ncias dos 4? e 5? anos do Ensino Fundamental abordam a interdisciplinaridade entre essas duas disciplinas. Tem por objetivo identificar se e como s?o tratadas propostas interdisciplinares que se fazem presentes no conte?do desse material. Apresentamos aspectos te?ricos que tratam o conceito de interdisciplinaridade e a reflex?o relacionada ? import?ncia do livro did?tico como suporte de ensino na sala de aula, dentro de uma perspectiva que compreende o aluno que aprende por meio do livro did?tico, como um ser integrado por diferentes dimens?es que perpassam sua natureza hist?rica e cultural. A metodologia utilizada foi a da an?lise documental das obras selecionadas, ou seja, quatro livros did?ticos de Matem?tica e Ci?ncias, do 4? e 5? ano do Ensino Fundamental ? duas cole??es de cada disciplina ?, tendo por embasamento te?rico estudos referentes ? interdisciplinaridade, livro did?tico, ensino de Matem?tica e ensino de Ci?ncias. A interdisciplinaridade ? um termo ainda em constru??o, que merece maiores estudos. H? barreiras paradigm?ticas que fazem com que o ensino escolar persista em um modelo disciplinar rigoroso, fragmentado e descontextualizado. Por resultados indicamos que recursos de ensino como o livro did?tico podem tanto favorecer com um rompimento para com esse modelo, quanto firmar a rigidez disciplinar. Nossas an?lises dos livros did?ticos, aqueles mais distribu?dos no ano de 2016 a n?vel nacional, evidenciaram ainda uma fr?gil a??o em rela??o ao tratamento interdisciplinar nas disciplinas de Ci?ncias e Matem?tica, tanto nas cole??es de um quanto de outro conte?do. Identificamos tamb?m a predomin?ncia de certas tem?ticas em detrimento de outras, nos momentos interdisciplinares analisados como, por exemplo, tem?ticas ligadas ao meio ambiente. Nos Manuais do Professor que est?o presentes ao final de cada obra encontramos uma fragilidade te?rica relacionada ? interdisciplinaridade, al?m de diverg?ncia de tratamento da interdisciplinaridade entre obras de autores diferentes, mas da mesma editora. Por fim, consideramos que para ser poss?vel a interdisciplinaridade ? preciso considerar, mais que teorias e terminologias, uma transforma??o paradigm?tica, que respeite seu movimento hist?rico e dial?tico, englobando todos os sujeitos que est?o envolvidos no processo de ensino-aprendizagem escolar: professores, alunos, pais e respons?veis, gestores, editores e escritores de livros did?ticos, avaliadores dos livros did?ticos, formadores de professores, dentre muitos outros.
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Baron, Vita. "Nutrition messages in elementary school textbooks : a study of language arts and math texts used in English schools in Montreal." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59565.
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This study examines references to foods mentioned in elementary school texts used in Montreal English schools. A study of 58 language arts and math texts used in grades 1-6 revealed a total of 4,391 references to foods in words and/or pictures. A large proportion of these references were to sugar-rich foods. A higher percentage of adult females prepared foods, followed closely by adult males. Boys were shown as eating food more frequently than any other group. Eating with one's peers was far more frequent than eating with the family, while a surprising number of children depicted in texts used in grades 1-3 consumed their food alone. The results of this study suggest that, because unintended information may influence childrens' nutritional habits, more attention should be paid to concomitant messages in elementary school textbooks.
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Souza, Ana Laura Dias de [UNESP]. "Abordagem sistêmica no currículo de Mato Grosso do Sul e nos livros didáticos de ciências: uma análise documental." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/152136.
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O presente trabalho vinculado à linha de pesquisa “Processos formativos, ensino e aprendizagem”, discute a importância de uma abordagem sistêmica no processo de ensino e aprendizagem das Ciências da Natureza tendo em vista a fragmentação de saberes promovida pelo método reducionista cartesiano que ainda influencia a educação escolar e prejudica a formação de um espírito científico-pesquisador nos estudantes. Constatou-se que a discussão da importância de uma abordagem sistêmica no estudo dos seres vivos já está presente em documentos oficiais como os Parâmetros Curriculares Nacionais e Diretrizes Curriculares, indicando que o ensino desta disciplina deve propiciar condições para que o educando compreenda a vida como manifestação de sistemas organizados e integrados. Este trabalho procurou então examinar a efetiva incorporação destas orientações no Referencial Curricular da Rede Estadual de Ensino de Mato Grosso do Sul, tomando como conteúdo de referência o estudo do corpo humano no oitavo ano do ensino fundamental e concomitantemente seis livros didáticos de Ciências desta série, aprovados no PNLD/2014, tendo em vista que estes ainda são os principais recursos utilizados pelo professor em sala de aula. Através de uma análise documental predominantemente qualitativa, a pesquisa concentrou-se em verificar nos materiais, conforme questões de interesse, concepções que poderiam ou não contribuir na construção de uma visão fragmentada do corpo humano pelos estudantes e possíveis avanços em uma abordagem sistêmica nos mesmos. Para tanto foram criadas quatro categorias de análise emergentes, a partir dos pressupostos do paradigma sistêmico aplicado no estudo dos seres vivos e no currículo escolar descritos na fundamentação teórica da pesquisa. O estudo evidenciou uma forte contradição entre as orientações pedagógicas para o ensino de Ciências da Natureza presentes no Referencial e sua própria organização curricular, o que vem a contribuir na construção de uma visão fragmentada do corpo humano pelos alunos, transferindo-se aos professores a tarefa de promover a articulação e integração entre estes saberes. Quanto aos livros didáticos que poderiam auxiliar nesta tarefa, ficou claro que estes, apesar de apresentarem certa padronização conceitual fragmentária na abordagem do corpo humano, apresentam em contrapartida uma heterogeneidade na forma como se utilizam de outros recursos internos para contemplarem os conteúdos, como textos de apoio, atividades, experiências e imagens. Em vários destes recursos e metodologias propostas foi possível perceber avanços que poderiam auxiliar na construção de uma visão mais sistêmica e condizente com a naturalidade do corpo humano pelos estudantes, o que, em contrapartida, nos remete mais uma vez a importância de uma boa formação e condições dignas de trabalho do professor, que precisa estar preparado e ter tempo para selecionar as obras à procura destas boas alternativas de apoio para suas aulas.
The present work, linked to the line of research "Formative processes, teaching and learning", discusses the importance of a systemic approach in the teaching and learning process of the Nature Sciences in view of the fragmentation of knowledge promoted by the Cartesian reductionist method that still influences the school education and impairs the formation of a scientific-researcher spirit in students. It was observed that the discussion of the importance of a systemic approach in the study of living beings is already present in official documents such as the National Curricular Parameters and Curricular Guidelines, indicating that the teaching of this discipline should provide conditions for the student to understand life as manifestation of organized and integrated systems. This work sought to examine the effective incorporation of these guidelines in the Curricular Framework of the State Educational Network of South Mato Grosso, taking as reference content the study of the human body in the eighth year of elementary school and concurrently six textbooks of Science of this series, approved in PNLD/2014, considering that these are still the main resources used by the teacher in the classroom. Through a predominantly qualitative documentary analysis, the research focused on checking in the materials, according to questions of interest, conceptions that could or could not contribute to the construction of a fragmented vision of the human body by the students and possible advances in a systemic approach in them. For this, four emerging categories of analysis were created, based on the assumptions of the systemic paradigm applied in the study of living beings and in the school curriculum described in the theoretical basis of the research. The study evidenced a strong contradiction between the pedagogical guidelines for the teaching of natural sciences present in the Referential and its own curricular organization, which contributes in the construction of a fragmented vision of the human body by the students, transferring to the teachers the task to promote the articulation and integration between these knowledges. As for the textbooks that could help in this task, it was clear that, although they present some fragmentary conceptual standardization in the approach of the human body, they present, on the other hand, a heterogeneity in the way in which they use other internal resources to contemplate the contents, as texts of support, activities, experiences and images. In several of these resources and methodologies proposed, it was possible to perceive advances that could help in the construction of a more systemic vision and in keeping with the naturalness of the human body by the students, which, on the other hand, reminds us once again of the importance of good training and worthy working conditions of the teacher, who needs to be prepared and have time to select the works in search of these good alternatives of support for their classes.
Books on the topic "Math textbook"
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Beloshistaya, Anna. Learning to solve math problems in the 4th grade. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1537873.
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The textbook considers the methodology of working on problems in the 4th grade when teaching mathematics according to any textbook included in the Federal Educational Package. It contains a detailed methodological analysis of all types of problems that are found in various textbooks of mathematics for the 4th grade, as well as specific fragments of situations of working with problems in the classroom.
It will be useful for teachers of mathematics methodology in universities and pedagogical schools, as well as students of pedagogical specialties, as well as practical teachers working in schools, tutors of all levels and parents who help children in their studies.
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author, Dixon Juli K., Larson Matthew R. author, Leinwand Steven J. author, et al., eds. Go math! 2015, grade k: Multi-volume student edition bundle, grade k 2015. Houghton Mifflin Harcourt, 2015.
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Modler, Florian. Tutorium Analysis 2 und Lineare Algebra 2: Mathematik von Studenten für Studenten erklärt und kommentiert. 2nd ed. Spektrum Akademischer Verlag, 2011.
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Bohan, Harry, Nadine S. Bezuk, Jean M. Shaw, and Clark Gerlena. Houghton Mifflin math mathematics. Houghton Mifflin, 1995.
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Math 3 A Teaching Textbook. Teaching Textbooks Inc, 2010.
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Practical Math Applications: Textbook (Mb - Business/Vocational Math Series). South-Western Educational Pub, 1995.
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Math 65-An Incremental Development (Saxon Math 6/5). 2nd ed. Saxon Publishers, 1994.
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Connecting Math Concepts Level C (Textbook). (SRA) Macmillan/McGraw-Hill, 1992.
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Primary Mathematics 1A Textbook (Singapore Math). Times Media Private Limited, 2003.
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Primary Mathematics 1B Textbook (Singapore Math). Times Media Private Limited, 2003.
Book chapters on the topic "Math textbook"
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Warren, John W. "The Open Textbook: From Modules to Mash-Ups." In Emerging Digital Spaces in Contemporary Society. Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230299047_11.
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Yamaguchi, Katsuhito, Masakazu Suzuki, and Toshihiro Kanahori. "Braille Capability in Accessible e-Textbooks for Math and Science." In Lecture Notes in Computer Science. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08596-8_87.
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Ogawa, Rei. "Usefulness of Local Flaps for Scar Contracture Release." In Textbook on Scar Management. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44766-3_35.
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AbstractLocal flaps are useful for reconstructing scar contractures on mobile areas such as joints, the neck, the axilla, the digital web, and the mouth commissure. They are superior to skin grafts because the latter can contract, thereby leading to secondary contractures. Moreover, the color and texture match of local flaps is better than that of grafted skin. Consequently, local flaps generally provide superior aesthetic outcomes. Thus, if there is healthy skin adjacent to the scar contracture, local flaps should be the first choice. In terms of local flap selection, it is necessary to choose between a skin-pedicled flap and an island flap. We showed recently that 6 months after surgery, skin-pedicled flaps associate with greater scar extension rates than island flaps. Thus, local flaps, especially skin-pedicled flaps, elongate the scar as effectively as z-plasty. It should be noted that if the scar is large, it is effective only by dividing the scar with the local flap. However, the flap size can be slightly smaller than the deformity size (although how much smaller depends somewhat on how extensible the flap type is): it is not necessary that the flap is as big as the open wound after scar division or scar removal.
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Hori, Masumi, Seishi Ono, Shinzo Kobayashi, Kazutsuna Yamaji, Toshihiro Kita, and Tsuneo Yamada. "Fusion of E-Textbooks, Learning Management Systems, and Social Networking Sites: A Mash-Up Development." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-23207-2_38.
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Kántor, Tünde. "Tamás Varga und sein inspirierender Einfluss auf den Mathematikunterricht – ein Blick zurück." In Komplexer Mathematikunterricht. Die Ideen von Tamás Varga in aktueller Sicht. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871648.0.15.
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This article takes up some details of Tamás Varga's legacy from the perspective of a former student. The focus is on his ideas, opinions, reviews and articles on mathematics education in secondary schools. Two school books had a special impact at that time in Hungary, the mathematics textbook (1949/50) by Rózsa Péter and Tibor Gallai for the 1st class of middle schools (14-15 years) and its continuation „Mathematics for the 1st class of middle schools“ (1956) by Tamás Varga and László Faragó. Some of the problems Tamás Varga posed in the Mathematical Journal (e.g. Farkas Bolyai's theorem about the decomposing equality of plane figures and problems with the object area of the definitions of plane figures) are also important. The following explanations refer to his articles on mathematics education and his dissertation on complex mathematics education (1975). Classification: A30, C10, D30, U20. Keywords: History of mathematics education, Hungarian math books for secondary schools, beginning of math lessons by guided discovery
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Pomuczné Nagy, Ildikó-Anna. "How and wherer can a Mathematics Teacher Utilize his 33 Years of Teaching Experience? A Math Teacher about Teaching Mathematics-Excerpt from 33 Years of Teaching Experience." In Theory and Practice: An Interface or A Great Divide? WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.88.
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This paper shows how a mathematics teacher can utilize his teaching experience. I have been working as a mathematics and physics teacher in Hungary for 33 years. I have taught at various levels of the education system: at elementary school, high school, teacher training college, and in teacher training too, but at most time of my job I taught at high school. I am currently working on the series of a new mathematics textbook for 10 to 14-year-old students. It is based on the traditions of the Hungarian mathematics education, but using the opportunities offered by the 21st century, it also includes modern sample tasks that fit into the curriculum, for example Geogebra files, written by me. I would like to share how I use my teaching experience in textbook writing and how I focus primarily on the didactic aspects of teaching mathematics. I pursue my PhD research in the topic of problem-solving thinking, so I study the mathematical thinking of my students studying in different school types. In my lecture, I analyse different tasks by focusing on mathematical methodological aspects. For example I will tell that I believe it is advantageous to introduce mathematical definitions with examples which are astonishing for students in order to draw attention to maths as much as possible. I will give examples of how I build my experience into the textbook in order to make the system of mathematical concepts optimal for pupils. I would like it if give you an insight into a segment the current Hungarian mathematics education, the current teaching of problem-solving thinking and the different ways of students’ thinking.
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Wojdon, Joanna. "Maths and Sciences." In Textbooks as Propaganda. Routledge, 2017. http://dx.doi.org/10.4324/9781315114279-4.
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Miles, M. A. "Chagas disease." In Oxford Textbook of Medicine. Oxford University Press, 2010. http://dx.doi.org/10.1093/med/9780199204854.003.070811_update_001.
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Bal, Arun, and Kavitha KV. "Chapter-09 Match the Dressing to the Diabetic Foot Wound." In A Complete Textbook for GNM Internship. Jaypee Brothers Medical Publishers (P) Ltd., 2015. http://dx.doi.org/10.5005/jp/books/12602_10.
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Goodwin, Guy M., Joseph Zohar, and David J. Kupfer. "A neuroscience-based nomenclature for psychotropic drugs." In New Oxford Textbook of Psychiatry, edited by John R. Geddes, Nancy C. Andreasen, and Guy M. Goodwin. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198713005.003.0010.
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The World Health Organization classification of psychotropic drugs is unsatisfactory. It employs the so-called ATC (Anatomical Therapeutic Chemical) approach. It has allowed a mix of terminology which recognizes treatment indication, drug chemistry, or pharmacology. An international consortium has now developed the neuroscience-based nomenclature (NbN), which is a multi-dimensional system for classifying psychotropic drugs. It emphasizes their pharmacological profile and, as far as possible, mode of action. The NbN provides a contemporary framework for better informed treatment decisions in the form of a downloadable app. The current ideal is for prescribers to match the symptom profile of the patient to a specific and appropriate psychotropic. At present, this is often mediated by a conventional disease-based naming. NbN, as a pharmacologically driven nomenclature, could be adapted to more complicated multi-axial descriptions of symptom dimensions.
Conference papers on the topic "Math textbook"
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Kochagina, Maria. "Math textbook in teaching a modern schoolchild." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0485.
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Diaz Chávez, Miguel. "Uses of the free math textbook in elementary schools in Mexico / Usos del libro de texto gratuito de matemáticas en las escuelas primarias de México." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-361.
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Lewis, Preston, Steve Noble, and Neil Soiffer. "Using accessible math textbooks with students who have learning disabilities." In the 12th international ACM SIGACCESS conference. ACM Press, 2010. http://dx.doi.org/10.1145/1878803.1878829.
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Reck, Rebecca M. "Validating DC Motor Models on the Quanser Qube Servo." In ASME 2018 Dynamic Systems and Control Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/dscc2018-9158.
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DC motors are popular for many engineering applications such as robotics, aerospace, home automation, and many others. As such, they are also popular systems for undergraduate examples and instructional laboratories in engineering. Many of these examples use a standard first-order model of a DC Motor using first principles modeling to derive the parameters. However, not much emphasis is placed on how well these models match the actual data. In this paper, six DC motor models, including three frequently found in textbook examples, will be compared to recorded data from actual DC motors in order to develop a model that represents the actual physical behavior of a DC motor. The models that were developed from the data rather than first principles matched the data more closely for the angular velocity output of the motor. Finally, the best models will be used to simulate a closed-loop position control of the motor and match the performance to recorded data.