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Dissertations / Theses on the topic 'Numbers, Rational – Study and teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Brown, Bruce John Lindsay. "The initial grounding of rational numbers : an investigation." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1006351.

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This small scale exploratory research project investigated the grounding of rational number concepts in informal, everyday life situations. A qualitative approach was taken to allow for the identification and then in depth investigation, of issues of importance for such a grounding of rational number understanding. The methodology followed could be seen as a combination of grounded theory and developmental research. And the data was generated through in-depth and clinical interviews structured around a number of grounded tasks related to rational numbers. The research comprised three cycles of

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Armstrong, Barbara Ellen. "The use of rational number reasoning in area comparison tasks by elementary and junior high school students." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184910.

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The purpose of this study was to determine whether fourth-, sixth-, and eighth-grade students used rational number reasoning to solve comparison of area tasks, and whether the tendency to use such reasoning increased with grade level. The areas to be compared were not similar and therefore, could not directly be compared in a straightforward manner. The most viable solution involved comparing the part-whole relationships inherent in the tasks. Rational numbers in the form of fractional terms could be used to express the part-whole relationships. The use of fractional terms provided a means for

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3

Sehlmeyer, Peter August. "Use of learning-logs in high school pre-algebra classes to improve mastery of rational numbers and linear equations for high-risk minority students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1497.

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The purpose of this study was to determine whether there was a relationship in the use of learning-logs to traditional or current math instruction in secondary school pre-algebra classes to improve the mastery of single-variable equations by high-risk minority students.

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4

Santos, Alan Silva dos. "Um estudo sobre o conceito de densidade do conjunto dos números racionais e do conjunto dos números irracionais: uma abordagem com tecnologias." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20104.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-05-19T11:57:59Z No. of bitstreams: 1 Alan Silva dos Santos.pdf: 2565511 bytes, checksum: b1f037051a38c7fab75725edb0d9af53 (MD5)<br>Made available in DSpace on 2017-05-19T11:57:59Z (GMT). No. of bitstreams: 1 Alan Silva dos Santos.pdf: 2565511 bytes, checksum: b1f037051a38c7fab75725edb0d9af53 (MD5) Previous issue date: 2017-03-15<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>This research aims to analyze, through a didactic sequence, the students' conceptions of an mathematics university course that invo

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Krug, Carbone Bruno Schmidt. "Ensino dos números racionais comparando medidas de unidade." Universidade Tecnológica Federal do Paraná, 2015. http://repositorio.utfpr.edu.br/jspui/handle/1/1697.

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CAPES<br>A presente pesquisa teve como objetivo investigar a possibilidade de desenvolver o processo de ensino e aprendizagem da divisão de números racionais com tarefas pautadas na interpretação da medida. Adotamos como metodologia a Engenharia Didática e elaboramos uma sequência didática a fim de desenvolver o trabalho com estudantes do Ensino Médio. Participaram das sessões de ensino doze estudantes de uma escola estadual do município de Porto Barreiro - Pr. Os resultados da aplicação da sequência didática sugerem a importância da utilização de atividades pautadas na interpretação da medida

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6

Fuglestad, Anne Berit. "Computers and the understanding of mathematics : a study of teaching decimal numbers." Thesis, University of Nottingham, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339608.

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7

Corr, Catherine Ann. "Developing understanding and fluency with numbers." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1936.

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This project will provide support for teachers who have solid understanding of math as the goal for the students in their classrooms. Using the district adopted course of study as the foundation, this project will provide a curriculum supplement for the first grade.

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Wolffenbüttel, Reni. "Investigando números racionais com o software GeoGebra." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/133653.

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A presente pesquisa tem como foco o ensino dos números racionais no Ensino Fundamental. Seu objetivo é analisar as potencialidades e proposta de ensino que utiliza o computador, em particular do so fltiwmaitraeç dõee sg edoem uemtriaa dinâmica GeoGebra, e a metodologia de aulas de matemática investigativa. Essa proposta de ensino foi aplicada em turmas de 8º ano do Ensino Fundamental de uma escola pública, localizada na cidade de Sapucaia do Sul/RS. Esses estudantes já traziam conhecimentos sobre números racionais e, diante disso, esse campo numérico foi retomado com a intenção de verificar e

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9

Valio, Denise Teresa de Camargo. "Frações: estratégias lúdicas no ensino da matemática." Universidade Federal de São Carlos, 2014. https://repositorio.ufscar.br/handle/ufscar/5964.

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Made available in DSpace on 2016-06-02T20:29:27Z (GMT). No. of bitstreams: 1 6172.pdf: 12347251 bytes, checksum: 13431f4e524b082003ce456c4a9de23e (MD5) Previous issue date: 2014-08-21<br>Financiadora de Estudos e Projetos<br>The main aim of this master´s degree dissertation is the Mathematics teaching as well as the pedagogical and teaching practices related to the topic of rational numbers, particularly, fractions. The Fractions project, main title of this paper, aims at reaching not only basic education students but also educators with the objective of proposing understandable and attrac

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10

Schmidt, Martina, and University of Lethbridge Faculty of Education. "Putting rational constraints on divergent thought : the development of scientific reasoning." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1999, 1999. http://hdl.handle.net/10133/103.

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The purpose of this study was to investigate how students in Grade Five and Six generate explanation for scientific phenomena and how they evaluate the quality of these explanations. In part, this was done by analyzing the in-class explanations that the students gave in response to questions stemming from two topics in the 1996 Alberta program of studies for Grade Five Science. In addition, the students shared their own perceptions of the sources of their questions and ideas and the methods by which they evaluated them. Analysis of in-class discussions and activities occurred on an ongoing bas

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Olsson, Rebecca, Isabell Petersson, and Emilie Williamsson. "Same numbers, different standards : A minor field study of mathematic teaching in an elementary school in Thailand." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-11912.

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The purpose of this study is to illustrate how teachers, in a private school in Thailand, organize and plan their mathematic teaching, what material they use and how the teachers challenge the students. In the background, we report briefly about Thailand and the school's history. Then a presentation follows of previous research that has been made within our chosen subject. The theories are linked to our research questions, such as mathematic teaching, mathematic material and gifted students, according to Western literature. You can also find a short summary of the curriculum for mathematics, f

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Silva, Paulo Henrique Freitas. "Ensino-aprendizagem de frações: um olhar para as pesquisas e para a sala de aula." Universidade Estadual da Paraíba, 2017. http://tede.bc.uepb.edu.br/jspui/handle/tede/2917.

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Submitted by Jean Medeiros (jeanletras@uepb.edu.br) on 2017-11-23T14:03:34Z No. of bitstreams: 1 PDF - Paulo Henrique Freitas Silva.pdf: 42823648 bytes, checksum: 5039836455fff1766f55b2b0e0ef154b (MD5)<br>Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2017-12-06T18:43:49Z (GMT) No. of bitstreams: 1 PDF - Paulo Henrique Freitas Silva.pdf: 42823648 bytes, checksum: 5039836455fff1766f55b2b0e0ef154b (MD5)<br>Made available in DSpace on 2017-12-06T18:43:49Z (GMT). No. of bitstreams: 1 PDF - Paulo Henrique Freitas Silva.pdf: 42823648 bytes, checksum: 5039836455fff1766f55b

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Smith, Scott. "An Exploratory Study of Fifth-Grade Students’ Reasoning About the Relationship Between Fractions and Decimals When Using Number Line-Based Virtual Manipulatives." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/5625.

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Understanding the relationship between fractions and decimals is an important step in developing an overall understanding of rational numbers. Research has demonstrated the feasibility of technology in the form of virtual manipulatives for facilitating students’ meaningful understanding of rational number concepts. This exploratory dissertation study was conducted for the two closely related purposes: first, to investigate a sample of fifth-grade students’ reasoning regarding the relationship between fractions and decimals for fractions with terminating decimal representations while using virt

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Eriksson, Helena. "Rationella tal som tal : Algebraiska symboler och generella modeller som medierande redskap." Licentiate thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-129269.

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In this study the teaching of mathematics has been developed in relation to rational numbers and towards a learning activity. At the same time topic-specific mediated tools have been studied. The iterative model for learning study has been used as research approach. The purpose of the study was to explore what in an algebraic learning activity enables knowledge of rational numbers to develop. The specific questions answered by the study are how an algebraic learning activity can be formed in an otherwise arithmetic teaching tradition, what knowledge is mediated in relation to different mediate

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Valera, Alcir Rojas [UNESP]. "Uso social e escolar dos números racionais: representação fracionária e decimal." Universidade Estadual Paulista (UNESP), 2003. http://hdl.handle.net/11449/90210.

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Made available in DSpace on 2014-06-11T19:24:21Z (GMT). No. of bitstreams: 0 Previous issue date: 2003Bitstream added on 2014-06-13T18:52:14Z : No. of bitstreams: 1 valera_ar_me_mar.pdf: 594283 bytes, checksum: 7fa747413b18f73739f058ca4ea1146e (MD5)<br>Os números racionais apresentam-se como conteúdo que os alunos do Ensino Fundamental e Médio têm dificuldades para aprender. Parte dessas dificuldades decorre da diferença instituída entre o uso cotidiano dos números racionais pelo aluno e a maneira como são ensinados na escola e, também pelo desconhecimento, por parte da escola, da multiplici

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Lima, Fernanda Soto. "Números racionais na forma fracionária: atividades para superar dificuldades de aprendizagem." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/5940.

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Made available in DSpace on 2016-06-02T20:29:23Z (GMT). No. of bitstreams: 1 5387.pdf: 1981689 bytes, checksum: d7657ff128e5ecd14df43dc5726ade07 (MD5) Previous issue date: 2013-04-10<br>Financiadora de Estudos e Projetos<br>This dissertation presents the development of activities related to the teaching of rational numbers in fractional form so diverse and unique to the teacher and the students, through the exploitation of that content with manipulatives - construction of a fractional fractal card, use graph paper and in particular the construction of a curtain fractional color to the classr

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Valera, Alcir Rojas. "Uso social e escolar dos números racionais : representação fracionária e decimal /." Marília : [s.n.], 2003. http://hdl.handle.net/11449/90210.

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Orientador: Vinício de Macedo Santos<br>Banca: Célia Maria Carolino Pires<br>Banca: José Carlos Miguel<br>Abstract: The rational numbers are shown as a subject that the students of the Elementary and High School have difficulties to learn. Some of these difficulties are due to the difference established between the daily use of the rational numbers by the student and the way it is taught at the school and, also for the ignorance, on the part of the school, of the multiplicity of their meanings. While the social use is centered in the decimal form, the school use lies more on the fractional for

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Meier, Wander Mateus Branco. "Obstáculos didáticos na educação matemática: o conceito de números racionais no 6º ano do ensino fundamental." Universidade Estadual do Oeste do Paraná, 2012. http://tede.unioeste.br/handle/tede/3612.

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Submitted by Rosangela Silva (rosangela.silva3@unioeste.br) on 2018-05-09T19:49:03Z No. of bitstreams: 2 Wander Mateus Branco Méíer.pdf: 599611 bytes, checksum: eba201137990f12b24d83bf8524f2dbc (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Made available in DSpace on 2018-05-09T19:49:03Z (GMT). No. of bitstreams: 2 Wander Mateus Branco Méíer.pdf: 599611 bytes, checksum: eba201137990f12b24d83bf8524f2dbc (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2012-07-10<br>This work deals with the occurrence of the d

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Felcher, Carla Denize Ott. "Tecnologias digitais e ensino de matemática: o uso de Facebook no processo de ensino dos números racionais." Universidade Federal de Pelotas, 2017. http://repositorio.ufpel.edu.br:8080/handle/prefix/3629.

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Submitted by Kenia Bernini (kenia.bernini@ufpel.edu.br) on 2017-07-11T18:58:44Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Carla_Denize_Ott_Felcher_Dissertação.pdf: 2585068 bytes, checksum: 4c4cd1e572ef860ba2cedeaefceb6fbe (MD5) Carla_Denize_Ott_Felcher_Produto.pdf: 731312 bytes, checksum: 6aaea9a1cf92571958c378c20e50403d (MD5)<br>Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-07-11T20:35:30Z (GMT) No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Carla_Denize_Ot

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Simsek, Hulya. "Följ med in i läromedlens innehåll : En läromedelsanalys i matematik med fokus på hur räknemetoder inom addition och subtraktion presenteras i årkurs fyra." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34064.

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Research has shown mathematics education is highly dependent on teaching materials. Here mathematics textbooks have a dominant role in Swedish schools. When curriculum determines the content of textbooks, it promotes confidence in both schools and teachers. The purpose of this study is to analyze and compare textbooks using Basil Bernstein’s theoretical concepts of classification, frames and sequencing to investigate how content and structure are connected to the calculation methods of addition and subtraction. The following questions are posed: In what way have the calculation methods of addi

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Vallilo, Sabrina Aparecida Martins [UNESP]. "A linguagem matemática no estudo de números racionais: uma abordagem através da resolução de problemas." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/154226.

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Submitted by SABRINA APARECIDA MARTINS VALLILO (sabrina.vallilo@gmail.com) on 2018-06-11T21:45:59Z No. of bitstreams: 1 vallilo_dissertação.pdf: 4136569 bytes, checksum: c51761debdd6819b15d6a8569c6e8daf (MD5)<br>Approved for entry into archive by Adriana Aparecida Puerta null (dripuerta@rc.unesp.br) on 2018-06-12T17:48:03Z (GMT) No. of bitstreams: 1 vallilo_sam_me_rcla.pdf: 4136569 bytes, checksum: c51761debdd6819b15d6a8569c6e8daf (MD5)<br>Made available in DSpace on 2018-06-12T17:48:03Z (GMT). No. of bitstreams: 1 vallilo_sam_me_rcla.pdf: 4136569 bytes, checksum: c51761debdd6819b15d6a8569

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Cheng, Mei-ling, and 鄭美玲. "Application of the rational-emotive behaviour approach in a social skills training programme in a secondary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B3196283X.

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Rigoti, Marcio Dominicali. "Números primos: os átomos dos números." Universidade Tecnológica Federal do Paraná, 2014. http://repositorio.utfpr.edu.br/jspui/handle/1/1075.

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CAPES<br>Este trabalho apresenta um estudo sobre os Números Primos que passa por resultados básicos, como a infinitude dos números primos e o Teorema Fundamental da Aritmética, e resultados mais sofisticados, como o Teorema de Wilson e a consequente função geradora de primos. Além dos resultados teóricos apresenta-se uma interpretação geométrica para os números primos. Essa interpretação e aplicada na ilustração de alguns dos resultados relacionados a primos abordados no ensino básico. Atividades envolvendo a interpretação geométrica apresentada são sugeridas no capítulo final.<br>This work pr

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Jooste, Zonia. "Why do learners and teachers experience problems with the concept of zero?" Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1006764.

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The controversy around the inclusion of zero in the number system has been widely documented. Influential mathematicians in various ancient cultures did not accept zero as a number. The idea of the empty set was too abstract and they could not conceptualise division by zero. Surprisingly, understanding of the concept is still a matter of concern today. In spite of expansive reports on and recommendations for developing conceptualisation of the concept, learners and teachers still experience problems similar to those that ancient mathematicians struggled with. The study was initiated by an obse

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Paiva, Glaucia Innocencio de Jesus Paulo 1985. "Números primos e testes de primalidade." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/306432.

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Orientador: Ricardo Miranda Martins<br>Dissertação (mestrado profissional) - Universidade Estadual de Campinas, Instituto de Matemática, Estatística e Computação Científica<br>Made available in DSpace on 2018-08-26T10:59:53Z (GMT). No. of bitstreams: 1 Paiva_GlauciaInnocenciodeJesusPaulo_M.pdf: 1314191 bytes, checksum: c7baade23d33811d51733aa4633f218c (MD5) Previous issue date: 2014<br>Resumo: Nesta dissertação estudamos números inteiros, suas propriedades e congruências. Abordamos vários tópicos envolvendo números primos, incluindo como gerá-los e como decidir se um número inteiro é primo o

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Bernardi, Alexandre Adriano. "GeoPlexo: um material manipulável para o ensino dos números complexos." Universidade Tecnológica Federal do Paraná, 2015. http://repositorio.utfpr.edu.br/jspui/handle/1/1716.

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CAPES<br>O presente trabalho tem como principal objetivo desenvolver um material manipulável para auxiliar o processo de ensino e aprendizagem dos Números Complexos. Primeiramente procura situar o atual ensino dos Números Complexos tendo como norte, o viés da pesquisa produzida em dissertações de mestrado e publicadas no portal da Capes e na biblioteca Virtual do PROFMAT no período de 2004 a 2014. Apresenta, em seguida, aspectos históricos sobre o tema, uma fundamentação matemática e uma discussão sobre a utilização de materiais manipuláveis como recursos didáticos para o ensino da matemática.

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Ferreira, Erica da Silva Moreira. "Quando a atividade de ensino da ao conceito matematico a qualidade de educar." [s.n.], 2005. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252930.

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Orientador: Anna Regina Lanner de Moura<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-04T12:52:41Z (GMT). No. of bitstreams: 1 Ferreira_EricadaSilvaMoreira_M.pdf: 759100 bytes, checksum: 39f61ba7089d599c6b5f1e97b31fab9c (MD5) Previous issue date: 2005<br>Resumo: Esta pesquisa investigou as características das reflexões de professores em Formação Continuada que se baseia na combinação entre atividade de ensino e dinâmica relacional, realizada em cinco localidades diferentes do Estado de São Paulo. As informações da

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Souza, Janaina Maria Lage de. "Enquadramento de números racionais em intervalos de racionais: uma investigação com professores do ensino fundamental." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/11062.

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Made available in DSpace on 2016-04-27T16:57:42Z (GMT). No. of bitstreams: 1 dissertacao_janaina_maria_lage_souza.pdf: 309247 bytes, checksum: 01af28b792f08537756e1b46462d92d0 (MD5) Previous issue date: 2006-05-29<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The basis for the present study were the activities developed by Régine Douady (1986) involving the framing of rational numbers on intervals, addressed to French students of the educational segment that corresponds to 1st-8th grades in Brazil. In the present study, those activities were updated taking into account el

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Castelo, Branco Audino 1961. "A má temática da dislexia : aspectos da utilização da arte e da tecnologia na aprendizagem da matemática por alunos portadores de dislexia." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/306036.

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Orientador: Maria Aparecida Diniz Ehrhardt<br>Dissertação (mestrado profissional) - Universidade Estadual de Campinas, Instituto de Matemática Estatística e Computação Científica<br>Made available in DSpace on 2018-08-26T19:41:27Z (GMT). No. of bitstreams: 1 CasteloBranco_Audino_M.pdf: 12945958 bytes, checksum: 5e68ba53d0cb9f79c140abfa9532c05b (MD5) Previous issue date: 2015<br>Resumo: Essa pesquisa tem como objetivo explorar a aprendizagem de certos tópicos da Matemática por parte de alunos disléxicos e a contribuição que a Arte e a tecnologia podem dar, servindo como instrumentos facilitad

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Santos, Ângela Maria dos. "José Anastácio da Cunha (1744-1787) e aspectos de seu ensino: “Sobre a natureza das quantidades negativas”." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21278.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-07-27T13:29:45Z No. of bitstreams: 1 Ângela Maria dos Santos.pdf: 1947782 bytes, checksum: b719e36c5c6caad7691f41e1d466396c (MD5)<br>Made available in DSpace on 2018-07-27T13:29:45Z (GMT). No. of bitstreams: 1 Ângela Maria dos Santos.pdf: 1947782 bytes, checksum: b719e36c5c6caad7691f41e1d466396c (MD5) Previous issue date: 2018-04-11<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>This study focuses on José Anastácio da Cunha (1744-1787) and the manner in which he conceived and performed the teaching of ma

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Portolan, Juliano. "A importância do ensino de números complexos no ensino médio, na visão dos professores de matemática, em alguns municípios da região oeste do Paraná." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/3024.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>Este trabalho tem por objetivo identificar a visão dos professores de matemática do Ensino Médio em relação à importância do ensino do conteúdo de Números Complexos no Ensino Médio. Na abordagem metodológica foi optado pela pesquisa qualitativa por meio de análise de questionários aplicados aos professores de matemática que atuam na Rede Estadual de Ensino em alguns Municípios da região Oeste do Paraná. Por meio dessa pesquisa, observamos que a maioria dos pesquisados acham relevante lecionar o conjunto dos Números Complexo

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Miotto, Eder. "A análise combinatória e seu ensino." Universidade Tecnológica Federal do Paraná, 2014. http://repositorio.utfpr.edu.br/jspui/handle/1/1013.

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CAPES<br>O presente trabalho tem dois objetivos: o primeiro está relacionado ao ensino da análise combinatória nas séries do ensino fundamental 2 e ensino médio. O segundo objetivo e buscar aprofundar meus conhecimentos relacionados aos conceitos combinatoriais. Com relação ao primeiro objetivo, o ensino da análise combinatória, na minha trajetória como docente, tem sido uma das tarefas mais árduas que o professor de matemática da educação básica enfrenta. Diante disso, surgem algumas perguntas. Por que um assunto totalmente aplicável ao cotidiano tem gerado tanta dificuldade de compreensão? U

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Mårtensson, Pernilla. "Att få syn på avgörande skillnader : Lärares kunskap om lärandeobjektet." Doctoral thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Matematikdidaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-26352.

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Lärare som undervisar i matematik förväntas kunna mer avancerad matematik än vad de undervisar om. Men formell matematikkunskap anses inte vara tillräckligt för att lärare ska kunna undervisa så att ämnesinnehållet blir begripligt för eleverna, de behöver även pedagogical content knowledge (PCK). Begreppet belyser en speciell form av ämneskunskap för undervisning och skiljer sig från den matematikkunskap som används av andra välutbildade vuxna. Det har föreslagits att olika arrangemang av kollegialt och praktikbaserat lärande kan utveckla lärares PCK. Ett exempel på ett sådant arrangemang är l

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Silva, Angélica da Fontoura Garcia. "O desafio do desenvolvimento profissional docente: análise da formação continuada de um grupo de professoras das séries iniciais do ensino fundamental, tendo como objeto de discussão o processo de ensino e aprendizagem das frações." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/11276.

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Made available in DSpace on 2016-04-27T16:58:31Z (GMT). No. of bitstreams: 1 Angelica da Fontoura Garcia Silva.pdf: 2261631 bytes, checksum: 29792ebbebb159b17acd69170257619d (MD5) Previous issue date: 2007-11-21<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This study it has as objective to analyze factors that can intervene with the professional development of teachers of the first series of Elementary School, as resulted of a formation continued with the purpose to argue questions related to the boarding of the fractionary representation of rational numbers and its diff

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Tracanella, Aline Tafarelo. "O Sistema de Numeração Decimal: um estudo sobre o valor posicional." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21279.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-07-27T13:29:56Z No. of bitstreams: 1 Aline Tafarelo Tracanella.pdf: 2762008 bytes, checksum: a0ecbfb9e128d24bccdf1a07c2c5e734 (MD5)<br>Made available in DSpace on 2018-07-27T13:29:57Z (GMT). No. of bitstreams: 1 Aline Tafarelo Tracanella.pdf: 2762008 bytes, checksum: a0ecbfb9e128d24bccdf1a07c2c5e734 (MD5) Previous issue date: 2018-05-09<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>As soon as children begin their school life, they already carry with them an idea about the numbers and operation of the D

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Moreira, Agnaldo Antonio. "Motivação para o ensino e aprendizagem dos números complexos: uma abordagem com aplicações." Universidade Tecnológica Federal do Paraná, 2018. http://repositorio.utfpr.edu.br/jspui/handle/1/3113.

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Estudos mostram que motivar professores e alunos para o ensino e aprendizagem de números complexos no Ensino Médio pode ser uma tarefa difícil. Esse trabalho investiga as causas dessa dificuldade e propõe uma abordagem de ensino dos números complexos baseada em história, aplicações e fractais. Além disso, apresenta alguns recursos digitais para explorar lições e atividades mais interativas dos conceitos matemáticos envolvidos.<br>Literature shows that motivating teachers and students for studying complex numbers in high school can be a challenging task. This work investigates such issue and pr

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Sentone, Francielle Gonçalves. "Paradoxos geométricos em sala de aula." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2701.

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CAPES<br>Apresentamos neste trabalho alguns paradoxos lógico-matemáticos, como o paradoxo de Galileu, e também alguns paradoxos geométricos, como os paradoxos de Curry, de Hooper e de Banach-Tarski. Empregamos os paradoxos de Curry e de Hooper para motivar o estudo de conceitos de Geometria e de Teoria dos Números, tais como área, semelhança de triângulos, o Teorema de Pitágoras, razões trigonométricas no triângulo retângulo, o coeficiente angular da reta e a sequência de Fibonacci, e organizamos atividades lúdicas para a sala de aula no Ensino Fundamental e no Ensino Médio.<br>We present in t

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Schiller, Lauren Kelly. "Recharging Rational Number Understanding." Thesis, 2020. https://doi.org/10.7916/d8-khmf-ay28.

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In 1978, only 24% of 8th grade students in the United States correctly answered whether 12/13+7/8 was closest to 1, 2, 19, or 21 (Carpenter, Corbitt, Kepner, Lindquist, & Reys, 1980). In 2014, only 27% of 8th grade students selected the correct answer to the same problem, despite the ensuing forty years of effort to improve students’ conceptual understanding (Lortie-Forgues, Tian, & Siegler, 2015). This is troubling, given that 5th grade students’ fraction knowledge predicts mathematics achievement in secondary school (Siegler et al, 2012) and that achievement in math is linked to greater life

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Layton, Roger David. "Web-based diagnosis of misconceptions in rational numbers." Thesis, 2016. http://hdl.handle.net/10539/20782.

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A thesis submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand in fulfilment of the requirements for the degree of Doctor of Philosophy. Johannesburg, 2016.<br>This study explores the potential for Web-based diagnostic assessments in the classroom, with specific focus on certain common challenges experienced by learners in the development of their rational number knowledge. Two schools were used in this study, both having adequate facilities for this study, comprising a well-equipped computer room with one-computer-per-learner and a fast, reliable b

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"The role of unit concept in rational number multiplication and division." 2004. http://library.cuhk.edu.hk/record=b5896168.

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Yeung Pui Lam.<br>Thesis submitted in: December 2003.<br>Thesis (M.Phil.)--Chinese University of Hong Kong, 2004.<br>Includes bibliographical references (leaves 99-102).<br>Abstracts in English and Chinese.<br>Table of Content --- p.i<br>List of Tables --- p.iv<br>List of Figures --- p.v<br>Abstract --- p.vi<br>Chapter Chapter 1 --- INTRODUCTION<br>Research Background --- p.1<br>Purpose and Significance of Study --- p.6<br>Organization of the Thesis --- p.8<br>Chapter Chapter 2 --- CONCEPTS OF UNIT<br>Introduction --- p.10<br>Concepts of Unit as Key Concepts for Transforming Learning f

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Wenrick, Melanie Renee. "Elementary students' use of relationships and physical models to understand order and equivalence of rational numbers." Thesis, 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3116460.

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Chalardkid, Praphai. "Test development of mathematics subject matter knowledge levels of division of rational numbers for Thai preservice elementary teachers." Thesis, 1993. http://hdl.handle.net/1957/35564.

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The purpose of this study was to develop a valid and reliable, instrument for determining the mathematics subject matter knowledge of Thai preservice elementary teachers at eight (8) teachers' colleges in eight (8) provinces in northern Thailand. The focus of the content of interest was the operation of division of rational numbers in the context of an appropriate taxonomy of the cognitive domain categories suggested by Wilson (1971). The Delphi technique, item analysis, and "known group" techniques were utilized in the instrument development phases of the study. Hypotheses were tested to dete

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Misquitta, Radhika Maria Peter. "Teaching fractions to middle-school students struggling in mathematics : an exploratory study." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3343.

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Fractions are an essential skill for students to master, and one students struggling in mathematics face particular difficulty with (National Mathematics Advisory Panel, 2008; Mazzocco & Devlin, 2008). This study employed the multi-probe multiple baseline design to examine the effectiveness of the concrete-representational-abstract (CRA) approach and explicit teaching practices to teach fraction equivalence to students struggling in mathematics. The study was conducted across four students, and replicated simultaneously across four more. The CRA approach included concrete aids such as fraction

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Singmuang, Charuwan. "Thai preservice middle school mathematics teachers' subject matter knowledge and knowledge of students' conceptions of division of rational numbers with respect to their classroom practices." Thesis, 2002. http://hdl.handle.net/1957/31811.

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The study investigated the impact of Thai preservice middle school mathematics teachers' knowledge of subject matter and of students' conceptions of division of rational numbers with respect to their classroom practices in a teaching environment controlled by a required national curriculum. Four preservice teachers were selected with different knowledge of subject matter and of students' conceptions of division of rational numbers: high knowledge of subject matter and high knowledge of students' conceptions, high knowledge of subject matter and low knowledge of students' conceptions, low knowl

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Wu, Fu-e., and 吳馥伊. "A Study used Mind Mapping Methods to Rational Thinking Teaching Research." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/91939136713767782478.

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"Constituting the modern self through numbers: tracking the development of school mathematics instruction in Hong Kong." 2012. http://library.cuhk.edu.hk/record=b5549069.

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在國際評鑑計劃中，東亞地區學生的數理能力往往較西方國家為佳。現有學術文獻已就這個現象作深入探討，並提出東亞學生的文化特徵和模型。然而，鮮有研究以縱向的歷史角度，討論東亞教育制度下對於「學習者」的文化概念如何因應全球化的影響而演變。本文嘗試以香港的數學教育為研究個案，探討本地數學課程在教學重心及組織上的轉變。研究發現，該學科在教學上的轉變緣於現代個人主義的制度化過程 ── 社會整體愈益視學習者作為充權和自省的行動者。本研究致用縱向文本分析的研究方法，綜析四十二本於戰後出版的香港高小數學教科書的教學內容。研究結果顯示，歷年來課本及課程的教學愈加著重參與式教學、興趣啟發以及與扣連學生生活等概念。另外，政府官員、老師、本地壓力團體及學術專家等亦援用「以學生為本」的話語，推動課程改革。綜合而言，本研究認為世界政體理論相比歷史主義式的理論視野更有力地解釋數學課程內容的轉變。<br>East Asian learners usually outperform their Western counterparts in international mathematics assessment programs. Although the cultural traits of East Asian learners are well documented and analyzed, the cult

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Vollmer, Kerryn Leigh. "Why so negative about negative? : the intended, enacted and lived objects of learning negative numbers in Grade 7." Thesis, 2014.

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CHEN, CHI-LING, and 陳紀伶. "A Study on the Teaching Design of "Representing Numbers with Symbols" in Seventh Grade Based on Variation Theory." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/hj99g5.

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碩士<br>國立臺北教育大學<br>數學暨資訊教育學系碩士班<br>107<br>Examples were critical for teachers and students to teach and learn mathematics. From variation theory’s perspective, when students learned mathematics, they must elicit mathematical conceptions or rules via the variation of examples. However, under many restrictions of educational practices (e.g., school’s routine instructional schedule), it was important for teachers to make good use of the variation of examples. The research purpose was to explore the effectiveness of the experimental curriculum based on variation theory for seventh graders to learni

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PING, CHANG-YEN, and 張燕萍. "A Study of the Effects of Teacher Personnel Numbers on Administration Management and Teacher Teaching in Taichung City’s Elementary Schools." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/69870053388828126136.

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碩士<br>中華大學<br>企業管理學系碩士班<br>103<br>The objective of this paper is to explore the elementary schools in Taichung city’s coastline area using what kind of administration management models as a response to the increase of teacher personnel number to 1.7 people in Taichung city’s elementary schools. Also, the paper analyzes the effective differences as a result of this change in schools’ administration management and teacher’s teaching efforts. We use the questionnaire to collect the relevant data and apply SPSSv12.0 to do statistical analysis. By doing this, we obtain the following results: 1.

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"Perturbing Practices: A Case Study of the Effects of Virtual Manipulatives as Novel Didactic Objects on Rational Function Instruction." Doctoral diss., 2017. http://hdl.handle.net/2286/R.I.46220.

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abstract: The advancement of technology has substantively changed the practices of numerous professions, including teaching. When an instructor first adopts a new technology, established classroom practices are perturbed. These perturbations can have positive and negative, large or small, and long- or short-term effects on instructors’ abilities to teach mathematical concepts with the new technology. Therefore, in order to better understand teaching with technology, we need to take a closer look at the adoption of new technology in a mathematics classroom. Using interviews and classroom observ

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