Periódico de Educação Matemática, vinculado ao Programa de Pós-Graduação em Educação do Centro de Ciências Humanas e da Educação, da Universidade do Estado de Santa Catarina (Udesc). ISSN: 2357-724X Ano de criação: 2013
Universidade do Estado de Santa Catarina
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Inclusion in the teaching of mathematics: reflections and practice in a Pedagogy course
Inclusion issues permeate the discussions on the teaching of mathematics, highlighting the needs and difficulties of both students and teachers who face situations for which they often lack knowledge and skills, but which require a welcoming and inclusive teaching practice . It is in this context that we present an experience built in the process of teaching mathematics to a blind student, student of a Pedagogy course. Such experience stems from the analysis of a teaching practice based on the use of tactile materials, developed in the discipline Mathematics in Early Childhood Education and Early Years of Elementary School, at the Center for Higher Studies in Parintins, in the state of Amazonas. The objective of the activity developed was to analyze the reach and limitations presented by tactile materials in the learning of a future blind teacher. The results obtained confirm that the inclusion of a student with a disability is not done only with his insertion in the classroom. A careful look from the teacher is necessary to choose teaching strategies and this requires the development of skills from their initial training.
Dossiê temático "Práticas Inovadoras e Inclusivas no Ensino de Matemática"
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Analysis of teaching situations produced by academic Mathematics Degree of UTFPR-CT
This paper presents a study that aimed to understand how future Mathematics teachers, in initial formation, have been understanding the teaching of this area of knowledge, based on what has been produced in the formative path, when they turn to think about teaching situations. Guided by the question ‘What do the teaching situations developed by the undergraduate students in Mathematics at UTFPR-CT say about the teaching of Mathematics?’. The teaching situations aimed at Early Childhood Education and Elementary School 1 and 2, produced during the initial training of undergraduate students in Mathematics at the Federal Technological University of Paraná, Curitiba campus (UTFPR-CT), were inventoried and analyzed from a phenomenological perspective. From this analysis, convergences found with the curricular matrices of the aforementioned initial formation, as one of the pillars that support choices for pedagogical proposals. The collection of productions, called teaching situations, was done personal contact and via e-mail with the academics and teachers responsible for the disciplines, programs and projects associated with the course that resulted in the development of these work intentions. This study showed that the most used teaching methodologies were Problem Solving, Mathematical Investigation and Games. The most frequently covered mathematical contents were Geometry and Statistics.
Habermasian reflections in Mathematics Education: a design of the research projects of a group of doctoral students
This work aims to present the work developed in a study and research group called EmecForm - Study and Research Group in Mathematics Education, Curricular Structure and Teacher Training from when it was created until the first doctoral research that is being developed. This group is linked to the Graduate Program in Science Teaching at Universidade Cruzeiro do Sul. The group proposes to study the role that Mathematics plays in the curricular structure of elementary and high school, in addition to studying the training of the teacher who teaches Mathematics. The first doctoral research projects being developed by the group are theoretically and methodologically aligned with the project entitled “TEACHERS AND CURRICULAR POLICIES: an analysis of the processes of conception, elaboration and implementation of Curriculum in a Habermasian perspective”. The research methodology used to analyze the projects is of a qualitative nature and the data collection instruments are of a diverse nature, ranging from open interviews and questionnaires to the analysis of curricular documents. The EmecForm group has participated in national and international events since its creation and its members have managed to publish works in important periodicals in the Mathematics Education scenario.
Yara Patrícia Barral de Queiroz Guimarães
The explanation and its forms: gaps of non-explanation in mathematics classes
In this article, we explore the main forms of explanation that, in our research, we have identified in classrooms, more specifically, in public school mathematics classes. This work is essentially based on the concerns that emerged during teaching practices, experienced in teaching internships, and in the analysis of these experiences through the study of Jacques Rancière and Gilles Deleuze's work. Thus, this paper refers to the possibilities of the teaching profession and the attention of teachers and students, especially in attempts of non-explanation movements, as in the financial mathematics teaching activity brought as an example. In this context, the analyses understand that explanation and its forms, even if linked to repetition and regression to infinity, are essential to learning, although they are not sufficient for genuine learning. A learning that is made possible by encounters with worlds of signs and potentiated in the attention to the gaps in the explanation itself.
Translation of the article "Reflection concerning Mathematics teaching mobilized in lesson study"
The article analyzes the reflection concerning teaching mobilized in a lesson study that involved mathematics teachers. The research bases on the reflection concept of Shön and Perrenoud, was guided by the question: What reflections concerning teaching are mobilized by mathematics teachers in the lesson study context? The investigation was carried out in the context of a lesson study, structured in 12 meetings of approximately 2.5 hours each, which involved eight Mathematics teachers from the final years of elementary school, belonging to the state public education system in the Rio Grande do Sul. The empirical material of the research consists of the researcher’s field notes, the participants’ logbooks, the transcripts of the sessions, and an interview carried out at the end of the class study. The analysis, qualitative and interpretive, showed that that the reflection on teaching was retrospective and prospective, covering three themes: student learning, mathematics teaching, moral responsibility and teaching ethics.
Current trends in Mathematics Education in classrooms
This work is the result of a qualitative research approach and characterized as a case study, which aimed to describe the current trends in mathematics education used in the classroom by teachers participating in the research in a state elementary school in the city of Tefé - AM. The theoretical framework highlights an outline of these trends to serve as a quick reference source for mathematics teachers, since it highlights pedagogical elements that can help in the classroom. The observation technique was used to collect the data, and descriptive analysis was adopted for the analysis of these data. Three elementary school mathematics teachers were observed in the classroom for two school months, and the records collected indicate that of the seven trends emphasized in the theoretical framework, four were used: playful mathematics, problem solving, mathematical investigation and digital technologies. It was noteworthy that one of the teachers, during this period, used four trends, and, in particular, in playful mathematics, explored an experimental activity to demonstrate a mathematical theorem, while the other two teachers used only one trend.
Mathematics teaching for autistics through activities with manipulative materials
Mathematics is an activity inherent to human beings and is practiced spontaneously, as it represents an important part of their behavior. Thus, this article aims to analyze how the manual for teaching mathematics to autistic people through activities with manipulative materials can contribute to the teaching context. In the methodological referral, a qualitative approach was used, and the implementation of the manual was developed through an extension course, formed by teachers who work in Special Education and, necessarily, work with autistc students. Thus, through the analyzed excerpts, it was observed that the manual produced aroused the interest of the participants, which is very positive and allows us to conclude that it can significantly contribute to the teaching of Mathematics for autistic students and, also, to promote the development of Numerical Cognition in these students.
The Mystery of the Box: An Interdisciplinary Technological and Educational Activity
Considering the challenges faced by mathematics teachers in terms of classroom approaches, this project was conceived with the objective of establishing or reinforcing a logical foundation for the teaching of plane geometry. The proposal seeks to relate simple, everyday forms to the geometric objects studied in the classroom. It was observed that many students fail to recognize the importance of mathematics education, as they are unable to connect the content addressed in class with their social reality. Based on the studies of Marco Antônio Moreira (2006) on meaningful learning, and the theoretical concepts proposed by David Paul Ausubel (1965), the activity “What’s in the Box?” was implemented — a technological learning game that exemplifies the main concepts defended by Ausubel: subsumers, cognitive structure, advance organizers, and anchoring. In line with the proposal of the Learning Psychology course, part of the curriculum of the Full Degree in Mathematics at the Federal Institute of Education, Science and Technology of Pará (IFPA), Belém campus, this dynamic is presented as an educational resource and pedagogical support tool for teaching mathematics.
Teaching Strategy through the Word Search Game
This study was conducted with the aim of facilitating and providing a new approach to the teaching and learning of mathematics. It is evident that the traditional teaching model, centered on repetition and problem-solving exercises, has proven to be ineffective. In addition to extending the learning time for most students, it often results in poor academic performance and a loss of interest. In response to this issue, we propose the development of a different type of word search game—a puzzle commonly knownas the “15 Puzzle”—in which students must identify key terms. However, the true challenge lies in organizing the syllables to form the correct words. The word search game has emerged as an effective teaching and learning methodology, engaging students as active participants in the construction of knowledge within the classroom. This study seeks to explore the implementation of this educational technology as an active teaching method that encompasses relevant concepts and themes. It takes into account the student's learning process, shaped by the teacher’s knowledge and creativity, applied through the use of educational technologies. Grounded in the works of Antunes (2011), Luckesi, and Passos (1996) on creative learning and models that stimulate the investigation of educational resources, this research was developed and applied in the classroom with undergraduate mathematics students at the Federal Institute of Education, Science and Technology of Pará (IFPA), Belém Campus, in the course "Developmental Psychology of Learning," between November 22 and 27, 2021.
Approach to Fractal Geometry in the Mathematics Degree
This experience report explores the study of Fractal Geometry as a possible application in Basic Education. The activity was carried out as part of the Mathematics Education Trends course in the Mathematics Teaching Degree Program at the Federal Institute of Education, Science and Technology of Rio Grande do Sul, Caxias do Sul Campus. The purpose of this report is to discuss the reasons for using Fractal Geometry in the classroom and to present a possible way to implement it. Unlike Euclidean Geometry, which is often associated with human-made structures, Fractal Geometry is connected to nature, which serves as a motivation for its study. During the teaching activity, the concept of fractals was explored together with the undergraduate students, and a hands-on activity involving the manual construction of fractals using a ruler, set square, and compass was conducted. Applications of fractals in nature were presented, and the calculation of dimensions—using concepts of exponentiation and logarithms—was also explored. To conclude the activity, students created fractals with the help of GeoGebra software. The practice was developed and reflected upo
Teaching Mathematics and Scientificity: is an altitude of 1.5 km sufficient to show that the Earth is flat?
The concept of a spherical planet Earth has been known since the time of the ancient Greeks, arround 2500 years ago (Crease, 2006). However, today, technological advances not only provide new ways to verify the Earth's sphericity but also amplify, through social media, the voices of denialist movements —including those claiming that the Earth is a flat disc covered by a dome containing the Moon and the Sun (Albuquerque & Quinan, 2019; Bertotti, 2020; Lewandowsky & Cook, 2020; Sousa Filho, 2020). This article presents a discussion aimed at supporting mathematics teachers in addressing this topic while exploring concepts from the History of Mathematics, geometry, trigonometry, proportion, and limits at the school level. We mathematically demonstrate that observations from low altitudes —such as the fatal experiment conducted by Mark Hughes in 2020 —are inconclusive regarding the Earth's sphericity. This analysis led us to develop simple expressions that allow us to compare distances on the surface (geodesic) with those through the solid Earth (as if traversed inside the globe), as well as to calculate the percentage of the Earth's surface visible to an observer located at a given height (H) above the ground.
Mapping of Brazilian dissertations and theses: action research and the formation of Mathematics teachers
This article aims at representing the mapping developed by researching Brazilian dissertations and theses that are available electronically in the Brazilian Digital Library of Theses and Dissertations (BDTD) of the Brazilian Institute of Information in Science and Technology (IBICT) from 2010 to 2020, delimiting the search focusing on teacher training in Mathematics and action research.The general objective of this research was to analyze dissertations and theses produced in the country, analyzing teachers’ training processes in Mathematics and action research. This research is characterized by a qualitative approach, with document search as its specific type. By mapping the database indicated a total of forty-two studies in this area, which were analyzed using content analysis. As a result, the action-research that were used in Brazilian dissertations and theses are still polarized in the South and Southeast, but are rarely present in research on the initial or continuing training of mathematics teachers in Early Childhood Education, Youth and Adult Education, as well as, in Special Education. We emphasise the importance of continue researching and using action research to develop research into teachers’ training in mathematics.
Content knowledge gathered by undergraduate students in Mathematics on Probability and Statistics based on data from Covid-19
In this article, we present the results of a study that aims to analyze the Content Knowledge mobilized by students on the topic of Probability and Statistics based on COVID-19 data. The study was developed with 16 students from a Mathematics undergraduate course at a federal educational institution in the state of Rio Grande do Sul, enrolled in the second semester of 2020 in a discipline that contemplates the discussion of different ways of organizing and presenting the Mathematics content in the final years of Elementary School. The data were collected through activities sent via Moodle and presentations in a virtual classroom, via Google Meet, containing three problems developed by the students on the Probability and Statistics content covered in Elementary School. Through a qualitative, interpretative analysis, we demonstrate how statistical thinking manifests itself in the face of the questions elaborated by the students. We also highlight the importance of using the question elaborating strategy, since this is one of the skills that Mathematics teachers must develop with their students throughout Elementary School and, therefore, we believe that activities that involve the discussion of themes and questions from the Mathematics curriculum and the practice of the future teacher are fundamental for the initial teacher education.
Educational Technology and Digital Video in the Age of Pandemic: exploring new frontiers with Financial Education
During the Covid-19 pandemic period, education faced multiple challenges, but also presented the opportunity to explore new forms of teaching, especially through digital resources. In this context, an educational product stemming from a master's research, titled “Financial Literacy in School Education: digital video as a resource for Critical Mathematical Education, emerged with the purpose of offering pedagogical approaches centered on Financial Education (FE), using videos and memes as facilitating tools. Based on social, political, ethical, and environmental concerns, the conception of FE was enriched by the perspective of Critical Mathematical Education, as advocated by Ole Skovsmose. Through a virtual course on the platform Sympla.com.br, teachers and studentsshared experiences and understandings about FE, producing videos and memes.The pedagogical practices adopted explored the diverse languages of digital media, benefiting both mathematical and non-mathematical learning. The integration of digital resources,such as videos and memes, proved promising in making the teaching of Financial Education more engaging and accessible, promoting critical understanding and opportunities for skill development as outlined in the BNCC.
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Digital video production in Mathematics Education: a proposal for teaching Probability
Digital media are gradually making their presence felt in people’s lives, with text messages, images, audio and videos being used frequently. In this scenario, digital videos have a unique place, as they present audiovisual stimuli that foster communication and encourage greater interest among those who watch them. The aim of this study is to analyze the aspects of video production by Vocational and Technological Education students that contribute to the teaching and learning process in the subject of Probability. This is a qualitative study of na applied nature and its procedures are based on the theoretical assumptions of Thiollent (2022). The research was carried out by students from a third-year secondary school integrated into the technical área of a technical located in the city of São Paulo. Ten videos were produced, and, after analysis, the results indicate that, in addition to the skills required to make appropriate use of digital technologies, the production of digital videos demands authorship on the part of the students, requires research and participatory action in their teaching and learning process
Mathematics with the Flipped Classroom: an experience with edpuzzle
This article is presented as part of a research that focuses on the influence of active methodologies, namely the flipped classroom, on mathematics teaching and learning. Thus, this reports an experience with the use of video on the edpuzzle platform, in the aforementioned curricular component, with the objective of verifying the efficiency resulting from the use of active methodologies applied in the delivery of mathematical content. Regarding methodological aspects, descriptive and comparative longitudinal research was adopted, with a mixed approach, carried out in the form of action research, which made it possible to study a social situation with the objective of improving the quality of the action developed within it. As research participants, we had 35(thirty-five) students and 4 (four) mathematics teachers from Erem Fábio da Silveira Barros. In order to obtain answers to the questions addressed, we used the questionnaire for students, interviews for teachers, participant observation and document analysis as instruments for data collection. Thus, it was noticed that the results of this investigation showed significant contributions of this methodology to the teaching of mathematics. In this way, the research allowed students to take a different look at mathematical learning, providing interaction between content and reality and being the protagonist of meaningful learning.
Digital Videos for the development of Computational Thinking in Basic Education
The National Common Curricular Base (BNCC) highlights that it is essential to use more digital languages at school, more specifically in the teaching and learning of Mathematics. Among the possibilities, BNCC brings Computational Thinking (PC), a skill that is associated with the development of critical thinking and oriented towards solving problems that start from decomposition, pattern recognition, abstraction and creation of algorithms to solve these problems. This article aims to present the planning and development process of a set of Digital Educational Resources (RED) in the format of digital videos, which form the “PC-cratch” course, aiming to develop students' PCs by solving problems that involve First Degree Polynomial Function solved using Scratchsoftware. Furthermore, it seeks to present the results obtained in the application of the first RED to a 1st year high school class of the Technical Course Integrated to High School in Logistics at Escola Estadual Senador Levindo Coelho, located in the municipality of Ubá –MG. As a result of applying the first RED, a change was observed in the students' language about PC skills before and after using the RED. Regarding the RED planning and development process, we follow the Learning Object Methodology (MOA), where each production went through the five phases: analysis, design, implementation, review, submission/publication. Therefore, it is hoped that this article will serve as support for future researchers seeking work related to this topic, mainly in the development of RED.
Probability from a digital perspective: an analysis of videos published at the Festival of Digital Videos and Mathematics Education
In this study we analyzed two videos published at the Festival of Digital Videos and Mathematics Education (FVDEM), with an emphasis on the probabilistic concepts presented. In addition to analyzing these videos, the objective was to investigate the impact of FVDEM as a platform to promote Mathematics Education, recognizing videos as valuable teaching tools. Using a qualitative approach, the videos were analyzed as examples of how Digital Technologies (DT) can promote student autonomy and deepen learning. It is crucial to highlight the importance of the interaction between human beings and digital media in the creation and dissemination of knowledge, highlighting the active role of videos in this process. Thus, the Digital Video Festival not only contributes to students' understanding of probability, but also empowers them as participatory agents in the construction of mathematical knowledge, demonstrating the transformative potential of DT in Mathematics Education. This approach emphasizes the relevance of videos as dynamic and accessible teaching tools, capable of engaging students and promoting a deeper understanding of mathematical and statistical concepts.
Integrating semiotic resources in the production of mathematical videos: analysis of a video produced by students in the final years of elementary school
The article reports on an experience of mathematical video production by students in the final years of Elementary School, aimed at analyzing, in the produced video, how students used and integrated semiotic resources to communicate mathematical knowledge.The methodology employed was qualitative in nature. The analysis was conducted using the Systemic Functional Theory -Multimodal Discourse Analysis, which allows not only to investigate the relationship between visual, verbal, and auditory elements present in this type of media but also to understand how these elements relate and contribute to the overall meaning of the video. This analysis enables us to identify the communication strategies used by students, as well as to understand the effect of these resources on the comprehension of mathematical concepts by viewers. In the analysis of the produced video, the combination of semiotic resources, such as sounds, images, mathematical symbols, gestures, colors, written and oral language, reveals a multimodal approach that seeks to communicate mathematical concepts in a captivating and meaningful way.
Digital videos for teaching geometry using the quadriculated mesh: report of experience in the early years of elementary school
The aim of this article is to present an experience report on the production of digital videos for teaching geometry with the support of the grid in the early years of elementary school. An intervention was carried out in a public school in Maceió, in the fifth year of the early years of elementary school. The videos were produced by the teacher and made available in the virtual environment as a digital learning resource for the classes involved. The videos deal with the teaching of geometry, with the object of knowledge being the enlargement and reduction of polygonal figures on checkered meshes: recognizing the congruence of angles and the proportionality of the corresponding sides. And as a skill (EF05MA18) "recognizing the congruence of angles and the proportionality between the corresponding sides of polygonal figuresin situations of enlargement and reduction on checkered grids and using digital technologies". With this, we point out that the videos provide learning that involves creativity and the possibility of re-signifying geometry concepts, which emerge from themes and environments in the student's daily life, promoting greater involvement and engagement in math classes.
Student digital authorship in learning Differential and Integral Calculus in Engineering courses
Traditionally, the basic cycle of engineering courses is made up of theoretical subjects in Calculus and Physics. These provide the fundamental content for future applications in specific disciplines, however it is common for students of such courses to feel unmotivated, since the teaching approach of these disciplines is, as a rule, theoretical and conceptual, not envisioning the application of the contents developed in class. In order to this scenario, in this article, we propose an approach to student digital authorship, through Digital Mathematical Performance in Differential and Integral Calculus discipline, in which students learn through the creation of digital media such as videos, e-books and Instagram posts, among others. The research follows the molds of a participant investigation in a qualitative approach. In this, it was observed that students feel more motivated, as well as consider that they obtain better learning when there is the possibility of using, manipulating, expressing themselves through the creation of digital media.
Exploring sequences and algebraic symbolism through an educational vídeo
This experience report aims to present the construction and experience of an educational video about sequences and algebraic symbolism. This material was produced during the Professional Practice course of a mathematics degree program and experienced with a 7th-grade class of Elementary School. The development of the video followed the following steps: content selection, script creation, audio production, and scene development. Using the Canva platform, the video was developed to include illustrations, animations, and voice narration that explain the concepts visually and audibly. During the video experience, pauses were made for questions about numerical sequences, where students had moments to reflect and respond, with responses being collected, then the video presentation continued to present the answers. This interaction promoted student engagement, who showed interest and active participation. The assessment by the mathematics teacher of the Basic Education student group pointed out that the video has technical quality and pedagogical potential, suggesting that the use of this technological material can significantly enrich the teaching and learning of mathematical concepts.
Formative assessment of videos in Calculus classes: an enriching experience during the pandemic era
The aim of this article is to report on a case study of formative assessment carried out using videos, with two classes, one in Calculus I and the other in Calculus 2, at a Brazilian university, during the covid-19 pandemic between 2020 and 2021. The methodology used to analyze the activities developed was qualitative. In order to assess learning in the subject, students sent videos to the teacher every week, showing the answers they had produced to the activities and explaining how they had developed each one. As feedback, the teacher commented oneach resolution on the Teams platform. We concluded that assessment through videos produced by the students favored learning from a formative perspective, with two main characteristics: firstly, it allowed students not only to write down their resolutions, but also to explain them orally, exposing their thoughts in the development of the answers; secondly, it gave the teacher a better understanding of the students' cognitive process, through their speeches, allowing them to provide more precise feedback inrelation to the aspects that needed to be improved for academic success in the subjects.
Regionalized video lesson: a teaching tool in the process of teaching the fundamental principle of counting
This article presents an excerpt from an undergraduate research whose objective is to analyze the production of a video lesson with regionalized themes on Combinatorial Analysis content, with a view to its use as a teaching instrument inside and outside the classroom. This production is a continuation of the VideoMat Project, from PIBID/IFPA/Campus Belém. The study was established on the theoretical references of Ethnomathematics and Information and Communication Technologies, such as: D'Ambrósio (2002; 2009), Ponte (1995; 2000 ), Moran (1995),among others. This theoretical basis, with the support of PIBID, allowed the production of a high quality regionalized video lesson, recorded in the main tourist attraction of Pará (Ver-o-peso), with typical Pará language, situations, soundtrack, making the (future) student perceives content that is closer to their reality, with more meaning; promoting better fixation of the topics covered, being able to access it as many times, wherever and whenever you want. This video lesson is available on YouTube and can be used both by teachers, as a teaching tool, and by students. Thus, we hope to contribute so that education professionals can take advantage of this educational product in order to provide a more qualified education, with more meaning and that prepares them for life in a society that is increasingly technological.
The production of digital videos as a possibility for evaluative practice
The objective of this essay on videos as an evaluation tool is to present the production of digital videos as a possibility for evaluative practice in teaching degree courses. Based on the experience gained through the teaching internship developed by the Program for Improvement and Support of Teaching in Higher Education (PAADES) at the São Paulo State University, Rio Claro/SP campus, we worked with a group of Mathematics students from the aforementioned institution, following the process of producing videos with mathematical content by the students and the subsequent presentation of their productions. These videos were evaluated andcontributed to the final grade of the course. As results, we highlight the participation, creativity, and engagement of the students in the video production process. We consider that, more than just a form of evaluation, this activity demonstrates the importance of how mathematical content can be presented, as well as how mathematical learning is constituted when students participate in learning collectives. Furthermore, this practice contributes to changing the public image of Mathematics.
Technological knowledge with mathematics in the production of interactive videos
This research highlighted the potential results obtained from the use of interactive videos in the first period of a subject in the in-person Mathematics course at a public university. As these classes were applied in times of pandemic, the modality was developed remotely through the virtual environment Microsoft Teams. As methodological procedures, we observed participants on the learning platform, with the aim of preparing university students for a modern and dynamic approach, through facilitating tools for making interactive videos. The participation of graduates resulted in the production of videos where it was possible to analyze the challenges faced, among other records. All data produced was systematized, which made it possible to highlight the importance of Technological Content Knowledge.
Video showcase of the VII Festival of Digital Videos and Mathematics Education
This article aims to analyze the experiences shared by video producers in the video shows at the VII Festival of Digital Videos and Mathematics Education. The sources of data production are observations and statements made during the video shows developed at the award ceremony at UNESP, Rio Claro, SP, coordinated by the Research Group in Informatics, other Media and Mathematics Education. To analyze the data, we carried out a dialogue with part of the literature and ideas associated with the Human-Beings-With-Media construct. The results indicate that the “voices” of the participants in the VII Festival video show promote participant-organizer-media interactions, highlight the importance of the Video Festival in social and cultural content, in addition to presenting the challenges in video production and movements of changes in the classroom and pedagogical practices. Finally, we reason that videos are produced by collectives of human-beings-with-media, where they become actors in a new system, therefore having the power of action within this new system. The video, in this scenario, becomes an actor in several parts, as well as an artifact and community.
When video production moves into the Mathematics classroom
How do public school students express mathematical content through digital video? This question promoted reflections on the production ‘Complex Numbers’, prepared by high school students, which we analyzed in light of multimodality, in addition to conducting the investigation based on a qualitative approach. To this end, we narrate the wanderings of a public school character we call Chico, we highlight some of his memories and we list excerpts from Pitty’s music. The data suggest that carrying out the activity is associated with an experience ‘totally different from the common classroom’, something ‘interesting’ for the students, which required attention, organization, creativity, and spontaneity. In our understanding, the demonstrations of these students announce that the engagement with the video production activity enabled learning, the deepening of themes, the meeting of groups, as well as the recognition that digital technology brings people together and plays ‘a role extremely important’ in education networks.
Planning pedagogical practice using video as a didactic resource in mathematics education
In the educational context and with the emergence of new technologies, new ways of learning and acquiring knowledge have arisen, prompting reflections on the didactic and methodological possibilities of using technological resources in the teaching and learning process. Among these technologies, video, due to its content presentation and arrangement and its ability to spark the imagination, has become an important tool gaining relevance in Mathematics Education. The use of this resource requires teachers not only to have knowledge and critical analysis of its content but also to plan when and how to use it in their practice. Consideringthis, this article presents a methodology to assist mathematics teachers in planning pedagogical practice using video media. A lesson plan will be presented, with a pedagogical and technical approach to using video media. The contributions of the plan areoptimizing time for planning practices using videos; understanding the pedagogical and technical aspects of the media; appropriately using audiovisual resources in the educational process of mathematics teaching; encouraging the use of videos in mathematics classes; and providing confidence in selecting the topic to be covered, based on curricular guidelines and utilizing media resources.
Digital Technologies in Teacher Education with Emphasis on Cartoons Production
This article aims to investigate the teachers' perception regarding the production and use of digital cartoons in the teaching and learning process. To do so, we invited teachers of Science and Mathematics from the public school of the municipality of Tangará da Serra for a cartoon production training. From the pedagogical point of view, the intention is to discuss possibilities of use of Digital Technologies (TD) in pedagogical practices. Theoretically, we support authors who discuss digital technologies, teacher training and the use of cartoons in the teaching and learning process. Regarding the adopted methodology, we opted for the qualitative approach research, and for data analysis were performed through open questionnaires, interviews and observation during training. The results gave indications that the cartoons can contribute in the process of teaching and learning, presenting itself as a potentiator of the dialogue between teacher and student, in the production of knowledge in a playful, motivating and instigating way.