Search

Kompetenzorientierter Unterricht gewinnt im österreichischen Schulsystem immer mehr an Bedeutung. Die Methode des Forschenden Lernens ermöglicht diese Art von Unterricht sehr gut im Rahmen der konstruktivistischen Lehr-Lern-Theorie. Das Ziel dieser Arbeit ist zu beantworten, ob das Unterrichtskonzept des Forschenden Lernens bereits in der 5. Schulstufe im Mathematikunterricht qualitativ hochwertig umgesetzt werden kann. Die Qualität der Durchführung dieser Unterrichtsmethode kann anhand der Ausprägung bestimmter Kriterien festgestellt werden. Dazu werden die zwei folgenden Forschungsfragen formuliert. Einerseits, wie hoch der Entfaltungsgrad der Kriterien Forschenden Lernens bei der Umsetzung von Forschendem Lernen am Beispiel des Themenbereiches Statistik in der 5. Schulstufe ist, und andererseits, inwieweit Vorerfahrungen aus unterschiedlichen Lernmethoden der Primarstufe Einfluss auf die Entfaltung der Kriterien Forschenden Lernens nehmen. Um die Forschungsfragen beantworten zu können, wird ein Mixed-Methods-Design eingesetzt. Als quantitatives Forschungsinstrument wird ein Prä-Post-Design angewendet, indem eine geprüfte Itembatterie, das SVF-Kurzinventar (Permanschlager et al., 2018), als Online-Fragebogen an Schülerinnen und Schüler ausgegeben wird. Als qualitatives Instrumentarium werden Leitfadeninterviews eingesetzt, welche anhand einer qualitativen Inhaltsanalyse in Kombination mit Häufigkeitsanalysen ausgewertet werden. Die Analyseergebnisse zeigen, dass die Kriterien Forschenden Lernens bezogen auf den untersuchten Unterricht, eine mitt-lere bis hohe Entfaltung aufweisen. Das lässt den Schluss auf eine qualitativ gute Umsetzung des Unterrichts zu. Der Einfluss von Vorerfahrungen aus der Primarstufe kann nicht bestätigt werden. Jedoch ist hier eine weiterführende Forschung zu empfehlen. Competence-oriented teaching is becoming more and more relevant in the Austrian school system. The method of Inquiry Learning enables this type of teaching within the framework of constructivist teaching-learning theory very well. The aim of this study is to answer the question whether the teaching concept of Inquiry Learning can be implemented in mathematics lessons of high quality already in the 5th grade. The quality of the implementation regarding this teaching method can be determined on the basis of certain criteria. The following two research questions are formulated for this purpose. On the one hand, how high is the degree of development of the criteria of Inquiry Learning in the implementation of Inquiry Learning using the example of the subject area of statistics in the 5th grade, and, on the other hand, to what extent do previous experiences from different learning methods at the primary level influence the development of the criteria of Inquiry Learning. In order to answer the research questions, a mixed methods design is used. As a quantitative research instrument, a pre-post design is applied by administering a tested item battery, the SVF Short Inventory (Permanschlager et al., 2018), as an online questionnaire to pupils. As a qualitative instrument, guided interviews are used, which are evaluated by means of a qualitative content analysis in combination with frequency analyses. The results of the analysis illustrate that the criteria of Inquiry Learning show a medium to high level of development in relation to the lessons studied. This allows the conclusion that the lessons are qualitatively well implemented. The influence of previous experiences from the primary level cannot be confirmed. However, further research is recommended here. eingereicht von Silvia Isabella Kuhn, BEd Angefertigt an der Privaten Pädagogischen Hochschule der Diözese Linz Masterarbeit Universität Linz 2022

Background: according to the embodied cognition perspective, the interaction of the body with the environment builds knowledge, and physical activity can enhance cognitive development. Methodology: the purpose of this research is to conduct a systematic literature review of studies on the integration between physical activity and mathematics in the context of primary school and the effects on learning resulting from these types of intervention. Findings: bibliographic research led to the selection of 34 studies. Analysis of the protocols revealed that motor activity could have a positive impact on learning mathematics and in no case affects it negatively. Conclusions: this method of teaching can also contribute to improved pupils’ participation in educational activities, increased motivation, greater well-being, and reduced sedentary lifestyle. Further research could assess the extensibility of these studies to contexts beyond primary school and their impact on teaching.

The paper presents and explores the experience of maths students studying in a context shaped by a core concept maths curriculum. The three vignettes that illuminate experience are drawn from a larger research project that worked with five teachers and 630 learners aged 16&ndash, 18 in Further Education classrooms in England. Analysis involved distinguishing different understandings of being good at maths, different views of a good maths curriculum and identifying enablers and barriers to being a &lsquo, successful&rsquo, maths student. Dewey&rsquo, s ideas about focused experience and collateral learning were used to deepen this analysis. The paper reports a surprising finding. In some cases, students recognize the positive impact learning maths had on developing their wider human capabilities. Maths teachers in England, working in the context of &lsquo, new public management&rsquo, may find reasons to take heart from the accounts of teaching and learning presented. For the international reader who is grappling with the challenge of reengaging maths students, the accounts of what matters to students could spur a reconsideration of priorities and practice.

The Learning Objects are some means / tools capable of assisting instruments that can aid in the process of teaching and learning, especially with contents related to the area of Mathematics, because it contextualizes some questions for better visualization and understanding for the students. Thus, this article aims to investigate, through a Systematic Review of Literature, which are the Learning Objects used for the teaching of Mathematics. The methodological procedure used in the research was the Systematic Review of Literature, which had as search interval the years 2007 to 2017, in the following database: periodicals in the Teaching area with stratum B1 of the WebQualis platform and that were in Portuguese language. As results, 4772 papers were found, of which only 16 addressed the theme, Learning Objects and Mathematics. With this, the results point to the small amount of work, 0.33% in this area, indicating the need for more research regarding this theme. Los Objetos de Aprendizaje son algunos medios / herramientas capaces de auxiliar proceso de enseñanza y aprendizaje, sobre todo, con contenidos relacionados con el área de las Matemáticas, una vez que viene contextualizar y clarificar el entendimiento para los alumnos. Este artículo tiene como objetivo investigar, por medio de una Revisión Sistemática de Literatura, cuáles son los Objetos de Aprendizaje utilizados para la enseñanza de la Matemática, más específicamente orientados a la enseñanza de la ecuación del 1º grado, para ello, hicimos una búsqueda en periódicos brasileños de los criterios de uso de la investigación fue el de la Revisión Sistemática de Literatura, que tuvo como intervalo de búsqueda los años de 2007 a 2017, en el siguiente banco de datos: periódicos en el área de Enseñanza con estrato B1, entre 2007 y 2017. El procedimiento metodológico utilizado en la investigación fue el de la Revisión Sistemática de Literatura, WebQualis la plataforma y se encontraban en portugués. Como resultados, se encontraron 4772 trabajos, de los cuales, sólo 16 abordaban la temática, Objetos de Aprendizaje y Matemáticas. Con ello, los resultados apuntan a la pequeña cantidad de trabajos, el 0,33% realizados en esa área, indicando la necesidad de más investigaciones con relación a esa temática. Os Objetos de Aprendizagem são alguns meios/ferramentas capaz de auxiliar processo de ensino e aprendizagem, sobre tudo, com conteúdos relacionados com a área da Matemática, uma vez que vem contextualizar e clarificar o entendimento para os alunos. Este artigo tem como objetivo investigar, por meio de uma Revisão Sistemática de Literatura, quais são os Objetos de Aprendizagem utilizados para o ensino da Matemática, mais especificamente voltados para o ensino da equação do 1º grau, para isso, fizemos uma busca em periódicos brasileiros de Qualis B1, entre 2007 e 2017. O procedimento metodológico utilizado na pesquisa foi o da Revisão Sistemática de Literatura, que teve como intervalo de busca os anos de 2007 a 2017, no seguinte banco de dados: periódicos na área de Ensino com estrato B1 da plataforma WebQualis e que estavam em Língua Portuguesa. Como resultados, encontrou-se 4772 trabalhos, dos quais, somente 16 abordavam a temática, Objetos de Aprendizagem e Matemática. Com isso, os resultados apontam a pequena quantidade de trabalhos, 0,33% realizados nessa área, indicando a necessidade de mais pesquisas com relação a essa temática.

Un currículum és una planificació educativa on es concreten les competències a assolir per viure en societat. La competència matemàtica (transdisciplinària) és una aptitud per trobar matemàtiques a la vida, elaborar raonaments fonamentats, usar tècniques per calcular, representar i interpretar dades disponibles, i aplicar estratègies de resolució de problemes (RP). Per potenciar el domini competencial matemàtic, cal que els docents sàpiguen identificar, interpretar, transcriure, transferir i avaluar els fets matemàtics. La RP és creativa, i crear és el nivell més alt d’objectius educatius. Els futurs mestres no estan interessats a crear problemes per afavorir un correcte aprenentatge de la RP perquè no saben adequar la dificultat a un nivell educatiu ni trobar un context familiar. Motivats per entendre i millorar l’aprenentatge del procés de RP, ens proposem l’estudi de la fase d’il·luminació., A syllabus is an educational plan that specifies the competences needed to live in society. A (transdisciplinary) competence in maths is an ability to find maths in life, develop well-reasoned arguments, use techniques to calculate, represent and interpret available data, and apply problemsolving (PS) strategies. To strengthen the domain of maths competence, instructors need to identify,interpret, transcribe, transfer and assess mathematical facts. PS is creative, and being able to create is the highest level of education’s aims. Future instructors are not interested in creating problems to encourage a proper learning of PS because they do not know how to adapt the difficulty to a particular educational level or find a family context. In order to understand and improve learning of the PS process, we propose to study Alain Connes’s notion of mathematical illumination., Un currículum es una planificación educativa donde se concretan las competencias a conseguir para vivir en sociedad. La competencia matemática (transdisciplinaria) es una aptitud para identificar matemáticas en la vida, elaborar razonamientos fundamentados, usar técnicas para calcular, representar e interpretar datos disponibles, y aplicar estrategias de resolución de problemas (RP). Para potenciar el dominio competencial matemático, los docentes deben saber identificar, interpretar, transcribir, transferir, y evaluar los hechos matemáticos. La RP es creativa, y crear es el nivel más alto de objetivos educativos. Los futuros maestros no están interesados en crear problemas para favorecer un correcto aprendizaje de la RP porque no saben adecuar la dificultad a un nivel educativo ni encontrar un contexto familiar. Motivados por entender y mejorar el aprendizaje del proceso de RP, nos proponemos el estudio de la fase de iluminación.

Bu araştırmanın amacı; sınıf öğretmenlerinin matematik öğretiminde teknoloji kullanımına ilişkin algılarını belirlemek ve bu algıların çeşitli değişkenlere göre nasıl farklılaştığını ortaya koymaktır. Araştırmada nitel ve nicel araştırma desenlerinin bir arada kullanıldığı karma araştırma yöntemi kullanılmıştır. Araştırmanın çalışma grubunu 2016-2017 eğitim- öğretim yılında Aydın ili Efeler ilçesindeki ilkokullarda görev yapan 299 sınıf öğretmeni oluşturmaktadır. Katılımcıların görüşlerini belirlemek amacıyla Öksüz, Ak ve Uça (2009); tarafından geliştirilen 3 alt boyut ve 73 maddeden oluşan 5‟li likert tipi `ilköğretim matematik öğretiminde teknoloji kullanımına ilişkin algı ölçeği (TKAÖ)` kullanılmıştır. Araştırmanın sonuçlarını derinleştirmek amacıyla 15 sınıf öğretmeni ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Nicel verilerin analizinde Statistical Package for the Social Sciences (SPSS 20.0) programı kullanılmıştır. Verilerin parametrik veya parametrik olmadığını belirlemek için verilere Kolmogorov Smirnov Testi uygulanmıştır. Test değerleri .05'ten küçük olduğu için parametrik olmayan test yöntemleri kullanılmıştır. Dolayısıyla parametrik olmayan iki grup değişkenlerin aralarındaki ilişkiyi incelemek için veriler Mann-Whitney U testi ile birden fazla grup değişkenlerinde Kruskal Wallis H ile analiz edilmiştir. Nitel veriler betimsel analiz kullanılarak çözümlenmiştir.ANAHTAR SÖZCÜKLER: Sınıf Öğretmeni, Matematik Öğretimi, Teknoloji, Teknoloji Kullanımı The aim of this study is to determine the perceptions of primary school teachers regarding the use of technology in maths teaching and to idenfy whether these perceptions change according to particular variables. The mixed research methodology,in which both qualitative and quantitative patterns are simultaneously used,was incorporated in the study, 299 primay school teachers, employed in primary schools in the Efeler town of Aydın in the academic year of 2016-2017, comprise the working group of the study. In order to specify the opinions of the participants, the perception scale on the use of technology in primary grade maths teaching, developed by Öksüz, Ak and Uça, (2009) with a scale of 5 totaling 3 subdimensions and 73 items (PSUT) was adopted. With the goal of deeping the findings of the study, 15 semi-rehearsedd interviews were conducted. The software of Statistical Package for the Social Sciences (SPSS 20.0) was utilized fort he analysis of the quantitative data. The Kolmogorov Smirnov Test was applied to determine whether the data was parametric or not. As the test values were below .05 nonparametric testing methods were employed. Therefore, the relationship between the data of two non-parametric groups was analyzed via the Mann-Whitney U test, while the Kruskal Wallis H test was employed when dealing with multiple group variables. Qualitative data was resolved using descriptive analysis.KEY WORDS: Primary School Teacher, Maths Teaching, Technology, Use of Technology 122

Submitted by Boris Flegr (boris@uerj.br) on 2020-11-08T17:23:28Z No. of bitstreams: 1 Cintia_PROFMAT.pdf: 2381170 bytes, checksum: 0ee51a048807f4dd1c34f7e7253fc29f (MD5) Made available in DSpace on 2020-11-08T17:23:28Z (GMT). No. of bitstreams: 1 Cintia_PROFMAT.pdf: 2381170 bytes, checksum: 0ee51a048807f4dd1c34f7e7253fc29f (MD5) Previous issue date: 2016-12-07 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior This thesis is based on elaboration and application of an educational activity involving problem situations in the calculation of inflation in the finance field within Mathematics tuition. This in depth search was carried out at one of public chain school , based in locality of Duque de Caxias - RJ with 8th Year Class of Middle School, which is part of proposals to be included in Financial Education as a transversal theme in the Mathematics curricula of the public schools of the Basic Education. With this in mind the students of Public Education will benefit and easily embrace the concept of financial markets, hence contributing his/her financial awareness Esta dissertação descreve a elaboração e a aplicação de uma atividade educacional, envolvendo situações-problema que abordam a Inflação no ensino de Educação Financeira nas aulas de Matemática. A pesquisa de campo ocorreu em uma escola da rede pública do município de Duque de Caxias/ RJ em uma turma de 8º ano do Ensino Fundamental e faz parte de uma proposta de inclusão da Educação Financeira como tema transversal nos currículos de Matemática das escolas da rede pública do Ensino Básico. Com isso, espera-se levar para o aluno da educação pública noções do mercado financeiro, contribuindo assim para a sua Educação Financeira

[eus] Ikerketa honen helburu nagusia Euskal Herriko bi ikastetxe ezberdinetako Lehen Hezkuntzako umeek problema matematiko ez estandarren aurrean ze nolako erantzun mota ematen dituzten aztertzea da. Horretarako, Laura Jiménezek eta Lieven Verschaffelek egindako lanean oinarrituz, umeei 6 problema (4 ez estandarrak eta 2 estandarrak) dituen froga bat egin diet, ondorio hauek lortuz: Ikasleen %3,29k erantzun zuzena eman dio erantzun gabeko problemari, %7,69k erantzun zuzena eman dio erantzun bat baino gehiago duen problemari, %45,05ek erantzun zuzena eman dio erantzuna enuntziatuan duen problemari eta azkenik, ikasleen %46,15ek erantzun zuzena eman dio datuak soberan dituen problemari. Gainera, nahiz eta ikastetxeen metodologia ezberdina izan, ateratako emaitzak antzekoak dira, beraz, metodologiak ez duela eraginik ondorioztatzen da. [es] El objetivo principal de esta investigación es ver el tipo de respuesta dada por el alumnado de primaria de dos colegios diferentes del País Vasco frente a problemas matemáticos no estándares. Para ello, basándome en el trabajo de Laura Jiménez y Lieven Verschaffel, he realizado una prueba que consta de 6 problemas (4 no estándares y 2 estándares), obteniendo los siguientes resultados: El 3,29% de los niños y niñas han contestado correctamente al problema sin solución, el 7,69% han contestado correctamente a el problema que tenía más de una solución, el 45,05% han respondido correctamente al problema que tenía la solución en el enunciado, y finalmente, el 46,15% del alumnado han contestado correctamente al problema en el cual había datos extra. Además, aunque los colegios tengan metodologías diferentes, los resultados conseguidos son muy parecidos, por lo tanto, se puede concluir que la metodología no tiene influencia. [en] The main objective of this research is to see the type of answer given by the students of primary of the Basque country in two different schools when faced with non-standard mathematical problems. For this, based on the work carried out by Laura Jiménez and Lieven Verschaffel, I have set a test based on 6 issues (4 non-standard and 2 standards) with the following results: 3,29% answer the problem without solution correctly, 7,69% answer the problem more than one solution correctly, 45,05% answer the problem with the solution in the introduction correctly and finally, 46,15% answer the problem with extra data correctly. Furthermore, although schools may have different methodologies, the findings are quite similar, so it can be stated that methodologies have no influence on them.

Este trabajo de grado está enfocado en la enseñanza de la noción de número natural en el grado primero. En la Institución Educativa Monseñor Francisco Cristóbal Toro, del municipio de Medellín y más específicamente en la sede Ana Frank, porque en esta escuela están los grados inferiores, de preescolar hasta segundo de primaria, se ha reflexionado sobre la importancia que tiene para los estudiantes de primer grado la cimentación de los procesos lógico matemáticos y que estos se pueden afianzar con estrategias que potencien la noción de número natural. Así mismo, se ha evidenciado la importancia que tiene que los y las docentes que guían los procesos en el grado primero cuenten con una buena conceptualización, así como con estrategias metodológicas para la enseñanza de la noción de número en la escuela. Del mismo modo, es de resaltar que el objetivo general de este trabajo ha sido el diseño de una propuesta pedagógica para la enseñanza y afianzamiento de las nociones de número natural. Finalmente, se ha intervenido con la propuesta pedagógica en el grado primero y se han dado las conclusiones. Abstract: This degree work is focused on the teaching of the notion of natural numbers to students of first year of primary school. Specifically, the work was carried out at Ana Frank primary school which is a seat belonging to I.E. Monseñor Francisco Cristóbal Toro highschool, therefore at Ana Frank seat children from preschool to second year of primary are tought. The importance of math logics to young learners as well as the way by which these processes can be developed by natural numbers reinforcing strategies have been reflected. Likewise, the importance of sound knowledge of concepts as well as suitable methodology and strategies to effectively lead processes in first grade groups have been proven. Something to highlight is the general aim of this work that is to build up a pedagogical proposal to teach and reinforce natural numbers notions. Finally, first grade have been applyed the proposal and conclussions have emerged. The research framework is research-educational action mainly going through three stages: observation, intervention and evaluation. Nevertheless the later was done in all stages of the process