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EDUCATION (2188 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 5)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 2)
21. Yüzyılda Eğitim Ve Toplum Eğitim Bilimleri Ve Sosyal Araştırmalar Dergisi     Open Access  
21st Century Pedagogy     Open Access   (Followers: 5)
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access   (Followers: 2)
ABDIMAS ALTRUIS : Jurnal Pengabdian Kepada Masyarakat     Open Access  
Abdimas Toddopuli : Jurnal Pengabdian Pada Masyarakat     Open Access   (Followers: 13)
About Campus     Hybrid Journal   (Followers: 9)
Academic Medicine     Hybrid Journal   (Followers: 75)
Academic Psychiatry     Full-text available via subscription   (Followers: 32)
Academic Questions     Hybrid Journal   (Followers: 9)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 64)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 64)
Accounting & Finance     Hybrid Journal   (Followers: 59)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 23)
Açıköğretim Uygulamaları ve Araştırmaları Dergisi     Open Access  
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 12)
Acta Científica : Ciências Humanas     Open Access   (Followers: 2)
Acta Didactica Norge     Open Access   (Followers: 2)
Acta Educationis Generalis     Open Access  
Acta Paedagogica Vilnensia     Open Access   (Followers: 1)
Acta Scientiarum. Education     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 77)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 43)
Action Research     Hybrid Journal   (Followers: 51)
Active Learning in Higher Education     Hybrid Journal   (Followers: 363)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 14)
Adiyaman University Journal of Educational Sciences     Open Access   (Followers: 1)
Administração Educacional     Open Access  
Administration & Society     Hybrid Journal   (Followers: 15)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 242)
Adult Education Quarterly     Hybrid Journal   (Followers: 242)
Advanced Education     Open Access   (Followers: 15)
Advances in Building Education     Open Access   (Followers: 7)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 36)
Advances in High Energy Physics     Open Access   (Followers: 25)
Advances in School Mental Health Promotion     Partially Free   (Followers: 12)
AERA Open     Open Access   (Followers: 10)
Africa Education Review     Hybrid Journal   (Followers: 30)
African Journal of Chemical Education     Open Access   (Followers: 5)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 9)
African Journal of Health Professions Education     Open Access   (Followers: 6)
African Journal of Research in Mathematics, Science and Technology Education     Hybrid Journal   (Followers: 10)
African Journal of Teacher Education     Open Access   (Followers: 1)
Agora     Full-text available via subscription   (Followers: 6)
AGORA Magazine     Open Access  
Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 3)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 8)
Ainedidaktiikka     Open Access  
Akadémiai Értesítö     Full-text available via subscription  
Akademos     Open Access   (Followers: 1)
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 3)
AKSIOMATIK : Jurnal Penelitian Pendidikan dan Pembelajaran Matematika     Open Access   (Followers: 1)
Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access  
Al-Athfaal : Jurnal Ilmiah Pendidikan Anak Usia Dini     Open Access   (Followers: 3)
Al-Bahith Journal     Open Access   (Followers: 1)
Al-Fikrah     Open Access   (Followers: 4)
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access   (Followers: 1)
Al-Mudarris : Journal of Education     Open Access   (Followers: 1)
Al-Tadris : Jurnal Pendidikan Bahasa Arab     Open Access  
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access  
Al-Tanzim : Jurnal Manajemen Pendidikan Islam     Open Access  
Al.Qadisiya journal for the Sciences of Physical Education     Open Access   (Followers: 1)
Alan Eğitimi Araştırmaları Dergisi     Open Access  
Alberta Journal of Educational Research     Full-text available via subscription   (Followers: 8)
Aldaba     Open Access   (Followers: 1)
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alotrop     Open Access  
Alsic : Apprentissage des Langues et Systèmes d'Information et de Communication     Open Access   (Followers: 17)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 19)
American Biology Teacher     Full-text available via subscription   (Followers: 14)
American Educational Research Journal     Hybrid Journal   (Followers: 231)
American Journal of Business Education     Open Access   (Followers: 16)
American Journal of Distance Education     Hybrid Journal   (Followers: 33)
American Journal of Education     Full-text available via subscription   (Followers: 271)
American Journal of Educational Research     Open Access   (Followers: 70)
American Journal of Health Education     Hybrid Journal   (Followers: 35)
American Journal of Physics     Full-text available via subscription   (Followers: 54)
American String Teacher     Full-text available via subscription   (Followers: 2)
Ana Dili Eğitimi Dergisi / Journal of Mother Tongue Education     Open Access  
Anadolu Journal Of Educational Sciences International     Open Access  
Anadolu University Journal of Education Faculty     Open Access  
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 4)
Anargya : Jurnal Ilmiah Pendidikan Matematika     Open Access   (Followers: 9)
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova     Open Access  
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 11)
Annals of Modern Education     Full-text available via subscription   (Followers: 6)
Antistasis : An Open Educational Journal     Open Access   (Followers: 10)
Anuario Pilquen : Sección Divulgación Científica     Open Access  
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 3)
Apex : New Zealand Journal of Gifted Children     Open Access   (Followers: 1)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 19)
Applied Measurement in Education     Hybrid Journal   (Followers: 11)
Aprender     Open Access  
AR-RIAYAH : Jurnal Pendidikan Dasar     Open Access  
Arabia     Open Access   (Followers: 1)
Arabiyatuna : Jurnal Bahasa Arab     Open Access  
Archivos de Ciencias de la Educación     Open Access   (Followers: 2)
Areté, Revista Digital del Doctorado en Educación de la Universidad Central de Venezuela     Open Access  
Arrancada     Open Access   (Followers: 1)
Ars Educandi     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 28)
Arte e Investigación     Open Access   (Followers: 1)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 43)
Arts Education Policy Review     Hybrid Journal   (Followers: 6)
Artseduca : Revista electrónica de educación en las ARTES     Open Access   (Followers: 1)
ASEAN Journal of Education     Open Access   (Followers: 3)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 21)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 24)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 14)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 27)
Asian Journal of Distance Education     Open Access   (Followers: 3)
Asian Journal of Education and Social Studies     Open Access   (Followers: 1)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 17)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 4)
Asian-Pacific Journal of Second and Foreign Language Education     Open Access   (Followers: 2)
ASp     Open Access   (Followers: 4)
Assessing Writing     Hybrid Journal   (Followers: 15)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 242)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 16)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 49)
Assessment Update     Hybrid Journal   (Followers: 5)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
ATENA Didaktik     Open Access   (Followers: 6)
Atenas : Revista Científico Pedagógica     Open Access   (Followers: 1)
Athenea Digital     Open Access  
ATIKAN : Jurnal Kajian Pendidikan (Journal of Educational Studies)     Open Access  
Atthulab : Islamic Religion Teaching and Learning Journal     Open Access   (Followers: 1)
Aula Abierta     Open Access   (Followers: 2)
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 21)
Australasian Journal of Engineering Education     Hybrid Journal   (Followers: 2)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 7)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 4)
Australian Art Education     Full-text available via subscription   (Followers: 8)
Australian Educational Computing     Open Access   (Followers: 1)
Australian Educational Researcher     Hybrid Journal   (Followers: 31)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 15)
Australian Journal of Career Development     Hybrid Journal   (Followers: 4)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 42)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 10)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 11)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 5)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 6)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 475)
Australian Journal of Teacher Education     Open Access   (Followers: 28)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 5)
Australian Screen Education Online     Full-text available via subscription   (Followers: 3)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 340)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Bahastra     Open Access  
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 2)
Baltic Journal of Career Education and Management     Open Access   (Followers: 1)
Barn : Forskning om barn og barndom i Norden     Open Access   (Followers: 1)
Basastra : Jurnal Bahasa, Sastra, dan Pengajarannya     Open Access   (Followers: 1)
BC TEAL Journal     Open Access  
Becoming : Journal of the Georgia Middle School Association     Open Access   (Followers: 10)
Behavioural Sciences Undergraduate Journal     Open Access   (Followers: 5)
BELAJEA : Jurnal Pendidikan Islam     Open Access  
BELIA : Early Childhood Education Papers     Open Access   (Followers: 10)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 4)
Berkeley Review of Education     Open Access   (Followers: 9)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 7)
Bio-Lectura     Open Access  
BIODIK : Jurnal Ilmiah Pendidikan Biologi     Open Access   (Followers: 1)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access   (Followers: 1)
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 9)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BISE : Jurnal Pendidikan Bisnis dan Ekonomi     Open Access   (Followers: 1)
Biuletyn Historii Wychowania     Open Access  
BMC Medical Education     Open Access   (Followers: 50)
BMJ Simulation & Technology Enhanced Learning     Hybrid Journal   (Followers: 12)
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
Bordón : Revista de Pedagogía     Open Access   (Followers: 1)
British (Jurnal Bahasa dan Sastra Inggris)     Open Access   (Followers: 1)
British Educational Research Journal     Hybrid Journal   (Followers: 250)
British Journal of Educational Studies     Hybrid Journal   (Followers: 201)

        1 2 3 4 5 6 7 8 | Last

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Boletim de Educação Matemática
Journal Prestige (SJR): 0.196
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Print) 0103-636X - ISSN (Online) 1980-4415
Published by SciELO Homepage  [911 journals]
  • Consultores Ad hoc – 2019

    •  
  • Notes for a Study on the Genesis of Research in Mathematics Education in
           Brazil: Specialization in Mathematical Modelling in Guarapuava / PR

    •  
  • Mathematics Conceptions by Teachers from an Ethnomathematical Perspective

    • Abstract: Abstract The ethnomathematical perspective implies substantial epistemological changes in mathematics conception with respect to the positivist tradition. This research focuses on a workshop for pre-service teachers, designed and developed under the ethnomathematical perspective, and which promotes reflection on the nature of mathematical knowledge. To that end, we analyzed the teachers’ answers about the nature of the mathematics described after the participation in this workshop. First, we identified some characteristic approaches of mathematics from the ethnomathematical perspective - the practical, social, and cultural approaches - and then used them to analyze the participants’ observations, which are considered as evidence of their conceptions about the nature of mathematical knowledge. Later, we grouped participants in profiles defined in relation to the incorporation of mathematics approaches according to Ethnomathematics. In conclusion, the workshop is shown as an environment conducive to reflection.Resumen La perspectiva etnomatemática implica cambios epistemológicos sustanciales en la concepción de las matemáticas, respecto a la tradición positivista. En esta investigación nos centramos sobre un taller diseñado y desarrollado bajo la perspectiva etnomatemática para profesores en formación y en activo, analizando sus observaciones relacionadas con las concepciones sobre la naturaleza de las matemáticas, que manifiestan tras la participación en dicho taller. Para ello, identificamos unos enfoques característicos de la Etnomatemática y los utilizamos para analizar las observaciones de los participantes, las cuales consideramos como evidencia de sus concepciones. Posteriormente, agrupamos a los participantes en perfiles establecidos en relación a su mayor o menor acercamiento a los enfoques propuestos desde la Etnomatemática. En conclusión, el taller se muestra como un entorno propicio para la reflexión.
       
  • In-service Secondary Teachers' Teaching Approaches and Views Towards
           Integrating Ethnomathematics Approaches into Geometry Teaching

    • Abstract: Abstract Geometry teaching and learning ought to mirror and embrace the social diversity found in the geometry learning environment as well as the increasingly connected world. For that reason, ethnomathematics approaches that relate geometry teaching and learning to the learners' cultural experiences and background should be used when teaching geometry. The aim of this study was to find out the teachers' teaching approaches in geometry as well as their views towards the incorporation of ethnomathematics into the geometry teaching. A convergent mixed methods design was used in this study. Focus group discussions and questionnaires were used as data gathering instruments. The sample comprised of 40 in-service mathematics teachers. Findings show that both teacher-centered and learner-centered approaches were used in geometry teaching and learning. The study also revealed that teachers had the opinion that ethnomathematics approaches should be integrated into geometry teaching. The study recommends that teachers should be trained to use ethnomathematics approaches when teaching geometry.Resumen La enseñanza y el aprendizaje de la geometría deben reflejar e incluir la diversidad social que integra el aprendizaje de la geometría en el contexto de un mundo cada vez más conectado. Por esa razón, enfoques etnomatemáticos que vinculan la enseñanza y aprendizaje de la geometría con las experiencias culturales y los antecedentes de los alumnos deben ser utilizados. El objetivo de este estudio fue conocer las perspectivas de enseñanza de los profesores en geometría, además de sus concepciones hacia la incorporación de la etnomatemática en la enseñanza de la geometría. Para hacerlo, se utilizó un diseño de métodos mixtos convergentes. Los debates y cuestionarios de los grupos focales fueron utilizados como instrumentos de recopilación de datos. La muestra consta de cuarenta profesores de matemáticas en servicio. Los resultados demuestran que tanto los enfoques centrados en el maestro, como aquellos centrados en los estudiantes se utilizaron en la enseñanza y el aprendizaje de la geometría. El estudio también reveló que los maestros opinaron que los enfoques etnomatemáticos debían integrarse en la enseñanza de la geometría. El estudio recomienda que los profesores deben ser entrenados para utilizar enfoques etnomatemáticos en la enseñanza de la geometría.
       
  • Didactical analysis of a lesson on proportionality of a primary school
           textbook using tools of the onto-semiotic approach

    • Abstract: Resumen El libro de texto es un recurso ampliamente usado en la práctica de la enseñanza y, en consecuencia, es objeto de investigación educativa, aplicando diversas perspectivas teóricas. En este trabajo se ejemplifica el uso de las herramientas teóricas del Enfoque Ontosemiótico del conocimiento y la instrucción matemáticos para realizar el análisis didáctico de una lección sobre proporcionalidad de sexto curso de primaria (11-12 años de edad). Se considera que una lección refleja el proceso de instrucción planificado por el autor como medio para lograr el aprendizaje del contenido por parte de los estudiantes potenciales del mismo. En consecuencia, se plantean las siguientes cuestiones que guían el análisis: 1) ¿Cuál es el grado de idoneidad didáctica del proceso de instrucción planificado' 2) ¿Cómo gestionar el uso del texto para incrementar la idoneidad del proceso' El método de análisis implementado permite obtener conocimientos didáctico-matemáticos que pueden ayudar al profesor a tomar decisiones sobre las posibilidades y limitaciones de los libros de texto cuando se asumen los postulados socioculturales sobre el aprendizaje matemático.Abstract The textbook is a widely used resource in the practice of teaching and, consequently, is a subject of educational research considered from various theoretical perspectives. In this paper, we apply the theoretical tools from the onto-semiotic approach to mathematical knowledge and instruction to perform the didactical analysis of a lesson on proportionality for elementary school (sixth grade; 11-12 years old). The selected lesson allows us to reflect on the instructional process planned by the textbook authors as a means to achieve the students’ learning. The following questions guide the textbook analysis: 1) What is the degree of didactical suitability of the planned instructional process' 2) How should we manage the use of the textbook to increase the process suitability' The method of analysis implemented allows us to obtain the didactic-mathematical knowledge that may help the teacher in making decisions about the textbook possibilities and limitations, when assuming the sociocultural postulates for mathematical learning.
       
  • Characteristics of the didactic analysis carried out by teachers to
           justify the improvement of mathematics teaching

    • Abstract: Resumen Presentamos las características del análisis didáctico, realizado por 25 profesores en sus trabajos de fin de máster, para justificar que sus propuestas mejoran la enseñanza de las matemáticas. Primero, se clasifican las propuestas según el tipo de innovación y las fases del proceso de instrucción. Después, se usan los criterios de idoneidad didáctica para organizar las razones que dan los autores para justificar la calidad de sus propuestas. Los resultados muestran que: a) se tienen en cuenta tres tipos de innovaciones: matemática, uso de recursos e incorporación de valores; b) las justificaciones se basan, sobre todo, en el uso implícito de criterios de idoneidad didáctica, en particular del epistémico, ecológico y mediacional y c) los profesores que implementaron sus propuestas didácticas usaron los criterios de forma más amplia y detallada que aquellos que no las implementaron.Abstract The characteristics of the didactic analysis carried out by 25 teachers in their master's dissertations are presented to justify that their proposals improve mathematics teaching. First, the proposals are classified according to the type of innovation and the phases of the training process. Afterwards, the didactic suitability criteria are used to organize the reasons teachers give to justify the quality of their proposals. The results show that: a) three types of innovations are taken into account: mathematics, use of resources, and incorporation of values; b) justifications are based, above all, in the implicit use of criteria of didactic suitability, in particular epistemic, ecological and mediational, and c) the teachers who implemented their didactic proposals used the criteria in a broader and more detailed way than those who did not implement them.
       
  • Didactic Knowledge of the Mathematics Teacher in Light of a Formative
           Process

    • Abstract: Resumo Este estudo tem como objetivo principal analisar as perspectivas e os conhecimentos evidenciados nos relatos de uma professora que atuava em salas de aula do 3º ano do Ensino Fundamental, antes e depois de um processo formativo em que ela participou. Utilizamos a análise descritiva e interpretativa de um questionário do perfil da professora, de um questionário de avaliação final da formação e de uma entrevista semiestruturada realizada dois anos depois do fim do processo formativo. Para analisar os dados, aportamo-nos às ideias a respeito do conhecimento didático do professor de Matemática. Os resultados indicam que, antes do processo formativo, a professora revela dificuldades com o respectivo conhecimento, bem como sobre seu ensino e suas perspectivas negativas. Depois da realização do processo formativo, suas perspectivas passam a ser positivas, assumindo novas posturas a respeito do conhecimento da Matemática, do aluno, seus processos de aprendizagem e sobre o conhecimento dos processos de trabalho na sala de aula de Matemática.Abstract This study aims to analyze the perspectives and knowledge evidenced in the reports of a Third grade elementary school teacher, before and after a formative process in which she participated. We use descriptive and interpretative analysis of a teacher profile questionnaire, a final evaluation questionnaire, and a semi structured interview conducted two years after the end of the formative process. We analyzed the data based in the ideas about the didactics knowledge of the mathematics teacher. The results indicate that, before the formative process, the teacher displayed difficulties with mathematics knowledge and its teaching and held negative perspectives about mathematics. After completing the formative process, her perspectives were more positive and she took up new positions regarding mathematics knowledge, the students, and their learning processes and the knowledge of the work processes in the mathematics classroom.
       
  • Evaluation of the Epistemic Facet of Didactic-Mathematical Knowledge of
           Future Mathematics Teachers in a Class Development Using Functions

    • Abstract: Resumen Se reportan los hallazgos de un trabajo realizado con cincuenta futuros profesores de licenciatura en matemática de una universidad pública colombiana. A partir de un seguimiento en su progreso de estudiantes a profesores, se analizaron sus dificultades en el desarrollo de clases con estudiantes de enseñanza media. Los resultados evidencian cierta facilidad en los futuros profesores en el reconocimiento de los elementos y las características de una función, pero algunas dificultades para conectar sus representaciones. Por una parte, utilizaron materiales didácticos y representaciones semióticas adecuadas, y por otra, realizaron pocas congruencias entre elementos de éstas y no establecieron conexiones con elementos del contexto sociocultural que les permitiera un análisis a profundidad del tema. Con relación a sus conocimientos, se evidencian ciertas fortalezas en su conocimiento común y ampliado, pero algunas dificultades en el conocimiento especializado del contenido.Abstract We report here the findings of a work done with fifty preservice teachers, students of mathematics from a Colombian public university. From a follow-up on the progress of students to teachers, we analyzed their difficulties in class development with high school students. The results show ease for the preservice teachers in the recognition of the elements and characteristics of a function, but certain difficulties to connect the elements of their representations. On the one hand, they used didactic materials and adequate semiotic representations, and on the other, they made few congruences between these elements and did not establish connections with elements of the sociocultural context that would allow an in-depth topic analysis. Regarding their knowledge, certain strengths are evidenced in their common and extended knowledge, but there are some difficulties in specialized content knowledge.
       
  • Statistical Graphs in Costa Rica Textbooks for Primary Education

    • Abstract: Resumen El objetivo del trabajo fue analizar los gráficos estadísticos incorporados en las dos series de libros de texto utilizadas con más frecuencia en la educación primaria en Costa Rica. Se analizan el tipo de gráfico, su complejidad semiótica y el contexto de donde se toman los datos, así como el tipo de tarea planteada, el nivel de lectura requerido y el propósito del gráfico dentro de la tarea. Se observa la predominancia del gráfico de barras, el tercer nivel de complejidad semiótica (representar una distribución), segundo nivel de lectura (leer entre los datos), contexto laboral y escolar, tareas de lectura y cálculo y propósito de análisis. Se describen las diferencias en función del grado y entre las dos editoriales, destacando las coincidencias y diferencias con resultados de otros estudios sobre la presentación de los gráficos estadísticos en los libros de texto en España y Chile.Abstract The aim of this work was to analyze the statistical graphs included in the two most frequently series of textbooks used in Costa Rica basic education. We analyze the type of graph, its semiotic complexity, and the data context, as well as the type of task, reading level required to complete the task and purpose of the graph within the task. We observed the predominance of bar graphs, third level of semiotic complexity (representing a distribution), second reading level (reading between the data), work and school context, reading and computation tasks and analysis purpose. We describe the differences in the various grades and between both editorials, as well as differences and coincidences with results of other textbook studies carried out in Spain and Chile.
       
  • Is it Possible to Teach Stochastics to Children in Childhood
           Education' An Analysis Based on Bruner's Theory

    • Abstract: Resumo Conceitos estocásticos são considerados complexos para serem ensinados para crianças, porém são importantes para a atuação cotidiana e demandam tempo para o desenvolvimento. Neste sentido, este artigo tem como objetivo analisar as contribuições de uma prítica pedagógica, desenvolvida para ensinar Estocística, a crianças da Educação Infantil, à luz da teoria de ensino de Bruner. A prítica foi aplicada em duas turmas de Educação Infantil, compreendendo a faixa etária de 3 a 5 anos. Os dados foram coletados por meio de gravações de vídeo, registros fotogríficos e de narrativa da professora das turmas. Para a anílise, optou-se pela metodologia da Anílise Textual Discursiva. Os resultados sugerem que a prítica contribuiu para o avanço no desenvolvimento intelectual das crianças, possibilitou a aprendizagem por descoberta, atendeu a todas as crianças e auxiliou na formação de conceitos estocásticos.Abstract Stochastic concepts are a complex issue to be taught to children, however it is an important subject in everyday practice and requires a continual development through time. In this sense, this paper aims to analyze the contributions of a pedagogical practice developed on Stochastic education in early childhood education using Bruner's theory of education. This pedagogical practice was used in two classes in the age group of 3-5 years. Several data were collected through textual, photographs, and video recordings. The textual data were retrieved from teachers’ narrative inquiry. The analysis was performed through the Discursive Textual Analysis methodology. The results suggest that the pedagogical practice lead to an advance in the children's intellectual development, enabling their learning through discovery, reaching all children, and promoting their development of stochastic concepts.
       
  • Configural Reasoning and Geometric Workspace in the Proof's Problem
           Resolution

    • Abstract: Resumen La transición desde las primeras justificaciones de propiedades geométricas en el entorno escolar hacia la demostración matemática en un contexto deductivo es un problema profusamente estudiado. A partir de la Teoría de los Paradigmas y Espacio de Trabajo Geométrico, que nos proporciona un marco teórico atendiendo al ambiente institucional en que se desarrolla la actividad geométrica, utilizamos el modelo de Razonamiento Configural para estudiar el espacio de trabajo geométrico personal del resolutor de una tarea de probar una propiedad geométrica. Describimos la organización discursiva de las respuestas de estudiantes de secundaria a un cuestionario de cuatro problemas, en los que se pide probar una propiedad geométrica, y determinamos los razonamientos configurales que realizan para obtener dichas respuestas. Este análisis nos permite aportar evidencias acerca del tránsito que deben recorrer los estudiantes desde las primeras justificaciones experimentales en la Geometría Natural hasta el razonamiento matemático válido propio de la Geometría Axiomática Natural. El Razonamiento Configural se muestra como un modelo teórico con una gran capacidad para abordar la articulación entre visualización y razonamiento.Abstract The transition from the first justifications of geometric properties in the school environment to the mathematic proof in a deductive context is an issue widely studied. From the Theory of Paradigms and Geometric Workspace, which provides a framework regarding the institutional environment in which the geometric activity is developed, we use the model of Configural Reasoning to study the resolver's geometric workspace when facing a task of proving a geometric property. We describe the discourse organization of high school students' responses to a four-task questionnaire in which they were asked to prove a geometric property, and we determine the configural reasoning that led them to those responses. This analysis allows us to provide evidence on the transition that students must undergo from their first experimental justifications in Natural Geometry to the valid mathematical reasoning proper of Natural Axiomatic Geometry. The Configural Reasoning is shown as a theoretical model with a great capacity for addressing the articulation between visualization and reasoning.
       
  • Forms of human collaboration between teachers and students during the
           development of simulators with GeoGebra

    • Abstract: Resumen La investigación se centra en las formas de colaboración humana puestas de manfiesto por profesores y alumnos de educación media que participan en una experiencia de elaboración de simuladores con GeoGebra (ESG) en la que intervienen procesos de modelación matemática. Para analizar la colaboración en esta actividad nos apoyamos en la idea de subjetividad proveniente de la Teoría de la Objetivación (RADFORD, 2014). A través de un análisis interpretativo del momento en que un alumno comunica a otros la técnica empleada por él para construir un semicírculo con GeoGebra, fue posible identificar la presencia de la responsabilidad, el compromiso y el cuidado del otro, como las tres formas de colaboración características de la ESG. Además, el análisis permitió identificar el modo en que uno de los profesores promueve algunas de estas formas de colaboración en los alumnos. Las conclusiones sugieren que la manera de gestionar la comunicación de la técnica, la cultura individualista en la escuela y la resistencia al cambio por parte de los alumnos, fueron los tres aspectos que incidieron en la manifestación y promoción de estas formas de colaboración.Abstract The research focuses on the forms of human collaboration demonstrated by teachers and secondary school students who participate in an experience of simulator development with GeoGebra (SDG) in which mathematical modeling processes are involved. To analyze the collaboration in this activity, we relied on the idea of subjectivity coming from the Theory of Objectivation (RADFORD, 2014). Through an interpretative analysis of the moment in which a student communicates to others the technique used by them to build a semicircle with GeoGebra, it was possible to identify the presence of responsibility, commitment, and care for the other, as the three forms of collaboration produced in the SDG. In addition, the analysis identified how one of the teachers promoted some of these forms of collaboration in the students. The findings suggest that the way of managing technique communication, individualistic culture in school, and the students' resistance to change were the three aspects that influenced the manifestation and promotion of these forms of collaboration.
       
  • The Interface Between the Cognitive Processing Speed and Arithmetic and
           Reading Performance of 5th and 7thYear Elementary School Students

    • Abstract: Resumo A literatura que investiga a interface entre a velocidade de processamento cognitivo (VP) e as aprendizagens da Matemática e da leitura sugere que a VP exerce um papel crucial. Entretanto, resultados ainda controversos têm caracterizado este campo de investigaçâo e, portanto, faz-se necessária a busca de maior entendimento sobre as associações entre a VP e o desempenho acadêmico, assim como as relações entre a VP e a memória de trabalho (MT), outro domínio cognitivo de base. Para contribuir com este debate, o presente estudo buscou verificar a ocorrência de correlaçâo (Spearman) entre a VP e as seguintes variáveis: a) desempenho em competência numérica (aritmética e senso numérico); b) desempenho em leitura; c) memória de trabalho (componente executivo central); d) frequência no uso da estratégia de recuperaçâo da memória; e) número de acertos com a estratégia de recuperaçâo da memória. A pesquisa compreendeu 60 alunos, de 5° e 7° anos, com desempenho médio e baixo na aritmética e na leitura. Os resultados evidenciaram associações significativas e negativas (menor tempo=maior velocidade) entre as variáveis, de modo que a VP está associada tanto com a competência numérica, quanto leitora, assim como com a MT e com as variáveis relacionadas à estratégia de recuperaçâo de fatos básicos da memória. Tais dados indicam que uma fragilidade na VP pode tornar-se um fator de risco para o desenvolvimento de dificuldades naquelas áreas. Destacam-se algumas implicações educacionais e também a necessidade de mais evidência, relacionando as intervenções em VP e MT e o desempenho aritmético e leitor.Abstract The literature investigating the interface between cognitive processing speed (PS) and learning mathematics and reading suggests that PS plays a crucial role in this interface. However, controversial results still characterize this field of investigation and, therefore, it is necessary to research for a better understanding of the associations between PS and academic achievement, as well as the relationship between PS and working memory (WM), another fundamental cognitive domain. In order to contribute to this debate, the present study aimed to verify the occurrence of correlation (Spearman) between PS and the following variables: a) numerical competence performance (arithmetic and number sense); b) reading performance; c) working memory (central executive component); d) frequency in the use of arithmetic-fact retrieval strategies; e) number of correct fact retrievals. The research involved 60 students, in the 5th and 7thyears of Elementary School, with average and low performance in arithmetic and reading. The results showed significant and negative associations (less time = higher speed) between the variables, so that PS is associated with both numerical and reading competence, as well as with WM and with the variables related to the fact retrieval strategy. These data indicate that a weakness in PV may become a risk factor for the development of difficulties in those areas. Some educational implications are highlighted as well as the need for more evidence relating the interventions in PS and WM and the performance in arithmetic and reading.
       
  • Neural Bases of Mathematical Anxiety – implications for the
           teaching-learning process

    • Abstract: Resumo A Ansiedade Matemática é um fenômeno global e altamente prevalente, possuindo marcadores fisiológicos, cognitivos e comportamentais. No entanto, pouco se conhece sobre seus mecanismos neurais subjacentes. Fornecemos uma Revisâo Sistemática de estudos que investigaram os correlatos neurais da Ansiedade Matemática (AM) na última década e discutimos suas implicações para o processo de ensino aprendizagem. Foram selecionadas pesquisas que avaliaram parâmetros fisiológicos da funçâo cerebral de indivíduos com AM através de bancos de dados eletrônicos, atentando-se a critérios de inclusâo e exclusâo delineados. A qualidade da literatura foi analisada a partir dos 11 itens da escala de qualidade PEDro e conduzida pelo fluxograma de seleçâo de estudos PRISMA, resultando na inclusâo de 14 estudos neurocientíficos. Em geral, a literatura vem sugerir que as redes neurais de medo e de dor sâo estimuladas antes e durante tarefas numéricas em indivíduos com alta AM. Além disso, há uma capacidade reduzida de Memória de Trabalho e déficit de atençâo/inibiçâo em indivíduos com alta AM. Eles também sâo mais propensos a cometer erros em tarefas matemáticas, tem representações menos precisas de magnitude numérica, abordam os problemas matemáticos de maneira diferente de seus pares menos ansiosos e tendem a elevar mais recursos de controle cognitivo para concluir objetivos com estímulos aversivos relacionados ao raciocínio matemático, podendo impactar a eficiência de processamento e gerar déficits de desempenho. Resultados suportam, ainda, que os efeitos da AM estâo associados à uma menor ativaçâo cortical já durante os estágios iniciais do processamento de estímulos numéricos, independente da complexidade da tarefa. Implicações para guiar a prática do professor que ensina Matemática sâo discutidas à luz das evidências.Abstract Mathematical Anxiety is a global phenomenon and highly prevalent, possessing physiological, cognitive, and behavioral markers. However, little is known about its underlying neural mechanisms. We provide a Systematic Review of studies that have investigated the neural correlates of Mathematical Anxiety in the last decade and discuss its implications for the teaching-learning process. We selected studies that made brain measurements of individuals with Mathematical Anxiety through electronic databases, considering the delineated inclusion and exclusion criteria. The quality of the literature was analyzed from the 11 items of the PEDro quality scale and conducted by the selection flowchart of PRISMA studies, resulting in the inclusion of 13 neuroscientific studies. In general, literature suggests that neural bases of fear and pain are stimulated by Mathematical Anxiety before and during numerical tasks. There is a reduced capacity for Working Memory and Attention Deficit / Inhibition in individuals with high Mathematical Anxiety. They are also more likely to make mistakes in mathematical tasks, have less precise representations of numerical magnitude, approach math problems differently from their less anxious peers, and tend to raise more cognitive control resources to complete goals with aversive stimuli, processing efficiency and generating performance deficits. Results also support that the effects of Mathematical Anxiety are associated with less cortical activation during the initial stages of numerical stimuli processing, regardless of task complexity.
       
  • Knowledge Quartet: dimensions, researches, and reflections about
           mathematics teacher's professional knowledge

    • Abstract: Resumo O Knowledge Quartet (KQ) é uma ferramenta teórica oriunda da prática do professor, composta por quatro dimensões. Neste artigo, apresenta-se uma síntese de literatura, envolvendo 16 artigos selecionados a partir de consultas nas bases de dados Scielo, ERIC, PsycINFO, Web of Science e MathEduc. Discute-se três questões norteadoras: Como têm sido realizadas as pesquisas que têm como foco o KQ' Que dimensões e códigos do KQ são utilizados em pesquisas em Educação Matemática' Como o KQ contribui para a constituição do conhecimento profissional do professor que ensina Matemática' Essas pesquisas destacam as potencialidades do KQ por meio da abordagem qualitativa e do uso de vídeo. Contemplar todas as dimensões e os códigos tem sido a prática mais comum, com ênfase para a dimensão contingência. Identificou-se que o KQ oportuniza reflexão e ampliação do conhecimento docente de forma individual ou colaborativa, valorizando a prática do professor.Abstract The Knowledge Quartet (KQ) is a theoretical resource of teacher practice, consisting of four dimensions. In this article, we present a literature review of 16 articles selected from queries in the Scielo, ERIC, PsycINFO, Web of Science, and MathEduc databases. Three guiding questions are discussed: How have researches about the KQ been conducted' What are the KQ dimensions and codes used in Mathematics Education researches' How does KQ contribute to the professional knowledge constitution of a teacher who teaches mathematics' These researches highlight the potential of KQ through the qualitative approach and use of videos. Contemplating all dimensions and codes has been the most common practice, with emphasis on the contingency dimension. It was identified that the KQ allows reflection and development of teacher knowledge in an individual or collaborative way, valuing the teacher's practice.
       
  • Diseño de un instrumento para valorar la comprensión alcanzada en
           divisibilidad por futuros profesores de matemática

    • Abstract: Resumen La investigación que se presenta en este artículo, tuvo por objetivo valorar la comprensión que han alcanzado futuros profesores de matemática sobre objetos matemáticos de la divisibilidad. Para tal fin, se diseñó y validó un instrumento de indagación, el que se constituye en un insumo valioso para revisar no sólo las prácticas que llevan a cabo los futuros profesores de matemática, sino también, para explorar y potenciar la faceta del conocimiento epistémico sobre la divisibilidad en los formadores de profesores. La resolución de cada situación problema que compone el instrumento deja al descubierto funciones semióticas actuativas y argumentativas, y una amplia red de relaciones conceptuales involucradas entre objetos matemáticos primarios, lo que hace posible valorar la comprensión lograda de la divisibilidad.Resumo Este artigo apresenta uma pesquisa que teve como objetivo valorar a compreensão que apresentam futuros professores de matemática sobre os objetos matemáticos relacionados à divisibilidade. Para tanto, foi elaborado e validado um instrumento de investigação, que constitui um valioso contributo para revisar não apenas as práticas realizadas pelos futuros professores de matemática, mas, também, para explorar e aprimorar a faceta do conhecimento epistêmico sobre divisibilidade em formadores de professores. A resolução de cada situação-problema que compõe o instrumento expõe as funções semióticas performativa e argumentativa, e uma grande rede de relações conceituais envolvidas entre objetos matemáticos principais, tornando-se possível avaliar a compreensão adquirida pelos professores sobre a divisibilidade.
       
  • What Colors do Undergraduates Associate with Training Courses' Student
           Evaluations of the Applied Mathematics Educational Program through the
           Color Selection Method

    • Abstract: Abstract It is no doubt that today the role of mathematics is increasing and mathematical education requires constant attention. Nevertheless, there are not so many studies devoted to the problems of teaching university students who have chosen mathematics as their profession. The purpose of this article is to research the attitude of undergraduates towards the courses that make up the Applied Mathematics educational program, implemented in one of the technical universities in Russia. The survey was conducted using the Color Selection Method, based on Max Lüscher ideas. Students have associated each course with one of the eight proposed colors. The outcomes of the survey were investigated through correlation and cluster analysis and compared with the results of another survey conducted by a verbal evaluation tool. This research has revealed that the student's assessments obtained through two methods (verbal and imaginative) do not contradict each other. The use of the Color Selection Method helps identifying the problems that arise in the educational process and allows to outline ways of improving teaching quality.Resumen Actualmente, el papel de las matemáticas se expande y la educación matemática, por consecuencia, requiere una atención constante. Sin embargo, no hay muchas investigaciónes sobre los problemas de la preparación de los estudiantes universitarios que eligieron las matemáticas para su profesión. Este artículo se basa en los estudios anteriores relativos a los factores que influyen en la satisfacción de los estudiantes de matemáticas con la calidad del programa educativo. Por lo tanto, el objectivo es estudiar la actitud de los estudiantes hacia las disciplinas que componen el programa educativo Matemáticas Aplicadas, implementado en una de las universidades técnicas de Rusia. La investigación se realizó con el Método de Elección de Color, basado en las ideas de Max Lusher. Se pidió a los estudiantes que asociaran cada disciplina con uno de los ocho colores propuestos. Los resultados obtenidos fueron analisados de acuerdo a el análisis de correlación por agrupaciones, y se compararon con los resultados de otra investigación, realizada sobre la base de un instrumento de evaluación verbal. El estudio demostró que las evaluaciones estudiantiles de la calidad del programa educativo, obtenidas a través de dos métodos (verbal y figurativo), no presentan contradicción entre sí. La aplicación del Método de Selección de Color ayuda a identificar los problemas que surgen en el proceso de aprendizaje, lo que permite trazar formas de mejorar la calidad de la enseñanza.
       
  • Perspectives of Mathematics Teachers about Humour and its Educational
           Value

    • Abstract: Resumo O humor tem uma aceitação crescente, por se lhe reconhecer contributos positivos para o bem-estar das pessoas, em contextos como a saúde e as empresas. O que acontece na Educação, em particular, no ensino da Matemática' Na procura desta resposta, desenhamos este estudo, de natureza quantitativa, com uma amostra de 1088 professores de Matemática (portugueses e espanhóis). Com recurso a inquérito, averigua se professores que ensinam Matemática, ao longo dos diversos níveis de ensino, apreciam o humor, que perspectiva têm dele e do seu valor educativo e se o utilizam no ensino. O estudo averigua, ainda, se o nível de ensino em que lecionam tem influência na perceção e uso do humor com fins instrucionais. O estudo procura verificar se há diferenças significativas entre os professores portugueses e espanhóis em relação a estes aspectos. Os resultados revelam que a maioria dos professores, de todos os níveis de ensino, reconhecem o significado de humor, consideram que têm sentido de humor, justificam o seu uso no ensino da Matemática e já o viram utilizar ou utilizam nas aulas, com o objetivo de criar bom ambiente de aprendizagem e de fazer pensar os alunos. O estudo revela diferenças entre os professores dos diversos níveis de ensino, indicando que existe maior predisposição dos professores dos Anos Iniciais, comparativamente com os demais, para valorizar e utilizar o humor no ensino. O estudo revela também diferenças entre professores portugueses e espanhóis, sendo os portugueses a apresentarem uma média de concordância superior na generalidade dos itens.Abstract At present, humour has an increasing acceptance and appreciation, because we recognize the positive contributions to the well-being of people in contexts as diverse as health, business, and entertainment. What happens in Education and, in particular, in Mathematics teaching' To answer this question, we designed this quantitative study with a sample of 1088 Iberian mathematics teachers (Portuguese and Spanish), that teach from the early years through to higher education. Through the use of a questionnaire, we seek to find out if Portuguese and Spanish teachers who teach Mathematics, throughout the various levels of education, appreciate humor, what perspective they have of it and its educational value, and if they use it in teaching the discipline. The study also sought to determine if the teaching level in which teachers teach mathematics has an influence on the perception and use of humor for instructional purposes. The study also investigates if there are any significant differences between Portuguese and Spanish teachers in relation to these aspects. The results show that the overwhelming majority of teachers, at all levels of teaching, recognize the meaning of humor, consider that they have a sense of humor, justify its use in mathematics teaching and have already seen it being used or used it in their classes, with the goal of creating a good learning environment and making students think. The study reveals differences among teachers at different levels of teaching, indicating that there is a greater predisposition of teachers in the initial years, in comparison to other years, to value and use humor in mathematics teaching. The study also reveals differences between Portuguese and Spanish teachers, with Portuguese presenting a higher average agreement in most items.
       
 
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