Verônica Gitirana

Conception and alternative conception of mean: a comparative study among teachers and students from basic school

RESUMO O presente estudo analisa concepcoes de estudantes e professores sobre media, tanto aquelas validas quanto as alternativas, com validade para alguns casos. Um teste, em lapis e papel, composto de 3 questoes foi elaborado e aplicado com 287 estudantes e professores brasileiros, dos quais: 54 eram alunos da 4a serie e 47 eram da 5a serie do ensino fundamental, 61 eram estudantes iniciantes e 82 eram estudantes concluintes do curso de pedagogia, e 43 eram professores das series iniciais do ensino fundamental. O teste foi aplicado de forma coletiva, em sala de aula. Excetuando o grupo de professores, todos os grupos tendem a confundir media com adicao dos valores ou com o valor maximo. Os resultados mostram que, apesar da evolucao no entendimento do conceito de media em relacao ao nivel de escolaridade, algumas confusoes ainda sao identificadas entre o grupo de professores.

Digital Technologies and Mathematics Education: Interlocutions and Contributions Based on Research Developed in Brazil

This chapter articulates research developed within the working group Mathematics Education: Digital Technologies and Distance Education of the Brazilian Mathematics Education Society (SBEM). To address the research foci of this group, we highlight theoretical and methodological aspects that form the framework of the studies that currently inform the work in this area in Brazil. More specifically, the paper is organized around the perspectives which are shaping the research activities of the group and include: the humans-with-media construct, which highlights the centrality of media in the productions of mathematical knowledge; computer-supported collaborative learning and the exploration of collaboration as a principle for cognitive mathematical development; factors involved in the design of digital resources for mathematics education; the use of touchscreen devices in the mathematical activity and the embodied nature of mathematical cognition; and the initial and continuing development for teachers who work with these technologies, both in the classroom and in distance education. In considering the results of these ongoing projects, collectively they contribute to a conception of education that treats digital technologies as transforming/empowering the production of mathematical knowledge, and not as auxiliaries of this process.