O recurso à magia matemática para aumentar a motivação dos estudantes nas aulas de Matemática

One of the problems identified in the failure of mathematics teaching is the lack of motivation that students feel towards the discipline. Considering that it is imperative to make the teaching and learning processes of mathematics more stimulating, taking into account modern society and student’s interests, the authors have developed several strategies to increase the interest and improve the success of students in mathematics. Thus, they decided to use mathematical magic tricks in their classes to raise the motivation of the students, captivating them and stimulating their interest in mathematics. In this work, a case study to evaluate how mathematical magic can contribute to increase students’ motivation for learning mathematics is presented. In order to develop this experience, the techniques of inquiry, direct observation and analysis of documents were applied and the following instruments were used: questionnaires and respective analysis grids; production of a battery of tasks of a diversified nature and field notes. The analysis of the collected data allows us to conclude that the use of mathematical magic tricks in the classroom, with the purpose of motivating the students to learn mathematics, revealed to be effective.Um dos problemas identifcados no fracasso do processo de aprendizagem da Matemática é a falta de motivação que os estudantes sentem em relação à disciplina. Sendo evidente que é imperativo que o processo de ensino da Matemática se torne mais estimulante, tendo em conta a sociedade moderna e os interesses dos estudantes, as autoras desenvolveram diversas estratégias para aumentar o interesse e promover o sucesso dos estudantes relativamente à Matemática. Assim, decidiram, nas suas aulas, recorrer a truques de magia matemática para aumentar a motivação dos estudantes, cativando-os e estimulando o seu interesse pela Matemática. Neste artigo, é apresentado um estudo de caso para avaliar como a magia matemática pode contribuir para aumentar a motivação dos estudantes para aprenderem Matemática. Para desenvolver a experiência referida, privilegiaram-se as técnicas de inquirição, observação direta e análise de documentos e os seguintes instrumentos: questionários e respetivas grelhas de análise; produções de uma bateria de tarefas de natureza diversificada e notas de campo. A análise dos dados recolhidos permite concluir que o recurso a truques de magia matemática em contexto de sala de aula, com o intuito de motivar os alunos para a aprendizagem da Matemática, se revelou eficaz.Uno de los problemas identificados en el fracaso del proceso de enseñanza-aprendizaje de las matemáticas es la falta de motivación que los estudiantes sienten en relación a la disciplina. Siendo evidente que es imperativo que el proceso de enseñanza y aprendizaje de las matemáticas se vuelva más estimulante, teniendo en cuenta la sociedad moderna y los intereses de los estudiantes, las autoras desarrollaron diversas estrategias para aumentar el interés y promover el éxito de los estudiantes con respecto a las matemáticas. Así, decidieron, en sus clases, recurrir a trucos de magia matemática para aumentar la motivación de los estudiantes, cautivándolos y estimulando su interés por las matemáticas. En este artículo, se presenta un estudio de caso para evaluar cómo la magia matemática puede contribuir a aumentar la motivación de los estudiantes para aprender matemáticas. Para desarrollar esta experiencia, favoreció a las técnicas de investigación, la observación directa y el análisis de los documentos y las siguientes herramientas: cuestionarios y las respectivas rejillas de análisis; producciones de una batería de tareas diversificadas y notas de campo. El análisis de los datos recogidos muestran que el uso de trucos de magia matemática en el contexto del aula, con el fin de motivar a los estudiantes para el aprendizaje de las matemáticas, ha demostrado ser eficaz.publishe

Using Kahoot! to enhance the motivation of undergraduate students of tourism in mathematics classes: a case study

Nowadays we live in an ever-changing society. The educational context is no exception and requires a renewal of paradigms. Profound changes to the role and function of the professor and the students are particularly vital. Active, cooperative and participative methodologies of learning must be privileged, breaking with magisterial education and the mere transmission of knowledge. Mathematics is one of the school subjects where demotivation is a frequent concern. Relating mathematics with other areas usually draws students’ attention and increases their involvement in the classes. It is necessary to go beyond the traditional; the teacher must look for resources that make his classes flow, so that the students acquire or increase their interest in mathematics. In the last few decades, technology has advanced in multiple fields, including education. Some of its benefits include improving student performance and motivation, fostering active learning, and tracking student progress. Kahoot! is an example of a platform that can be used for reviewing content and motivating students for learning. The main reasons for choosing this tool are related to the fact that the application is accessible online free of charge, allows an intuitive use, both by the teacher/author and by the student/player and allows the participation of the whole class in an interactive, stimulating, and playful way. The teachers involved in this study began using Kahoot! in their classes as an alternative teaching methodology. The participants in the study are undergraduate students from a Portuguese higher education institution and encompassed the curricular unit of Statistics. The aim of the study is to investigate students’ perceptions of how Kahoot! can be used as a tool for reviewing class content or designing warm-up activities. A survey was conducted to gather information about students’ insights on the use of Kahoot!. Similar studies have shown that higher education students are usually receptive to the use of this tool, finding it useful to increase their motivation and consider technology can positively impact learning.publishe

A case study with PMatE in the learning of mathematical subjects at university level

Since 1989, the Mathematics Education Project (PmatE – Projecto Matemática Ensino) has developed several strategies to increase the interest and improve the success of students in Mathematics. PmatE developed a platform of computer aided education (PCA), currently available only in the internet, including all grades since primary school. The main goal of this platform is to support teaching, being a tool that allows: the management of the groups involved; the elaboration of tests; the research of student performance; the analysis of results and other functionalities of management. The developed programs are a tool to support education, evaluation and learning. It’s presented a case study with Science Food Engineering students. The major goal of the study is to evaluate the impact of the platform of computer aided education (PCA) developed for the PmatE in the learning of mathematical subjects at the University level. This paper describes how it is conceived as well as the main results

Interlacing mathematics and art: hands-on non-Euclidean geometry

Elliot Eisner (1933-2014), a pioneer in arts education, suggested that an artistic approach to education could improve its quality and lead to a new vision for teaching and learning. This is true for any subject, including mathematics. Geometry related topics make a perfect setting for a deeper contribution of art to education. One such topic is the study of non-Euclidean geometry. In this paper, we present some results of a professional development course for mathematics teachers where the participants studied non-Euclidean geometry concepts. The participants created ceramic pieces using the Poincaré disk and styrofoam balls covered with fabrics using spherical geometry.publishe

O doente crítico

O avanço da ciência, incluindo a ciência da enfermagem e da tecnologia, possibilitou o aumento da sobreviva dos utentes em estado crítico, incluindo os queimados. Relevando a importância do desenvolvimento de competências na área da especialização em enfermagem, foram identificadas actividades a desenvolver para a aquisição dessas competências, nomeadamente na assistência ao doente crítico admitido na urgência (incluindo o queimado) e sua transferência para uma unidade mais diferenciada que é a Unidade de Cuidados Intensivos (Polivalente ou de Queimados). São três os estágios que incluem esta formação – Unidade de Queimados, Cuidados Intensivos e Serviço de Urgência, sendo três as grandes áreas de desenvolvimento de competências no decorrer destes estágios – doente crítico, doente queimado e humanização dos cuidados. O doente crítico é o utente que, por falência de um ou mais órgãos, ou sistemas, necessita de meios avançados de monitorização e intervenção terapêutica. O doente gravemente queimado inclui-se na definição de doente crítico. Queimaduras são lesões comuns, a maioria de pequena extensão com tratamento simples e de evolução cicatricial rápida. No entanto existem outras queimaduras que exigem tratamentos intensivos e de reabilitação. A humanização busca um outro olhar na assistência ao utente em estado crítico refletindo sobre as práticas de cuidados de enfermagem em situação de urgência/emergência.The advancement of science, including the science of nursing, and technology improved the survival rate of users in critical condition, including burns. Noting the importance of skills development in the area of specialization in nursing, were identified activities to be undertaken to acquire these skills, particularly in care for critically ill patients admitted to the emergency (including the Burnt) and their transfer to a unit that is more differentiated which is the Intensive Care Unit (Polyvalent or burn). There were three stages that include this training - Burns Unit, Intensive Care and Emergency Department with three major areas of skill development during these stages - Critical patient, Burn patient and Humanization of care. The Critical patient is the user that by failure of one or more organs or organs systems, require advanced methods of monitoring and therapeutic intervention. The severely burned patient is included in the definition of Critical Patient Burns are common injuries, the majority of small extent with simple treatment and fast healing scar tissue. However there are other burns requiring intensive treatment and rehabilitation. Humanization tries to recover the sense in assisting the patient in critical condition reflecting on the practice of nursing care in a situation of urgency / emergency

Does PmatE help students to be more autonomous in the learning of mathematical subjects at university level?

Since 1989, the Mathematics Education Project (PmatE – Projecto Matemática Ensino) has developed several strategies to increase the interest and improve the success of students in Mathematics. PmatE developed a platform of computer aided education (PCA), currently available only in the internet, including all grades since primary school. The main goal of this platform is to support teaching, being a tool that allows: the management of the groups involved; the elaboration of tests; the research of student performance; the analysis of results and other functionalities of management. The developed programs are a tool to support education, evaluation and learning. However, this platform has not yet been subject to a systematic evaluation, especially at the superior education level, that will allow us to conclude whether its goals have been achieved. From this standpoint, we develop a case study with Science Food Engineering students. In this article, we discuss the resonance of the platform of computer aided education (PCA) developed for the PmatE in terms of the autonomy skills development. This paper describes how it is conceived as well as the main results. We concluded that, although recognized the platform potential, a considerable number of students preferred a more traditional approach

Octopus fishing in the Tagus estuary and contributions to sustainable management

The Tagus estuary, in Portugal, with about 320 km2, is one of the largest estuaries in Europe, thus, several fishing communities dedicated to octopus’ fisheries can be found in it. For the first time, a comprehensive study was done with report to all the vessels triangulated with the answers of all fishermen, which allows us to know the exact quantity captured in the estuary. For this purpose, in 2018, data from all vessels were collected and all the fishermen were interviewed. In this study, the different types of fishing gears employed are described, as well as the purpose and the procedures of their construction. On the other hand, the real volume of captures in the estuary and the fishing efforts were thoroughly calculated. Furthermore, the main problems reported in this activity were: environmental damages, legal issues, usages and the relationship between all the intervenients in the process. In the end, several changes were proposed in the management of sustainable octopus’ fisheries in this area, which can be replicated to other areas.info:eu-repo/semantics/publishedVersio

A plataforma PmatE e o desenvolvimento de apetências em Matemática

A era da informação e o desenvolvimento das tecnologias de informação e comunicação vêm colocar novos desafios e oportunidades às instituições de Ensino Superior, nomeadamente, ao nível do processo educativo, que deve ser mais centrado no aluno e nas suas aprendizagens. Assim, desenvolveu-se um estudo de caso, envolvendo alunos do curso de Engenharia Alimentar, que perseguiu como principal objetivo avaliar o impacto da exploração diferenciada da plataforma de ensino assistido, desenvolvida pelo Projeto Matemática Ensino (PmatE), como complemento à abordagem didática da unidade temática “Cálculo Integral em IR”. Neste artigo, discute-se a sua ressonância ao nível do desenvolvimento de apetências relativamente à matemática, manifestadas através dum maior interesse por parte dos alunos em relação à unidade curricular e concluiu-se que o uso da plataforma contribuiu para aumentar o gosto pela Matemática.The information age and the development of information and communication technologies brings new challenges and opportunities for higher education institutions, namely, in the educational process, which should be more focused in the student and in his learning process. Thus, a case study was developed with Science Food Engineering students. The major goal of the study is to evaluate the impact of a differential use of the platform developed for the PmatE in the process of learning math subjects at the University level. In this article, we discuss the resonance of the platform of computer aided education (PCA) developed for the PmatE in terms of mathematics appetencies, manifested through a larger interest of the students in relation to the curricular unit. We can conclude that the use of PmatE platform contributed to increase the liking for mathematics.La era de la información y el desarrollo de las nuevas tecnologías de información y comunicación colocan nuevas cuestiones y exigen un reposicionamiento de las instituciones de Enseñanza Superior, que enfrentan nuevos retos y oportunidades, nombradamente, en el proceso de enseñanza y de aprendizaje, que debe ser más centrado en el alumno y en sus aprendizajes. Por eso, se desarrolló un estudio de caso, involucrando estudiantes de la carrera de Ingeniaría Alimentar, que tuvo como principal objetivo evaluar el impacto de la exploración diferenciada de la plataforma de enseñanza asistida desarrollada por el Proyecto Matemática Enseñanza (PmatE), como complemento al abordaje didáctico de la unidad temática “Cálculo Integral en IR”. En este artículo, se discute su resonancia a nivel del desarrollo de antojos relativamente a la matemática, manifestadas a través de un mayor interés por parte de los estudiantes en relación a la unidad curricular y se concluyó que, el uso de la plataforma contribuyó para el aumentar del gusto por la Matemática

The use of mathematics education project in the learning of mathematical subjects at university level

The educational context requires a renewal of paradigms. Profound changes in the roles and functions of teachers and students are particularly vital. More active, cooperative and participative methodologies of learning must be privileged, breaking with magisterial education and the mere ‘transmission’ of knowledge. Informatics tools can become a major element in the educational context, promoting significant and self-regulated learning for the student, always under the adequate orientation of the teacher. In this context, the Mathematics Education Project (PmatE) was created in the University of Aveiro, with the main objective of identifying and counteracting the causes of school failure in mathematics in an innovative approach. However, the PmatE platform has not yet been subjected to the kind of systematic evaluation, especially in higher education, that would allow us to understand in what conditions the goals can be achieved. Thus, the question underlying this explanatory research is: “What impact does the platform of assisted education developed by PmatE have in the process of learning math subjects at university level?” A previous analysis (still ongoing) of the data collected through several techniques – inquiry, documental analysis and participant observation – suggests there are interesting and innovative alternatives to the dominant pedagogies in higher education (where teaching assumes almost exclusively a magisterial form), with significant advantages for the construction of knowledge and for the development of the students’ capabilities

Mathematical magic in undergraduate mathematical classes for pre-service teachers

Nowadays we live in an ever-changing society. The educational context is no exception, and requires a renewal of paradigms. Profound changes to the role and function of the teacher and the students are particularly vital [1], [2], [3]. The current University students have different motivations, different attitudes towards the teaching and learning process, and different responses to specific classroom environments and instructional practices [4]. The challenge that teachers face today is to motivate students to learn, get them to commit to and have an active role in their learning [5]. Considering that it is imperative to make the teaching and learning process of mathematics more stimulating, taking into account modern society and student’s interests [6], the authors have developed several strategies to increase the interest and improve the success of students in mathematics. Thus, they decided to use mathematical magic tricks in their classes to raise the motivation of the students, captivating them and stimulating their interest in mathematics. In this work, a case study to evaluate how mathematical magic can contribute to increase students' motivation for learning mathematics is presented. The paper describes how it is conceived as well as the main results.publishe