Leitura e Interpretação de Dados Prontos em um Ambiente de Modelagem e Tecnologias Digitais: o mosaico em movimento

Diniz, Leandro do Nascimento; Borba, Marcelo de Carvalho

doi:10.1590/s0103-636x2012000300009

Cited by 10 publications

(6 citation statements)

References 4 publications

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“…In this vision, technology is assumed as a fundamental component in the reorganization of the ways of doing modeling and generating knowledge through the process. (Borba & Villarreal, 2005;Diniz & Borba, 2012).…”

Section: / 13mentioning

confidence: 99%

“…In cognitive approaches, learning is oriented to the development of skills and comprehension of mathematical objects (Blum & Borromeo Ferri, 2009;Stillman, 2011). In critical approaches, learning is oriented towards students' need to develop mathematical views articulated with phenomena and contexts of their environment and towards the use of mathematics in the exercise of responsible citizenship (Diniz & Borba, 2012;Soares & Borba, 2014).…”

Section: / 13mentioning

confidence: 99%

“…Some papers analyzed in this review recognize the changes that technology promotes in human cognition (Blum, 2015;Diniz & Borba, 2012) and also the possibility of making clear what students know and what they are learning (Greefrath, 2011;Possani et al, 2010). Lingefjärd and Meier (2010) for example, argue that the interaction between students, teachers and technologies generate ways to unblock students' ideas.…”

Section: Uses Of Digital Technologies In Modeling Processesmentioning

confidence: 99%

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Research Trends in Digital Technologies and Modeling in Mathematics Education

Molina-Toro

Rendón-Mesa

Villa-Ochoa

2019

EURASIA J MATH SCI T

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This document presents a literature review that analyzes the articulation of modeling and digital technologies in the field of Mathematics Education. The review aims to find evidence of the use of digital technologies in modeling processes and how these practices can change some ways of working with students in the classroom. The results show, on the one hand, different roles that technology plays when it is articulated to a modeling process (as a resource in the process or as a means that reorganizes the process) and the uses given to diverse technological tools in the empirical studies analyzed. The findings present a new category that extends the classification of technologies and suggest the need to expand both theoretical and empirical research to get a better understanding of the impact of digital tools in modeling processes. In addition, the findings draw attention to the inclusion of mobile devices in future studies.1 According to Borba and Villareal (2005), technology is 'domesticated' when it is utilized to do what we were used to do by other means, ignoring or wasting other potential uses. Contribution of this paper to the literature• Although previous studies show that the use of technology can condition the development of modeling processes, it is necessary to identify the scope and limitations of its articulation in the analysis of various phenomena.• This literature review provides evidence of the roles and uses of technology when articulated to modeling processes. On the one hand, technology is used as a resource in which multiple tools that accompany the study of a phenomenon are involved. On the other hand, technology is an instrument that reorganizes the processes of experimentation and the production of mathematical knowledge. EURASIA J Math Sci and Tech Ed3 / 13

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Section: / 13mentioning

confidence: 99%

Section: / 13mentioning

confidence: 99%

Section: Uses Of Digital Technologies In Modeling Processesmentioning

confidence: 99%

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Research Trends in Digital Technologies and Modeling in Mathematics Education

Molina-Toro

Rendón-Mesa

Villa-Ochoa

2019

EURASIA J MATH SCI T

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“…In the modeling process, students are invited to generate discussions based on the mathematical models they have built using digital technologies; in other cases, they work with technological tools from the beginning of the modeling process to its end. Technology can be considered a means to reorganize the modeling process (Borba & Villarreal, 2005;Diniz & Borba, 2012). In this sense, technology responds to the needs that arise during the modeling process: accessing and analyzing data, creating simulations of the studied phenomenon, comparing models and results, validating or publishing a model, etc.…”

Section: Reorganizing the Modeling Process With Technologymentioning

confidence: 99%

The Impact of GeoGebra on Algebraic Modeling Problem-Solving in Moroccan Middle School Students

Moukhliss

Latifi

Ennassiri

et al. 2023

JESR

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The purpose of this research is to study the effectiveness of the process of modeling with GeoGebra in the development of algebraic modeling skills and to measure the impact of this program on students' interest in solving extra-mathematical and intra-mathematical problems. To achieve these objectives, we used the quasi-experimental design, where the research sample is composed of 56 students (aged 13–14 years old). The methodology consists of comparing the modeling process between an experimental group using the GeoGebra environment and a control group in the traditional environment. The results show a statistically significant difference in the students' average scores between the two groups. Generally, the experimental group that adopted GeoGebra scored higher than the other group. Interest in solving algebraic problems was higher for the experimental group. On the contrary, for the control group, students' interest in extra-mathematical problems was lower than their interest in intra-mathematical problems. On the other hand, there was no difference in the experimental group. Received: 14 October 2022 / Accepted: 19 December 2022 / Published: 5 January 2023

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“…A relação entre a modelagem e as tecnologias digitais é tema de pesquisas e ações educacionais desenvolvidas no GPIMEM desde seus primórdios, que datam de 1993. Essa relação surge com o uso de calculadoras gráficas e softwares gráficos (BORBA;MENEGHETTI;HERMINI, 1997;ARAÚJO, 2002), passa pela presença da internet como fonte de informações (diniz, 2007;diniz;Borba, 2012), e aborda a realização de trabalhos de modelagem em ambientes online (Malheiros, 2008;Malheiros;Franchi, 2013;Galleguillos, 2016;Galleguillos;.…”

Section: Com a Palavra O Professorunclassified

Modelagem Matemática com Produção de Vídeos Digitais: reflexões a partir de um estudo exploratório

Borba

Canedo²

2020

CPP

Self Cite

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Este artigo propõe reflexões a respeito de um estudo exploratório focado em um método de ensino que integra a modelagem com a produção de vídeos digitais, em Educação Matemática. Consiste em uma forma de desenvolver trabalhos com modelagem na qual uma atividade de modelagem é apresentada por meio de um vídeo digital, e os alunos são desafiados a produzirem um vídeo como resposta. O estudo se desenvolveu sob as lentes teóricas do construto seres-humanos-com-mídias e da semiótica social, e nos permitiu refletir e conjeturar a respeito das possibilidades que emergem dessa prática pedagógica em modelagem, na qual o vídeo digital se torna um ator.

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Leitura e Interpretação de Dados Prontos em um Ambiente de Modelagem e Tecnologias Digitais: o mosaico em movimento

Cited by 10 publications

References 4 publications

Research Trends in Digital Technologies and Modeling in Mathematics Education

Research Trends in Digital Technologies and Modeling in Mathematics Education

The Impact of GeoGebra on Algebraic Modeling Problem-Solving in Moroccan Middle School Students

Modelagem Matemática com Produção de Vídeos Digitais: reflexões a partir de um estudo exploratório

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