An investigation of the Bivariate Complex Fibonacci Polynomials supported in Didactic Engineering: an application of Theory of Didactics Situations (TSD)

Oliveira, Rannyelly Rodrigues de; Alves, Francisco Régis Vieira

doi:10.17648/acta.scientiae.v21iss3id3940

Cited by 6 publications

(5 citation statements)

References 2 publications

(6 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The problems of teaching Euclidean geometry concepts due to the topic's nature of requiring illustration and demonstration can be solved by involving teachers in technology integration training. So, this study covers one of the emerging mathematics didactics in mathematics education (de Oliveira & Alves, 2019). This is because this study intends to "cover aspects related to the teaching of mathematics, emphasizing the difficulties arisen in the learning process of the mathematical concepts" (Pais, 2002, p. 9).…”

Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

Teaching Euclidean geometry with GeoGebra: Perceptions for in-service mathematics teachers

Marange,

Tatira

2023

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

The teaching of Euclidean geometry is characterized by ineffective instructional methods used by in-service teachers as well as the low proficiency levels by learners. The purpose of this study was to survey in-service mathematics teachers’ GeoGebra integrative skills in the teaching of geometry. This study was quantitative and pre- and post-questionnaires were used to collect data. Descriptive and inferential statistics were used to perform statistical analysis of quantitative data. 12 schools were randomly selected, and purposive sampling was employed to select 29 in-service mathematics teachers. The study revealed that the intervention impacted positively on in-service teachers instructional strategies with a high statistical significance and a gain of medium to large effect size on both the pre- and post-intervention. After the training, participants felt that integrating GeoGebra in geometry teaching affords mathematics teachers the opportunity to use learner-centered approaches, teach geometry with confidence and maintain learners’ attention and alertness in class.

show abstract

Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

Teaching Euclidean geometry with GeoGebra: Perceptions for in-service mathematics teachers

Marange,

Tatira

2023

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

show abstract

“…Differential calculus [26], development of several didactic sequences with the objective of promoting the correct conceptual understanding of the course topics. Inferential reasoning [27], focused on the understanding of the Fibonacci model from a didactic transposition of the concepts of pure mathematics, for an easy understanding, thanks to didactic engineering. The didactic sequences proposed from didactic engineering should allow the generation of an instrumental genesis (IG) between the artifact (application, software, among others) and the subject (student), as stated by [8], in such a way that the subject, making use of the artifact, can provide it with conditions for it to be constituted as an instrument.…”

Section: Phase 4-a Posterior Analysismentioning

confidence: 99%

Development of a Learning Model of Quadric Surfaces With Augmented Reality and Didactic Engineering

Ramírez

Céspedes

2021

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

<p class="0abstract">Augmented reality (AR) is an emerging technology that has permeated different spheres of life, one of them is education, and specifically the teaching-learning process at different educational levels and objects of study. For this reason, this paper presents the development of a learning model of quadric surfaces mediated by a mobile AR application and based on didactic engineering. The model was applied to a group of environmental engineering students of the Catholic University of Manizales. To obtain information on the use of the application and the learning results obtained, some intervention instruments were developed. The students stated that the use of AR allowed them to better understand the concepts of quadric surfaces, even more so in a time of pandemic by COVID-19, where education was highly measured by ICTs.</p>

show abstract

“…Oliveira (2018) constatou algumas tendências de estudos e publicações científicas que adotam o modelo de representações polinomiais, representações complexas e por meio de hipercomplexos (quaternions, octônions, sedênions, etc). (Oliveira & Alves, 2019).…”

Section: Análises Preliminares: Estudo Históricoepistemológico Das Sequências Recorrentesunclassified

Uma Proposta De Investigação Histórico-Epistemológica Sobre Sequências Recorrentes De 2ª Ordem

Alves

Catarino

2020

PARADIGMA

Self Cite

View full text Add to dashboard Cite

A formação de professores no Brasil não pode prescindir de um componente histórico-matemático e evolutivo. Nesse sentido, se torna imprescindível ao professor compreender a natureza intrinseca sobre o conhecimento matemático e seus processos ou itinerários de evolução e de irrefreável generalização. Dessa forma, o presente trabalho apresenta os dados preliminares de uma investigação amaparada pelos pressupostos de uma Engenharia Didática de Formação, em desenvolvimento no Brasil. O trabalho revela a uma importante cooperação científica envolvendo pesquisadores portugueses, sobre o asssunto de sequências recorrentes de 2ª ordem e aponta a contribuição de pesquisas desenvolvidas no período de 2015 – 2020, no Programa de Pós-graduação em Ensino de Ciências e Matemátca, do Instituto Federal de Educação, Ciências e Tecnologia do Estado do Ceará – IFCE. Por fim, o trabalho apresenta algns indicadores que devem demarcar um importante cenário para a formação (inicial e continuada) de professores no Brasil.Palavras-chave: História e Epistemologia da Matemática; Sequências recorrentes; Formação de Profesores de Matemática; Engenharia Didática de Formação.A PROPOSAL FOR HISTORICAL-EPISTEMOLOGICAL RESEARCH ON THE 2ND ORDER SEQUENCESAbstract. Teacher training in Brazil cannot do without a historical-mathematical and evolutionary component. In this sense, it is essential for the teacher to understand the intrinsic nature of mathematical knowledge and its processes or itineraries of evolution and irrepressible generalization. Thus, the present work presents the preliminary data of an investigation supported by the assumptions of Didactic Engineering of Training, under development in Brazil. The work reveals an important scientific cooperation involving Portuguese researchers, on the subject of recurrent 2nd order sequences and points out the contribution of research developed in the period 2015 - 2020, in the Postgraduate Program in Science Teaching and Mathematics, of the Institute Federal Institute of Education, Science and Technology of the State of Ceará - IFCE. Finally, the work presents some indicators that should outline an important scenario for the training (initial and continuing) of teachers in Brazil.Keywords: History and Epistemology of Mathematics; Recurring strings; Mathematics Teacher Training; Didactic Engineering Training.

show abstract

An investigation of the Bivariate Complex Fibonacci Polynomials supported in Didactic Engineering: an application of Theory of Didactics Situations (TSD)

Cited by 6 publications

References 2 publications

Teaching Euclidean geometry with GeoGebra: Perceptions for in-service mathematics teachers

Teaching Euclidean geometry with GeoGebra: Perceptions for in-service mathematics teachers

Development of a Learning Model of Quadric Surfaces With Augmented Reality and Didactic Engineering

Uma Proposta De Investigação Histórico-Epistemológica Sobre Sequências Recorrentes De 2ª Ordem

Contact Info

Product

Resources

About