Papers by Matheus Almeida
EM TEIA - Revista de Educação Matemática e Tecnológica Iberoamericana, 2023
The role of the supervised teaching practice in initial teacher education has been the focus of i... more The role of the supervised teaching practice in initial teacher education has been the focus of investigations in the area of mathematics education due to the emergence, in this scenario, of theoretical and practical knowledge for the professional performance of pre-service mathematics teachers. In this article, we aim to discuss the use of the notion of (online) instrumental orchestration as a theoreticalmethodological proposal for the development of classes in the context of a supervised teaching practice. For this purpose, we present the components of instrumental orchestration, linking the theoretical and practical dimensions, to illustrate the data produced from the implementation of orchestrations by a preservice mathematics teacher under the supervision of a teacher supervisor, in an online class with students in the 6th grade of elementary school at a federal public school. Among the results, we highlight the didactical configurations, the exploitation modes, and the didactical performances around using a digital artifact which made it possible to perform interactive simulations for the study of the equality relations, through collective work, in the remote teaching modality, between the participants of the research. In short, we found the importance of systematically planning the arrangement of the teaching environment for online classes in the context of supervised teaching practice.
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Revue Didactique, 2022
Dans cet article nous nous intéressons à la formation initiale des professeurs de mathématiques, ... more Dans cet article nous nous intéressons à la formation initiale des professeurs de mathématiques, à l'enseignement de l'algèbre au début du collège et à l'utilisation des ressources numériques dans le cadre de l'enseignement à distance. L'objectif est d'identifier des organisations mathématiques, autour du thème des relations d'égalité et des principes d'équivalence avec « l’explorateur des équations : les bases – PhET » et de planifier son utilisation en classe. Nous nous basons sur la théorie anthropologique du didactique, l'approche documentaire du didactique et le concept d’orchestration instrumentale. Le recueil de données a eu lieu à partir des informations générales disponibles sur la PhET. En plus, avec la simulation avec la ressource. Nous présentons comme résultats, cinq types de tâches et également les types d’orchestrations instrumentales prévues pour l'utilisation de cette ressource dans la 6ème année scolaire (10 ans).
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Educação Matemática em Revista, 2022
In this article, we report an experience in the context of a continuing education course with tea... more In this article, we report an experience in the context of a continuing education course with teachers about the development of didactic knowledge of algebra in the early years of Elementary School. The aim of this study is to analyze the understandings of two teachers on how students can develop algebraic thinking by solving tasks with pattern generalization. Thus, we adopted the Joint Labor, proposed in the Theory of Objectification–TO, as a methodology, aiming to highlight the objectification and subjectivation processes whose subjects involved passed in one of the course's meetings. The production of data took place from the video recording, particularly in the teachers' notes on one of the problems of the reading material. Among the results, we emphasize the teachers' understanding of thethreevectors of algebraic thinking (analyticity, semiotic representation and indeterminacy) that students can mobilize to achieve algebraic generalization. In short, we believe that the methodology adopted was indispensable for collective learning in the online modality, in the sense of providing an environment for debate and reflection, following the principles of community ethics (commitment, responsibility and care for the other) recommended in the TO.
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Boletim Cearense de Educação e História da Matemática, 2021
This excerpt of a research was developed within the Institutional Scientific Initiation Scholarsh... more This excerpt of a research was developed within the Institutional Scientific Initiation Scholarship Program (PIBIC) and the research group Scientific Laboratory for Learning, Research, and Teaching (LACAPE), linked to the Departament of Education of the Federal Rural University of Pernambuco (UFRPE). In this article, we aim to analyze the possibilities of using the “Equality Explorer: Basic” resource, available on the Physics Education Technology – PhET Interactive Simulations digital platform, of the University of Colorado Boulder, in light of the skills of the
National Common Curricular Base (BNCC) and the Curriculum of Pernambuco, regarding the teaching of equality properties and equivalence principles. The research approach is qualitative and documentary. Data collection was based on general information available at PhET, such as: resource descriptions, instruction manual, activity plans, lesson plans, among others, besides the handling of the “Equality Explorer: Basic,” by which we sought to interpret and develop possible interactive simulations in the light of the skills of the curriculum documents. Among the results, we highlight four skills (from the initial and/or final years of elementary school) that can be developed using the “Equality Explorer: Basic”: (EF03MA11) / (EF03MA11PE); (EF04MA14) / (EF04MA14PE); (EF05MA10) / (EF05MA10PE); and (EF06MA14) / (EF06MA14PE). Therefore, we believe that the resource on screen can encourage the development of students’ algebraic thinking, depending on the modes of its exploration, both in the classroom or in other didactic scenarios.
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REVEMAT, 2020
This study was developed within the Institutional Program for Scholarships for Initiation in Teac... more This study was developed within the Institutional Program for Scholarships for Initiation in Teaching (Pibid), the core of
which was the work of scholarship holders (Mathematics degree students) on and with the resources for Mathematics
teaching. We analysed the process of the design and application of a game focused on polyhedra, called the Geometric
Bank. The theoretical framework chosen was the Documentational Approach to Didactics (DAD), the Theory of Instrumental Orchestration and the Mathematics Teacher's Specialized Knowledge (MTSK) model. Data collection took
place in the light of reflective investigation, by which various tools are used, namely: class observation, interviews, video
recording, among others. Also, the subjects' documentation work in different places (school, laboratory, etc.) were
monitored. Among the results, we highlight elements of evolvement of the game on screen, based on the documentation
work and instrumental orchestrations (didactic configuration, modes of exploration and didactic performance), besides
understanding how those elements were permeated by the development of professional teaching knowledge.
Keywords: Pibid, Documental Approach to Didactics, Instrumental Orchestration, Mathematical game, MTSK.
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Conference Presentations by Matheus Almeida
Anais do EGEM 2021, 2021
Este trabalho foi desenvolvido no seio de um projeto de iniciação científica, no curso de Licenci... more Este trabalho foi desenvolvido no seio de um projeto de iniciação científica, no curso de Licenciatura em Matemática da Universidade Federal Rural de Pernambuco. O objetivo desta pesquisa é identificar organizações matemáticas, em torno do tema Relações de Igualdade e Princípios de Equivalência, no uso do recurso digital "Explorador Básico de Igualdade"-disponível na plataforma Physics Education Technology-PhET Interactive Simulations. Para tanto, tomamos como suporte teórico a Teoria Antropológica do Didático (TAD), com ênfase nas noções de praxeologia matemática, ostensivos e não ostensivos. A abordagem da pesquisa é qualitativa e do tipo documental. A coleta de dados ocorreu a partir de informações gerais disponíveis na PhET, tais como: descrições do recurso e manual de instrução; além do manuseio do "Explorador Básico de Igualdade", para o levantamento dos tipos de tarefas e suas respectivas técnicas e tecnologias. Dentre os resultados da pesquisa, destacamos três ostensivos disponíveis no recurso digital. Apresentamos ainda, no bloco prático-técnico, seis tipos de tarefas e seis técnicas; bem como, cinco tecnologias que as justificam. Por fim, reconhecemos a TAD como uma possível abordagem teórica-metodológica para a análise de recursos digitais.
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Anais do ECMAT 2020, 2020
Neste artigo, relatamos o processo de produção de um vídeo digital para o ensino de matemática, s... more Neste artigo, relatamos o processo de produção de um vídeo digital para o ensino de matemática, submetido no IV Festival de Vídeos Digitais e Educação Matemática. A priori, contextualizamos o uso das tecnologias digitais no ensino de matemática com o cenário de pandemia global do COVID-19, objetivando centralizar o debate nas potencialidades e limitações dos vídeos didáticos no (e para além do) ensino remoto. Em seguida, discorremos sobre o processo de elaboração do vídeo no Animaker. Concluímos, por fim, que a instrumentalização com artefatos tecnológicos é essencial no processo formativo do professor de matemática.
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Thesis Chapters by Matheus Almeida
Trabalho de Conclusão de Curso, 2022
In this essay, we aim to analyze the implementation of online instrumental orchestrations to stud... more In this essay, we aim to analyze the implementation of online instrumental orchestrations to study equality relations in a remote class with students from the 6th grade of Elementary School. We took as a theoretic-methodological framework the Instrumental Orchestration and Online Instrumental Orchestration models, considering the three components: didactical configuration, exploitation mode and didactical performance. The research took place in the scenario of the Supervised Internship, through a partnership between the intern of the mathematics discipline, the internship schoolteacher-supervisor and the essay advisor, in a federal state school. A composition of three immediate sequenced online instrumental orchestrations was designed using different orchestration modes: Guidance and explanation by the teacher, technical demonstration and Discussion between actors. In the synchronous class where we implemented these orchestrations, a group of 13 students from a 6th-grade class participated. Among the results obtained, we identified that, initially, some students attributed an operational perspective to equality relations. In terms of the remote teaching modality, we highlight the particularities that occurred in the synchronous classroom, for example, interactions between subjects through videoconference and the use of digital artefacts (slides, video, Equality Explorer: Basics etc.) for the topic study, which allowed broadening the discussions on the relations of equality in a relational perspective. In short, in this experience in initial teacher training, we found the importance of systematically planning the arrangement of the teaching environment for remote classes.
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Papers by Matheus Almeida
National Common Curricular Base (BNCC) and the Curriculum of Pernambuco, regarding the teaching of equality properties and equivalence principles. The research approach is qualitative and documentary. Data collection was based on general information available at PhET, such as: resource descriptions, instruction manual, activity plans, lesson plans, among others, besides the handling of the “Equality Explorer: Basic,” by which we sought to interpret and develop possible interactive simulations in the light of the skills of the curriculum documents. Among the results, we highlight four skills (from the initial and/or final years of elementary school) that can be developed using the “Equality Explorer: Basic”: (EF03MA11) / (EF03MA11PE); (EF04MA14) / (EF04MA14PE); (EF05MA10) / (EF05MA10PE); and (EF06MA14) / (EF06MA14PE). Therefore, we believe that the resource on screen can encourage the development of students’ algebraic thinking, depending on the modes of its exploration, both in the classroom or in other didactic scenarios.
which was the work of scholarship holders (Mathematics degree students) on and with the resources for Mathematics
teaching. We analysed the process of the design and application of a game focused on polyhedra, called the Geometric
Bank. The theoretical framework chosen was the Documentational Approach to Didactics (DAD), the Theory of Instrumental Orchestration and the Mathematics Teacher's Specialized Knowledge (MTSK) model. Data collection took
place in the light of reflective investigation, by which various tools are used, namely: class observation, interviews, video
recording, among others. Also, the subjects' documentation work in different places (school, laboratory, etc.) were
monitored. Among the results, we highlight elements of evolvement of the game on screen, based on the documentation
work and instrumental orchestrations (didactic configuration, modes of exploration and didactic performance), besides
understanding how those elements were permeated by the development of professional teaching knowledge.
Keywords: Pibid, Documental Approach to Didactics, Instrumental Orchestration, Mathematical game, MTSK.
Conference Presentations by Matheus Almeida
Thesis Chapters by Matheus Almeida
National Common Curricular Base (BNCC) and the Curriculum of Pernambuco, regarding the teaching of equality properties and equivalence principles. The research approach is qualitative and documentary. Data collection was based on general information available at PhET, such as: resource descriptions, instruction manual, activity plans, lesson plans, among others, besides the handling of the “Equality Explorer: Basic,” by which we sought to interpret and develop possible interactive simulations in the light of the skills of the curriculum documents. Among the results, we highlight four skills (from the initial and/or final years of elementary school) that can be developed using the “Equality Explorer: Basic”: (EF03MA11) / (EF03MA11PE); (EF04MA14) / (EF04MA14PE); (EF05MA10) / (EF05MA10PE); and (EF06MA14) / (EF06MA14PE). Therefore, we believe that the resource on screen can encourage the development of students’ algebraic thinking, depending on the modes of its exploration, both in the classroom or in other didactic scenarios.
which was the work of scholarship holders (Mathematics degree students) on and with the resources for Mathematics
teaching. We analysed the process of the design and application of a game focused on polyhedra, called the Geometric
Bank. The theoretical framework chosen was the Documentational Approach to Didactics (DAD), the Theory of Instrumental Orchestration and the Mathematics Teacher's Specialized Knowledge (MTSK) model. Data collection took
place in the light of reflective investigation, by which various tools are used, namely: class observation, interviews, video
recording, among others. Also, the subjects' documentation work in different places (school, laboratory, etc.) were
monitored. Among the results, we highlight elements of evolvement of the game on screen, based on the documentation
work and instrumental orchestrations (didactic configuration, modes of exploration and didactic performance), besides
understanding how those elements were permeated by the development of professional teaching knowledge.
Keywords: Pibid, Documental Approach to Didactics, Instrumental Orchestration, Mathematical game, MTSK.