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Dobnik, Simon. "Teaching mobile robots to use spatial words." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:d3e8d606-212b-4a8e-ba9b-9c59cfd3f485.
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The meaning of spatial words can only be evaluated by establishing a reference to the properties of the environment in which the word is used. For example, in order to evaluate what is to the left of something or how fast is fast in a given context, we need to evaluate properties such as the position of objects in the scene, their typical function and behaviour, the size of the scene and the perspective from which the scene is viewed. Rather than encoding the semantic rules that define spatial expressions by hand, we developed a system where such rules are learned from descriptions produced by human commentators and information that a mobile robot has about itself and its environment. We concentrate on two scenarios and words that are used in them. In the first scenario, the robot is moving in an enclosed space and the descriptions refer to its motion ('You're going forward slowly' and 'Now you're turning right'). In the second scenario, the robot is static in an enclosed space which contains real-size objects such as desks, chairs and walls. Here we are primarily interested in prepositional phrases that describe relationships between objects ('The chair is to the left of you' and 'The table is further away than the chair'). The perspective can be varied by changing the location of the robot. Following the learning stage, which is performed offline, the system is able to use this domain specific knowledge to generate new descriptions in new environments or to 'understand' these expressions by providing feedback to the user, either linguistically or by performing motion actions. If a robot can be taught to 'understand' and use such expressions in a manner that would seem natural to a human observer, then we can be reasonably sure that we have captured at least something important about their semantics. Two kinds of evaluation were performed. First, the performance of machine learning classifiers was evaluated on independent test sets using 10-fold cross-validation. A comparison of classifier performance (in regard to their accuracy, the Kappa coefficient (κ), ROC and Precision-Recall graphs) is made between (a) the machine learning algorithms used to build them, (b) conditions under which the learning datasets were created and (c) the method by which data was structured into examples or instances for learning. Second, with some additional knowledge required to build a simple dialogue interface, the classifiers were tested live against human evaluators in a new environment. The results show that the system is able to learn semantics of spatial expressions from low level robotic data. For example, a group of human evaluators judged that the live system generated a correct description of motion in 93.47% of cases (the figure is averaged over four categories) and that it generated the correct description of object relation in 59.28% of cases.
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Brokaw, Jodi Lyn. "Picture it: visual-spatial teaching to improve science learning." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/brokaw/BrokawJ0812.pdf.
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All students do not learn by the same means, but rather, each student has their own way of learning. They may incorporate more than one learning style to best suit their needs, but prefer one style instead of another. The purpose of this study was to evaluate whether integrating a visual-spatial teaching style would improve student test scores in the classroom and if they would retain the new content. Visual-spatial activities were incorporated into the lessons on a daily basis to support the learning of vocabulary. The research also allowed for the identification of students who preferred this learning style rather than other styles of learning. Assessments and student interviews were used to determine whether this style of learning was effective in the classroom. A comparison of the data showed an increase in test scores from the pre-test to the post-tests. Student interviews reported that they preferred learning with the visual-spatial strategies.
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Alias, Maizam. "Spatial visualisation ability and problem solving in civil engineering." Thesis, Online version, 2000. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.325666.
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Manners, Tyler Paul. "Rhetorical alternatives of free verse: A spatial perspective." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/572.
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Owens, Kay Dianne, and mikewood@deakin edu au. "Spatial thinking processes employed by primary school students engaged in mathematical problem solving." Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050826.100440.
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This thesis describes changes in the spatial thinking of Year 2 and Year 4 students who participated in a six-week long spatio-mathematical program. The main investigation, which contained quantitative and qualitative components, was designed to answer questions which were identified in a comprehensive review of pertinent literatures dealing with (a) young children's development of spatial concepts and skills, (b) how students solve problems and learn in different types of classrooms, and (c) the special roles of visual imagery, equipment, and classroom discourse in spatial problem solving.
The quantitative investigation into the effects of a two-dimensional spatial program used a matched-group experimental design. Parallel forms of a specially developed spatio-mathematical group test were administered on three occasionsbefore, immediately after, and six to eight weeks after the spatial program. The test contained items requiring spatial thinking about two-dimensional space and other items requiring transfer to thinking about three-dimensional space. The results of the experimental group were compared with those of a control group who were involved in number problem-solving activities. The investigation took into account gender and year at school. In addition, the effects of different classroom organisations on spatial thinking were investigated~one group worked mainly individually and the other group in small cooperative groups.
The study found that improvements in scores on the delayed posttest of two-dimensional spatial thinking by students who were engaged in the spatial learning experiences were statistically significantly greater than those of the control group when pretest scores were used as covariates. Gender was the only variable to show an effect on the three-dimensional delayed posttest.
The study also attempted to explain how improvements in, spatial thinking occurred. The qualitative component of the study involved students in different contexts. Students were video-taped as they worked, and much observational and interview data were obtained and analysed to develop categories which were described and inter-related in a model of children's responsiveness to spatial problem-solving experiences. The model and the details of children's thinking were related to literatures on visual imagery, selective attention, representation, and concept construction.
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Yuen, Kin-sun, and 袁建新. "Solving mathematical problems: a verificationof a spatial representation model." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31231470.
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Lee, Yu-fung, and 李如鳳. "Develop students' spatial ability with physical and virtual manipulatives." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35677806.
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Cowley, Jane. "Developing and using an assessment instrument for spatial skills in Grade 10 geometry learners." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017336.
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This qualitative investigation took the form of a case study and fell within the interpretive research paradigm. The Mathematics Chair at the Education Department of Rhodes University launched the Mathematics Teacher Enrichment Programme (MTEP) in 2010 in order to combat poor Mathematics performance of learners in the lower Albany district of the Eastern Cape. The challenge that the participating MTEP teachers faced was a lack of time available to implement new teaching ideas. This was because most of their time was spent catching up “lost” or untaught concepts in the classroom. To address this problem, the Catch-Up Project was launched, whereby selected Mathematics teachers in the area taught lost concepts to Grade Ten learners during afternoon classes in an attempt to improve their fundamental Mathematics knowledge. In order to establish which sections of Mathematics were more difficult for the learners in this programme, bench mark tests were administered biannually. Whilst these tests certainly identified deficient areas within their Mathematics knowledge, the poorest performance areas were the sections of the syllabus which were spatial in nature, such as Space and Shape and Geometry. However, a more in depth assessment tool was required to establish which specific spatial skills the learners were not able to employ when doing these Geometry tasks. To this end, the Spatial Skills Assessment Tasks (SSAT) was developed. It consisted of traditional text book type Geometry tasks and real-world context tasks, both of which were used to assess six spatial skills deemed crucial to successfully facilitate learning Geometry. The case study took place in two of the schools which participated in the Grade Ten Catch-Up project. The case was focused on Grade Ten learners and the unit of analysis was their responses to the SSAT instrument. The learners that participated all did so on a strictly voluntary basis and great care was taken to protect their wellbeing and anonymity at all times. The results of the SSAT instrument revealed that the real world context tasks were in general far more successfully answered than the traditional text book type questions. Important trends in learner responses were noted and highlighted. For example, geometric terminology remains a huge challenge for learners, especially as they study Mathematics in their second language. The ability of the learners to differentiate between such concepts as congruency and similarity is severely compromised, partly due to a lack of terminological understanding but also due to a perceived lack of exposure to the material. Concepts such as verticality and horizontality also remain a huge challenge, possibly for the same reasons. They are poorly understood and yet vital to achievement in Geometry. Recommendations for the development and strengthening of spatial skills support the constructivist approach to learning. Hands on activities and intensive sustained practice over a period of a few months, in which both teachers and learners are actively involved in the learning process, would be considered most beneficial to the long term enhancement of these vital spatial skills and to the learning of Geometry in general.
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Britz, Hendrina Wilhemina. "The use of Geographical Information Systems for the promotion of spatial cognition, spatial perspective taking and problem solving in school level geography." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020298.
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A question asked at the United States of America (USA) National Council for Geographic Education (NCGE) conference in 1967, namely, what learning does GIS allow that other ways do not and whether teaching GIS at school level is worth the time and effort required to implement it, remains largely unanswered. Literature searches suggest that little more has been done since 1967 to investigate the effectiveness of GIS in education, or that there are any findings to suggest that GIS is worth the time and effort to implement in schools. Internationally the implementation of GIS software and geo-spatial data in schools has been slow, and South Africa is no exception. The main reasons given for slow implementation internationally have included lack of resources, lack of training and lack of time. The majority of secondary schools that offer Geography in the Port Elizabeth Education District, South Africa, teach GIS theory without the use of GIS software and geo-spatial data. The purpose of this research was to elicit the perceptions of secondary school level Geography teachers and learners of the benefits, barriers and obstacles to implementing GIS software and geo-spatial data as a teaching strategy. As a focused exercise to investigate what learning using GIS allows that other ways do not, this study also investigated whether using GIS as a teaching and learning strategy enables the promotion of learners spatial cognition, spatial perspective taking and problem solving abilities better than traditional methods do. The findings are viewed through the lens of developing Crystallized Intelligence (Gc), Spatial Intelligence (Gv) and Fluid Intelligence (Gf), respectively. The study followed a concurrent transformative mixed methods design with pre-post testing and the use of crossover experimental and control groups to generate both qualitative and quantitative data. Questionnaires aimed at all secondary Geography teachers in the Port Elizabeth Education District were used to assess how GIS is taught in their schools and to evaluate their perceptions of the benefits and barriers of implementing GIS software and geo-spatial data in the classroom. Four secondary school Geography teachers in four schools volunteered to take part in the experimental aspects of the study. Empirical data on the development of spatial cognition, spatial perspective taking, and problem solving were generated via pre- and post-tests in which the grade 11 Geography learners participated. Experimental and comparison groups of learners wrote four different types of pre- and post-tests where the experimental groups worked on GIS software with geo-spatial data while the comparison groups used traditional methods. Teacher interviews and learner interviews were also conducted to assess attitudes towards GIS software and geo-spatial data as a teaching strategy. The results from this aspect of the study mirrored the benefits and barriers to implementing GIS in schools recorded in international literature. However, and possibly more importantly, the empirical data generated by the learners revealed that GIS software and geo-spatial data do statistically significantly promote better spatial cognition (Crystallized Intelligence) and spatial perspective taking (Spatial Intelligence) than traditional methods do (i.e. using atlases, rulers and calculators). No improvement was found in the experimental groups‟ problem solving abilities. This report offers possible explanations and recommendations in terms of socio-cultural findings from other educational studies on the effects of exploratory talk on the development of Fluid Intelligence. Recommendations are made for the attention of curriculum developers, teachers, school principals, departmental officials and other educational stakeholders in terms of what is required for the successful implementation of GIS software and the use of geo-spatial data in secondary school Geography classes.
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Kayhan, Emine Banu. "Strategies And Difficulties In Solving Spatial Visualization Problems:a Case Study With Adults." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614344/index.pdf.
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The purpose of the present study is to investigate the spatial strategies of adults and the difficulties they experience while solving spatial visualization problems. To achieve this purpose, a case study is conducted and the case of this study is the group of five adults studying secondary or elementary
mathematics education in a public university in Ankara. Spatial Ability Test (SAT) and task based interviews are utilized to determine the participants&rsquospatial abilities
and to interpret their strategies, and their difficulties in solving spatial visualization problems. The present study reveals that, the participants&rsquo
spatial strategies are mainly categorized as: holistic, analytic and intermediate strategies. Moreover, substrategies are defined
for holistic strategies
mental rotation and mental manipulation strategies
for analytic strategies, key feature and counting strategies
and for intermediate strategies, partial rotation, partial manipulation and pattern-based strategies. Additionally, for each sub-strategy different ways of using that strategy are defined. As an example when using mental manipulation strategy, participants use two different ways
imagining the folding and imagining the sequence. It is also concluded that when the strategies are selected, characteristics of the problems are important. This study shows that the difficulties of the participants in solving spatial visualization problems can be mainly categorized as: limited flexibility and inadequate proficiency. The results of this study provides detailed descriptions of strategies and difficulties of adults in solving spatial visualization problems to be used in designing tools for assessment or development of spatial visualization ability.
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Dalgarno, Barney John. "Characteristics of 3D environments and potential contributions to spatial learning." Access electronically, 2004. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20050114.092913/index.html.
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Woolner, Pamela Jane. "A comparison of a visual-spatial approach and a verbal approach to teaching early secondary school mathematics." Thesis, University of Newcastle Upon Tyne, 2004. http://hdl.handle.net/10443/763.
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Despite mathematicians valuing the ability to visualise a problem and psychologists finding positive correlations of visual-spatial ability with success in mathematics, many educationists remain unconvinced about the benefits of visualisation for mathematical understanding. This study compared a „visual‟ to a „verbal‟ teaching approach by teaching a range of early secondary school mathematics topics to two classes using one or other approach. The two classes were compared by considering their scores on a post-intervention test of mathematical competency, on which the verbally taught class scored significantly higher. A major interest of the research was individual differences in underlying abilities or preferred learning styles, seen as underpinned by visual-spatial and verbal cognitive processes. A test was developed to measure participants‟ general tendency to process information visually or verbally and the mathematics test results were also considered from the perspective of cognitive style. No interactions were found between teaching style and the learners‟ preferred styles. The pupils identified as „visualisers‟ did tend to perform more poorly on the mathematics test. However, further examination of the classroom performance and approaches taken to mathematics by these and other students led to doubt about the validity of the visualiser-verbaliser test used and indeed about the underlying constructs of visualiser and verbaliser cognitive styles.
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Coker, Dianna Ross. "The role of visual-spatial aptitude in accounting coursework." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-170640/.
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Nichols, Annemarie. "Utilizing music to teach basic spatial concepts to preschool children the impact on acquisition /." Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/380.
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Rogers, Judith Ann. "Understanding spatial intelligence through problem-solving in art: An analysis of behaviors, processes, and products." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186422.
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Gardner (1985) defines intelligence broadly as the ability to solve problems and create products as well as to find or create new problems. He also suggests that every normal individual has the capacity to develop abilities in seven different areas or types of intelligence. Maker (1992, in press) hypothesizes that gifted individuals competently solve problems of all types, that is, problems ranging from well-defined to ill-defined. In this study of spatial intelligence, the theories of both researchers were tested. The primary purpose of the study was to describe behaviors that could be observed, processes subjects reported using, and characteristics of products subjects created as they solved the series of spatial problems. A secondary purpose of the study was to determine if careful observation of processes subjects employed, combined with the subject's report of processes used and an evaluation of products produced could, indeed, paint a clear picture of the subject's spatial abilities. Six research questions guided the study. The three primary areas of investigation were (a) the similarities and/or differences of behaviors observed, processes reported, and characteristics of products across tasks for individual subjects, (b) the similarities and/or differences of behaviors observed, processes reported, and characteristics of products across subjects for each task, and (c) the similarities and/or differences of behaviors observed, processes reported, and characteristics of products to Gardner's description of spatial intelligence. The researcher delineated eight broad categories of observed behaviors, two broad categories of processes reported, and nine characteristics of finished products. She noted both similarities and differences in behaviors, processes, and products across subjects for tasks and across tasks for subjects. Subjects reported that they used processes similar to those described by Gardner (1985); Gardner does not establish behaviors that can be observed as subjects solve spatial problems, nor does he clearly establish characteristics that might be included in products subjects created. Therefore, the behaviors noted and the characteristics of products created by the subjects in this study allowed the researcher to further define spatial intelligence. (Abstract shortened by UMI.)
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Coxon, Steven Vincent. "The malleability of spatial ability under treatment of a FIRST LEGO League-based robotics unit." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1550154042.
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Flatt, Crystal Adonna Lee. "The Effect on Learning of Geographic Instruction Designed for Students' Verbal and Spatial Abilities." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331196/.
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The purpose of this study was to compare student scores on geographic skills in the experimental group with student scores on geographic skills in the control group after adjustment was made in teaching methods and learning materials for verbal and spatial ability for students in the experimental group. Hypotheses tested at the .05 level were as follows. 1. Females would score higher than males on a criterion measure of verbal ability. 2. Males would score higher than females on a criterion measure of spatial ability. 3. Experimental/verbal students would score higher on a geography skills posttest. 4. Experimental/spatial students would score higher on a geography skills posttest. 5. The experimental group would score higher than the control group on a geography skills posttest. The sample was 150 high school United States History students in a medium-sized North Texas school district. Analysis of covariance was used to analyze results of the study of six classes after fifteen days of instruction in physical geography concepts. Experimental classes received geographic instruction directed to verbal and spatial abilities; control group classes received traditional geographic instruction which utilized textbook, lecture, and whole-group instruction. Three high schools participated in the study. Conclusions were that males and females did not differ significantly on verbal and spatial abilities. Values between pretest and posttest for both experimental and control groups were significant, but when adjusted for the covariates of verbal and spatial ability, control/verbal learners' posttest scores were significantly higher than experimental/verbal learners' posttest scores. Spatial/ experimental learners' posttest scores and spatial/control learners' posttest scores were compared, and the result was no significant difference when cell means were adjusted for the higher spatial/experimental learners' spatial ability. The practice of teaching geography through the use of textbook and whole-group instruction resulted in larger learning gains than the practice of using different materials directed toward different learning styles within the same classroom and with no textbook.
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Webster, Megan L. "GIS in AP Human Geography: a Means of Developing Students’ Spatial Thinking?" Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801894/.
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Geography education is undergoing change in K-12 education due in part to the introduction of geospatial technologies, including geographic information systems (GIS). Although active engagement in GIS mapping would seem to enhance students’ spatial thinking, little is known about the mapping strategies that students employ or about changes in their geographic knowledge that would result. This study, set in a high school Advanced Placement human geography class, sought to contribute to these areas of inquiry. Participants performed a web-based GIS task focused on global population and migration. Attention in the study was on (a) the strategies students employed when investigating geographic phenomena using GIS, (b) changes in their cognitive maps, as assessed through sketch maps, resulting from the activity, (c) the relationship between GIS maps and sketch maps, and (d) the ways in which a subset of students serving as case studies explained the nature of their mapping. The study employed screen-captures, video-recordings, observations, pre- and post-study sketch maps, and interviews. Analyses of the GIS process revealed that, in creating their maps, the students used a number of strategies, which included searching, layering, removing layers of data, adjusting transparency, editing, and noting. Although searching and layering were employed by all students, there was variability across students in use of the other strategies. With respect to changes in their spatial thinking, analyses of the sketch maps showed increases in elaboration and accuracy in terms of migration patterns. When GIS maps were compared to sketch maps, analyses showed relations for many students. The six students who served as case studies revealed major connections between personal interests and the reasoning employed in mapping. They also described their entry points into the process. The study shows how real-time data collection, including screen captures, as well as more static measures, specifically sketch maps, can provide insights into the spatial thinking of students while using GIS. It provides some support to educational approaches to geography in which students become creators of maps, not simply users of maps, and suggests that, through their own mapping process, students expand their cognitive maps and enhance their spatial thinking.
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Baca, Joaquín Javier. "Integrating spatial thinking into the curriculum through geographic information systems and the Santa Ana River watershed." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3203.
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Lesson plans were developed in order to address the inter-disciplinary nature inherent in environmental education by drawing on place-based learning approaches and relating natural and human made aspects of watershed dynamics.
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Jin, Lingxia. "SECOND LANGUAGE ACQUISITION OF SPATIAL METAPHORS IN ENGLISH AND CHINESE WRITINGS: INSIGHTS FROM NATIVE AND LEARNER LANGUAGE CORPORA." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/203488.
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First outlined by Lakoff and Johnson (1980), Conceptual Metaphor Theory (CMT) continues to thrive (e.g. Lakoff&Johnson 1992, Lakoff, 1993, 1999, 2008), by first challenging the traditional view on metaphor as a matter of language and something extraordinary and poetic. CMT claims that metaphor is pervasive and essential in language and thought. Furthermore, metaphor is considered as the locus for abstract reasoning in this theory.Since its proposal, CMT has triggered plethoric research. However, few empirical studies have examined metaphors in second language (L2) acquisition and the importance of metaphor has not been fully recognized as an indispensable dimension in second language teaching and learning (Littlemore, 2009; Littlemore&Low, 2006b). However, metaphors present a hurdle for L2 learners (Danesi, 1992); L2 learners misinterpret metaphors for cultural reasons (Littlemore, 2003); teaching conceptual metaphor as a learning strategy facilitate language learning (Littlemore&Low, 2006a; Li, 2009).Thus, the current study investigates metaphor in learner language in light of CMT via a corpus-based approach. The study particularly examines how L2 learners of Chinese and English express vertical spatial metaphors in L2 English and L2 Chinese writings and how they differ from learners' target languages and learners' native languages.The findings reveal that L2 language development is a dynamic process and four key factors are found to interplay in learners' acquisition of conceptual metaphors: frequency of the metaphor, L2 proficiency, topic familiarity, and linguistic factors. In particular, the frequency of the metaphor as reflected in the target language has the most important impact on learners' acquisition of conceptual metaphors, overriding the factor whether a metaphor is shared in L1 and L2 or not; secondly, L2 proficiency influences how learners are affected by their first languages: learners with lower proficiency are more affected; thirdly, learners acquire the metaphors associated with a familiar topic; finally, L2 learners are constrained by the main semantic unit in the metaphorical expressions. Overall, the study demonstrates that figurative language development is a dynamic process: learners' metaphoric competence demonstrates a developmental pattern, in particular, a pendulum effect and it eventually emerges over L2 proficiency.
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Wang, Tzu-Ling. "Brain hemispheric preferences of fouth- and fifth-grade science teachers and students in Taiwan: An investigation of the relationships to student spatial and verbal ability, student achievement, student attitudes, and teaching practice." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1213169329.
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Sanchez, Jéssica Barbosa dos Passos. "Mapeamento da pesquisa acadêmica brasileira sobre Geometria Espacial: período 2007 a 2017." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21655.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The objective of this research was to map, describe, analyze, discuss thematic trends and theoretical-methodologies in the field of Spatial Geometry. In this way, we made systematically cut-outs in Brazilian researches, produced in the period from 2007 to 2017, in strict sense graduate programs in Mathematics Education. We use a state-of-the-art methodology step called mapping. The data were selected from the search of academic productions in the Bank of Thesis and Dissertations of CAPES. We identified 11 academic masters and 3 doctoral theses related to our mathematical object: Spatial Geometry. The topics developed in the selected researches were: metric geometry, regular polyhedral, prisms (triangular and quadrangular bases), pyramids, cylinders, cones and spheres, including elements of these solids, surface area, surface planning and volume measurement, we conclude that the themes did not change during the studied period, because we did not find any research reflected in the curricular structure. To do so, we created three axes of analysis: The first axis refers to the analysis of the works by which they used games, manipulative materials and non-digital resources; in the second axis we analyze the researches, whose objective was the resources of information technology and communication (ICT) and, in the last axis, since they deal with strategies for the teaching of spatial geometry. We conclude, among the three axes - the predominance of investigations in high school. Although, we obtained the highest concentration of works in the second axis, to the detriment of the first and third, evidencing a tendency of change in the teaching strategies, whose consequence was the use of digital technologies
O objetivo desta pesquisa foi mapear, descrever, analisar, discutir tendências temáticas e teórico-metodologias no campo da Geometria Espacial. Desse modo, fizemos um recorte de forma sistematizada em pesquisas brasileiras, produzidas no período de 2007 a 2017, em programas de pós-graduação strictu sensu na área da Educação Matemática. Utilizamos uma etapa da metodologia estado da arte, intitulada de mapeamento. Os dados foram selecionados a partir da busca das produções acadêmicas no Banco de Teses e Dissertações da CAPES. Identificamos 11 mestrados acadêmicos e 3 teses de doutorado, relacionados ao nosso objeto matemático: Geometria Espacial. Os temas desenvolvidos nas pesquisas selecionadas foram: geometria métrica, poliedros regulares, prismas (base triangular e quadrangular), pirâmides, cilindros, cones e esferas, incluindo os elementos destes sólidos, área de superfície, planificação de superfícies e o cálculo da medida de volume, concluímos que os temas não mudaram ao longo do período estudado, até porque não encontramos nenhuma pesquisa questionando o que está posto no currículo. Criamos três eixos de análise: O primeiro eixo refere-se à análise dos trabalhos que utilizaram jogos, materiais manipulativos e recursos não digitais; no segundo eixo analisamos as pesquisas que utilizaram recursos de tecnologia da informação e comunicação (TIC) e, no último eixo, os que tratam de estratégia para o ensino de Geometria Espacial. Concluímos que entre os três eixos temos a predominância de investigações no ensino médio. Ainda como resultado de pesquisa, obtivemos a maior concentração de trabalhos no segundo eixo, em detrimento do primeiro e terceiro, mostrando uma tendência de mudança nas estratégias de ensino decorrente do uso de tecnologias digitais
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Cudworth, David. "Negotiations of power and resistance : a spatial exploration of educational policy and practice with particular attention to the stories surrounding the learning and teaching of Gypsy/Traveller children." Thesis, De Montfort University, 2016. http://hdl.handle.net/2086/14307.
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The educational underachievement of Gypsy/Traveller children was first identified in the late 1960s. Yet subsequent government reports and other sources from the mid-1980s through to the 2000s continue to emphasise the significant educational ‘underachievement’ of children from these communities. This thesis makes an original contribution to knowledge by considering why nothing much seems to have changed for these children for over fifty years. It does this by exploring the distinctive relationship between these children’s particular lifeways and the educational structure of schooling in England. The theoretical aim of this work is to consider the lived experience within the context of spatial theory. By deploying a spatial ‘lens’ to analyse the schooling situation faced by Gypsy/Traveller communities, this thesis makes a further significant contribution to knowledge. Space and place are being reconceptualised, particularly within the social sciences, in order to help make sense of the power relations implicit within contemporary capitalist society. However, educational enquiry has only recently begun to embrace this ‘spatial turn’ and this thesis therefore offers an original empirical insight into this developing field of investigation. The work finds that some teachers and some schools are able to adapt dominant cultural practices in order to accommodate Gypsy/Traveller children. However, many schools find this difficult to achieve due to tension between the cultural norms and expectations associated with the dominant cultural norm of Sedentarism and those of Nomadism, which continues to be a strong cultural characteristic of many Gypsy/Traveller communities. A further finding highlights how community encouragement for the adoption of strict gender roles at a young age is also at the heart of the ‘problem’ of educational underachievement, as some parents restrict access to schooling beyond primary education. Despite this, it was found that, for some girls, schooling proved to provide a space in which to challenge the gender norms of their communities. There is limited literature relating to issues of gender and the schooling of Gypsy/Traveller children, and this work offers an empirical insight into this developing field of enquiry.
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OLIVEIRA, Ednaldo Bernardo de. "Uma contribuição ao ensino de geometria espacial." Universidade Federal de Campina Grande, 2013. http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/2173.
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Capes
O presente trabalho tem por objetivo contribuir com o ensino e a aprendizagem de geometria espacial. Começamos por analisar dois livros didáticos de matemática do ensino médio adotados por escolas da rede pública. As análises dos mesmos nos dão uma amostra da maneira como os livros tratam a geometria espacial. Após as análises procuramos dar a nossa colaboração aos professores e alunos, propondo a utilização do software educacional, uma pletora de poliedros, um recurso didático que complementa o livro didático e que visa tornar o ensino da geometria mais dinâmico e atraente para docentes e discentes. Propomos também, o cálculo do volume de dois sólidos platônicos que normalmente não são encontrados nos livros didáticos de matemática, o dodecaedro e o icosaedro, com a utilização de conceitos matemáticos do conhecimento dos alunos das séries finais do ensino médio. Sugerimos e aplicamos duas listas de atividades, nas quais foram utilizados os softwares educacionais, uma pletora poliedros, projeções ortogonais e trip-lets, o que propiciou uma participação bastante efetiva dos alunos que responderam em um questionário a respeito da utilização de softwares nas aulas de matemática que há um ganho de tempo e uma melhor percepção das figuras, auxiliando na compreensão dos conceitos envolvidos. Por fim, em relatório conclusivo com as resposta dadas pelos alunos às atividades, concluímos que foi válida utilização de softwares educacionais como recurso didático, apresentando um resultado bastante positivo.
This work aims to contribute to the spatial geometry teaching and learning. We begin by analyzing two math textbooks for high school adopted by public schools. The analyzes of these give us a sample of how the books are about the spatial geometry. After the analysis we try to give our assistance to teachers and students, proposing the use of educational software, a plethora of polyhedra, a feature that complements the teaching and textbook aimed at making the geometry teaching more dynamic and appealing to teachers and students. We also propose, calculating the volume of two Platonic solids that are not normally found in mathematics textbooks, the dodecahedron and the icosahedron, with the use of mathematical concepts known to the students of grades of high school. We suggest and apply two lists of activities in which we used the educational software plethora polyhedra, orthogonal projections and trip-lets, which provided a very effective participation of students who responded to a questionnaire regarding the use of mathematical software in the classes that there is a time gain and a better understanding of the figures, assisting in understanding the concepts involved. Finally, in concluding report with the answers given by the students to activities, we conclude that it was valid the use of educational software as a teaching resource, presenting a very positive result.
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Santos, Leovan Alves dos. "Ensinar geografia pela pesquisa: possibilidades de construção do pensamento espacial pelos alunos." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/4752.
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Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG
This research analyzes, through a teaching experience, teaching Geography in the survey with the aim of building a spatial thinking by students. For this, it has been an object of research a Didactic sequence (SD) in Geography teaching for elementary school, planned, implemented and evaluated by two teachers, in order to understand how the teaching of Geography from the research can collaborate for the student to meet their everyday spatial practices, and their place of experience as a reference to analyze the geographic space. To make feasible what was proposed, methodologically, this research was based on action research assumptions, with elements of ethnographic research. Many questions permeate the intention and the development of this research, such as research can make a methodological approach to the teaching of school geography? How the teaching of Geography from research can contribute to the development of spatial concepts by students? To what extent the local student can contribute to be an analysis of the scale of the research Geography teaching? Thus, we sought to initially conduct a literature review of the theoretical basis for teaching Geography from pesqusia the papers presented at the National Meeting of Geography Teaching Practice (Enpeg) and Core forums Teaching and Research in Geographical Education (Nepeg) . Were analyzed, then theses and dissertations of the last decade that address the theme of research in school geographical education. Later, it was made a semi-structured interview with the teacher and I were observed their practices. Was also examined the expression of perceptions of teacher II from the questions asked Professor I. At the end, we proceeded to the analysis of some documents, such as the National Curriculum Parameters (PCN), the National Curricular Guidelines (DCN) the pedagogical projects of the main courses that form Geography teachers in Goiás and the Pedagogical Political Project (PPP) of schooling field of research. Teaching Sequence started from a dialectical conception of education, focusing on the questioning, organization and synthesis of knowledge. The activities were aimed at students, while researching his subjects, could question the content from its initial social practice and could count on the teacher in mediating the geographic content and the orientation of their research. Finally, the activities sought to promote a return to the initial social practice of these students, in which the initial notion of them were already processed and forwarded to the formation of a spatial thinking and a geographic look. There was the intention on the part of teachers I and II, that students could build their spatial concepts according to the specific contents of Geography, when making a significant offer to students and act in their classrooms to develop and create potential, not just limited to expect the capabilities necessary for the understanding of a particular concept ever to develop.
presente investigação analisa, por meio de uma experiência pedagógica, o ensino de Geografia pela pesquisa com o objetivo de construção de um pensamento espacial pelos alunos. Para isso, tem-se como objeto de investigação uma Sequência Didática (SD) em ensino de Geografia para o ensino fundamental, planejada, aplicada e avaliada por dois professores, com a finalidade de compreender de que forma o ensino de Geografia pela pesquisa pode colaborar para que o aluno possa conhecer suas práticas espaciais cotidianas, tendo seu local de vivência como referência para analisar o espaço geográfico. Para tornar viável o que fora proposto, metodologicamente, esta pesquisa foi baseada nos pressupostos da pesquisa-ação, com elementos da pesquisa etnográfica. Muitos questionamentos perpassam a intenção e o desenvolvimento desta investigação, como: a pesquisa pode compor uma abordagem metodológica para o ensino da Geografia escolar? De que forma o ensino de Geografia pela pesquisa pode contribuir para o desenvolvimento de noções espaciais pelos alunos? Em que medida o local do aluno pode contribuir para ser uma escala de análise do ensino de Geografia pela pesquisa? Assim, buscou-se inicialmente realizar um levantamento bibliográfico das bases teóricas para o ensino de Geografia pela pesqusia nos trabalhos apresentados nos Encontros Nacionais de Práticas de Ensino de Geografia (Enpeg) e nos fóruns do Núcleo de Ensino e Pesquisa em Educação Geográfica (Nepeg). Analisaram-se, em seguida, teses e dissertações da última década que tratam a temática da pesquisa na educação geográfica escolar. Posteriormente, foi feita uma entrevista semiestruturada com o professor I e observaram-se suas práticas. Examinou-se também a expressão das percepções do professor II a partir das perguntas feitas ao professor I, tais percepções foram registradas logo após a entrevista com este professor. Ao final, procedeu-se à análise de alguns documentos, tais como os Parâmetros Curriculares Nacionais (PCN), as Diretrizes Curriculares Nacionais (DCN), os projetos pedagógicos dos principais cursos que formam professores de Geografia em Goiás e o Projeto Político Pedagógico (PPP) da escola-campo da pesquisa. A Sequência Didática partiu de uma concepção dialética de ensino, tendo como foco a problematização, sistematização e síntese do conhecimento. As atividades estiveram voltadas para que os alunos, ao pesquisarem seus temas, pudessem problematizar o conteúdo a partir de sua prática social inicial e pudessem contar com o professor na mediação dos conteúdos geográficos e também na orientação de suas pesquisas. Por fim, as atividades desenvolvidas buscaram promover um retorno à prática social inicial desses estudantes, em que a noção inicial deles estivesse transformada e já encaminhada para a formação de um pensamento espacial e de um olhar geográfico. Houve a intencionalidade, por parte dos professores I e II, de que os alunos pudessem construir suas noções espaciais de acordo com os conteúdos específicos da Geografia, ao apresentarem uma proposta significativa aos discentes e atuarem em suas respectivas salas de aula no sentido de desenvolver e criar potencialidades, e não somente se limitar a esperar que as capacidades necessárias à compreensão de um determinado conceito algum dia se desenvolvessem.
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McDonald, Ewan W. "Spatial-temporal analysis of endocrine disruptor pollution, neighbourhood stress, maternal age and related factors as potential determinants of birth sex ratio in Scotland." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/16044.
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Background: The human secondary sex ratio has been the subject of long-standing medical, environmental and social scientific curiosity and research. A decline in male birth proportion in some industrialised countries is linked to endocrine disruption and is validated by some empirical studies. Increasing parental age and population stress and associated decreases in sex ratio have also been demonstrated. A thorough literature review of 123 relevant and diverse studies provides context for these assessments. Methods: A spatial-temporal investigation of birth sex ratio in Scotland and potential determinants of endocrine disruptor pollution, socio-economic factors including neighbourhood stress, deprivation, smoking, and maternal age, was conducted. This involved review of national and regional sex ratio time trends, and stratified/spatial analysis of such factors, including the use of GIS tools. Secondary data were sourced from Scottish Government web portals including Scottish Neighbourhood Statistics and the Scottish Environmental Protection Agency. Results: Regional differences in sex ratio between 1973 and 2010 are observed which likely lever the national male birth proportion downwards, with the region of poorest air quality from industrial emissions, the Forth Valley, displaying the greatest sex ratio reduction. Further analysis shows significant upwards skewing in sex ratio for the population cohort experiencing the least and 2nd most deprivation. Localised reductions in sex ratio for areas of high modelled endocrine disruptor pollution within the Central Region in Scotland are also displayed. Discussion: Limitations of the analyses include the danger of ecological fallacy in interpreting from area-based measurement and the simplified pollution modelling adopted. Despite this, and given elevated incidence of testicular cancer in Scottish regions mirrors the study’s results, tentative confirmation of the endocrine disruptor hypothesis can be substantiated. Further, elucidation on advanced parental age as a contributory factor to secondary sex ratio change is also given. Recommendations are made with respect to environmental monitoring and health protection, and preventative health strategies in Scotland.
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Joublot-Ferré, Sylvie. "La traversée des espaces adolescents De l’habiter et de l’expérience du monde Un projet pour l'enseignement de la géographie." Thesis, Lyon, 2020. http://www.theses.fr/2020LYSEN004.
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Organisée en cinq mouvements, cette thèse en géographie culturelle, interroge l’habiter des adolescents à travers leurs pratiques spatiales, depuis les espaces domestiques jusqu’aux établissements scolaires, espaces publics, voire lieux des voyages, réels ou rêvés. L’étude est envisagée comme un moyen d’explorer la construction du rapport au monde des individus. Les adolescents sont abordés comme acteurs sociaux et spatiaux à part entière. L’enquête est conduite sur un terrain bi -national, franco-suisse, auprès d’adolescents âgés de 14 à 18 ans, scolarisés dans des établissements scolaires secondaires. La méthodologie de la recherche est inédite, en collectant des données selon plusieurs modalités. Interfaces individualisées et géolocalisation sont mobilisées au bénéfice de cartographies interactives. Des itinéraires commentés par les adolescents complètent des entretiens semi-directifs. Au-delà des pratiques spatiales récurrentes à l’intérieur du groupe, d’évidence la singularité des géographies adolescentes s’énonce et confirme la pertinence du thème des individualités en géographie et l’intérêt des cartographies personnelles et des parcours individuels accompagnés. L’exercice d’une micro-géographie, au « ras du sol », a permis d’observer « à la loupe » les expériences, de voir les détails habituellement peu visibles, et de reconstituer non seulement la concrétude du vécu spatial, mais de dévoiler les ressorts et les réseaux des relations à l’espace dans toute leur complexité. Des concepts se sont imposés comme opératoires pour rendre compte des caractères de cette relation : la nostalgie, la renommée, le voisinage et la familiarité. La recherche met également en lumière les médiations de l’expérience spatiale individuelle, et les processus d’entrée en familiarité voire d’attachement aux lieux. Un référentiel de la capabilité spatiale est proposé, il repose sur trois catégories : les facultés sensorielles, les habiletés spatiales et les compétences socio-spatiales. Des pistes pour de nouveaux apprentissages à l’École appuyés sur l’expérience spatiale des élèves sont explorées.L’enquête révèle la discontinuité de la présence et de l’attention au monde, mais également l’inégalité entre adolescents au plan des expériences et des compétences spatiales. Ces constats préoccupants devraient conduire à engager une réflexion pour une nouvelle éducation géographique dans le contexte actuel des défis sociétaux et environnementaux en particulier du point de vue du vivre ensemble et du changement global. Les résultats de la recherche intéressent donc directement l’enseignement de la géographie. Il y a une urgence désormais de la géographie à l’École au bénéfice d’une réflexivité à l’égard des pratiques spatiales, d’une co-construction prospective de l’espace partagé, d’une éducation à l’attention et enfin, d’une conscience du monde communOrganized in five movements, this thesis in cultural geography questions the living of adolescents through their spatial practices from domestic spaces to schools, public spaces, even places of travel, real or dreamed. The study is seen as a way to explore the construction of the relationship to the world of individuals. Adolescents are approached as full-fledged social and spatial actors. The survey is conducted on a bi-national, Franco-Swiss field, among adolescents aged 14 to 18 years old, enrolled in secondary schools. The research methodology is new, collecting data in several ways. Individualized interfaces and geolocation are mobilized for the benefit of interactive mapping. Itineraries commented by the adolescents complement semi-directive interviews.Beyond the recurrent spatial practices within the group, the singularity of adolescent geographies is evident and confirms the relevance of the theme of individualities in geography and the interest of personal mapping and accompanied individual journeys. The exercise of a micro-geography, "at ground level", allowed to observe the experiences "with a magnifying glass", to see the details usually not very visible, and to reconstruct not only the concreteness of the spatial experience, but to reveal the springs and the networks of the relations to space in all their complexity. Concepts have emerged as operative to account for the characteristics of this relationship: nostalgia, fame, neighbourliness and familiarity. The research also sheds light on the mediations of individual spatial experience, and on the processes of entry into familiarity and even attachment to places. A referential of spatial capability is proposed, based on three categories: sensory faculties, spatial skills and socio-spatial competencies. Avenues for new learning at school based on students' spatial experience are explored.The survey reveals the discontinuity of presence and attention to the world, but also the inequality among adolescents in terms of spatial experiences and skills. These worrying findings should lead to reflection on a new geographical education in the current context of societal and environmental challenges, particularly from the point of view of living together and global change. The results of the research are therefore directly relevant to the teaching of geography. There is now an urgent need for geography in schools to develop reflexivity with regard to spatial practices, a forward-looking co-construction of shared space, education for attention and, lastly, awareness of the common world
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Lima, André Ferreira de. "Do sensível às ideias: Um estudo de geometria a partir de atividades envolvendo espaço e forma." Universidade Estadual da Paraíba, 2015. http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/2280.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
My interest for, and my first ideas related to, this research area began during my initial teacher training. Today, I can verify some results from the reflections along this journey. They make us infer that if geometry is approached since the first years in school, initially through empiric ideas, and later on through the exploration of concepts of plane geometry, that would be a more coherent way for school children to develop geometrical concepts. However, the recognition of geometry was relegated by almost everyone for many years, which has damaged its teaching quality in the schools. Fortunately, during the last three decades, there is a tendency to recuperate and show the potential of geometrical knowledge for the development of a human being. In this context, we are searching for possible explications that lead us to the answer to our guiding questions: What effects are produced by a series of planned activities that favor the exploration of a concrete/sensitive geometry in order to approach notions of plane geometry with fifth-graders? To what extent does this classroom intervention, guided by the recommendations for geometry teaching to fifth-graders, contribute to the development of concepts of plane geometry based on the exploration of activities that involve the composition and decomposition of some representations of geometric solids? In order to discuss these questions, this study aims to investigate the effects produced by a series of planned activities that favors the exploration of a concrete/sensitive geometry in order to approach notions of plane geometry with fifth-graders, through situations that involve the composition and decomposition of some representations of geometric solids. We carried out a qualitative field study with an interpretative and naturalistic aspect, involving 25 pupils from a fifth-grade-class at a State school in the town of Monteiro, State of Paraíba, Brazil. The research structure was based on a set of eight activities related to geography that were denominated along the episodes of the text. These activities were thought in the light of a geometry that initially favors the concrete, sensitive character as a possibility to develop some tri-dimensional geometric concepts and, later on, approach elements of plane geometry in a constant dialogue between plane and spatial geometry. The data was gathered between the months of February and March of 2015. Various instruments were used in this task, among them the activity notebooks that were handed out to every work group during every episode, the film recording, the facial, corporal and gestural expressions along the process of achieving information, and commentaries said before or after the moments of construction of geometric knowledge. As part of the results, it can be highlighted that the activities developed in groups favored an interpersonal communication where the more skillful participants contributed to the learning of those that presented more difficulties.
O interesse pelo tema dessa pesquisa tem origem na Licenciatura em Matemática do professorpesquisador. Momento esse em que surgiram as primeiras ideias. Hoje, verificam-se alguns resultados das reflexões durante essa caminhada. Defende-se que há um caminho mais coerente para que as crianças possam construir conceitos geométricos, desde que o ensino de geometria seja desenvolvido, inicialmente em ideias empíricas para em seguida explorar conceitos da geometria plana e que seja abordado desde os anos iniciais do Ensino Fundamental. Porém, o reconhecimento do ensino de geometria foi relegado por quase todos durante muitos anos e acabou prejudicando a qualidade dele nas escolas. Uma das causas desse abandono foi o Movimento de Matemática Moderna (MMM). Felizmente, nas últimas três décadas, procuram-se resgatar e mostrar a potencialidade do conhecimento geométrico para a formação do indivíduo. Diante disso, trilhou-se na busca de possíveis explicações que possibilitassem responder a seguinte questão norteadora: Quais são os efeitos produzidos por uma série de atividades planejadas que privilegiam a exploração de uma geometria sensível para, em seguida, abordar noções da geometria plana com alunos do quinto ano do Ensino Fundamental? Em que medida essa intervenção em sala de aula, guiada pelas recomendações no tocante ao ensino de geometria para o segundo ciclo do Ensino Fundamental, contribuirá para a construção de conceitos da geometria plana a partir da exploração de atividades que envolvam a composição e decomposição de algumas representações de sólidos geométricos? Essa problemática foi discutida a partir do seguinte propósito: investigar quais são os efeitos produzidos por uma série de atividades planejadas que privilegiam a exploração de uma geometria sensível para, em seguida, abordar noções da geometria plana com alunos do quinto ano do Ensino Fundamental através de situações que envolvam a composição e decomposição de algumas representações de sólidos geométricos. Realizou-se uma pesquisa qualitativa sob um aspecto interpretativo e naturalístico em uma escola da Rede Estadual de Ensino da cidade de Monteiro no estado da Paraíba, envolvendo vinte e cinco alunos de uma turma de quinto ano do Ensino Fundamental. A pesquisa estruturou-se através de um conjunto de oito atividades relacionadas à geometria que foram denominadas no decorrer do texto de episódios. Eles foram pensados à luz de uma geometria que privilegie inicialmente o caráter sensível e empírico como uma possibilidade de se construir alguns conceitos geométricos envolvendo três dimensões para, em seguida, abordar elementos da geometria plana fazendo um diálogo constante entre as geometrias plana e espacial. Coletou-se os dados entre os meses de Fevereiro a Maio de 2015. Utilizou-se diversos instrumentos de coleta, destaca-se os cadernos de atividades entregues às equipes em cada episódio e as filmagens. Como resultados, evidencia-se que as atividades desenvolvidas em equipe favoreceram uma comunicação interpessoal em que participantes mais habilidosos contribuíram com os que apresentaram mais dificuldades, fato investigado pela zona de desenvolvimento proximal de Vygotsky. Verificamos também que os discentes deixaram de denominar um sólido geométrico a partir do formato de suas faces à medida que as atividades transcorreram. Por fim, registra-se grande crescimento nas faces da construção do conhecimento geométrico.
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Nobrega, Maria Luiza Sardinha de. "Geografia e educação infantil: os croquis de localização - um estudo de caso." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/8/8135/tde-15102008-120233/.
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Este trabalho trata das questões relativas ao ensino na Educação Infantil através da investigação das contribuições que os croquis de localização oferecem ao processo formativo das crianças pequenas. Busca nas teorias sócio-históricas os fundamentos para compreender a importância da mediação no aprendizado das crianças, defendendo que os croquis são importantes instrumentos no processo ensino-aprendizagem. Recorre à Geografia para compreender os conceitos essenciais, lugar e paisagem, representações e linguagem gráfica, discutindo a espacialização das crianças como processo que exige sistematização e planejamento. O Estudo identifica nas práticas pedagógicas a possibilidade de garantir os fundamentos para uma formação que aprimore as práticas socioespaciais na perspectiva de construção e fortalecimento da cidadania ativa. A Educação Infantil é compreendida na dimensão do direito, assegurado a toda criança. A ação educativa capaz de tratar das questões relativas ao Conhecimento de Mundo que se deve assegurar às crianças deve estar fundamentada na Ciência, no conhecimento filosófico, na Arte e na Ética.This work deals with questions related to the infant education teaching through the investigation of the contributions that the sketches of the localization offer to the formative process of small children. It searches on social historic theories the basis to understand the importance of the mediation on childrens apprenticeship, defending that sketches are important tools on the teaching-apprenticeship process. It recurs to the geography to comprehend the essential concepts, place and landscape, representations and graphic language, discussing the spaciousness of the children as a process that demands systematization and planning. The Study identifies in the pedagogic practices the possibility to guarantee the principles for a formation that improves the social-spatial practices on the perspective of the construction and enforcement of the active citizenship. The infant education is understood on the dimension of the law, assured to all children. The educative action able to treat these matters related to the world knowledge that must be assured to children, it must be based upon science, on philosophic knowledge, on art and ethic.
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Guimarães, Gilselene Garcia. "A dinâmica cibercultural na ressignificação do conhecimento geométrico: uma proposta metodológica para o ensino da geometria espacial." Universidade do Estado do Rio de Janeiro, 2013. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=7044.
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O estudo que apresento está assentado em questões, cujo aprofundamento pretende trazer contribuição à ressignificação dos processos de ensino-aprendizagem, especialmente no âmbito da geometria espacial. Dentre as questões destaco: (1) a relação entre cibercultura e processos de ensinar-aprender, especialmente no que se refere ao conteúdo da geometria espacial, (2) os modos de sentir, de expressar-se e de aprender que a mediação da cultura digital traz contemporaneamente para os jovens; (3) a pesquisa entendida como acontecimento/experiência, cuja dimensão de intervenção permite a pesquisador e pesquisados relacionarem-se dialogicamente, reconhecendo-se como co-autores do processo de investigação. O principal interesse da pesquisa foi investigar se a dinâmica do uso das tecnologias em redes, própria da cibercultura, pode ressignificar o aprendizado do conhecimento de geometria espacial de jovens alunos do Ensino Médio. A abordagem teórico-metodológica está fundamentada nos princípios bakhtinianos da dialogia e da alteridade e no conceito vigotskiano de mediação. Sob a orientação da abordagem histórico-cultural, outros interlocutores teóricos contribuiram de modo significativo para a compreensão das questões que envolvem a relação entre educação e processos comunicacionais pós-massivos, tendo sido indispensáveis à construção e interpretação dos dados Dentre eles, cito Lucia Santaella, Maria Teresa Freitas, Pierre Lévy, Marília Amorim, Maria Helena Bonilla, Nelson Pretto, Edmea Santos, Guaracira Gouvêa, Maria Luiza Oswald, entre outros. O estudo foi realizado numa escola da rede estadual na cidade de Cabo Frio/RJ, sendo sujeitos da pesquisa 78 alunos/as do 2 e 3 ano do Ensino Médio. Para colher as informações de caráter objetivo, foi aplicado um questionário através do aplicativo Google Docs. Os dados qualitativos foram construídos por intermédio da dinâmica de convergência de mídias que engloba a metodologia Webquest, a interface wiki e o software Geogebra. Tendo em vista os pressupostos do estudo que relacionam propostas autorais, posturas alteritárias e práticas cotidianas procurei construir uma estratégia metodológica em que a apropriação das dinâmicas ciberculturais e das interfaces digitais fosse capaz de me auxiliar a identificar como usar estes dispositivos no processo de ressignificação da construção do conhecimento geométrico, bem como descobrir os limites de sua aplicação. Os resultados alcançados, ainda que provisórios dado o inacabamento dos acontecimentos que fazem da pesquisa uma experiência inacabada, apontam para a necessidade de reconhecer os jovens como produtores de saberes que deveriam ser legitimados para que a prática de ensinar-aprender geometria resultasse em conhecimento que articula ciência e vida cotidiana. Essa foi a valiosa lição que a pesquisa trouxe à minha própria prática de professora de matemática, lição que, espero, possa ecoar para outros professores.The study carried out lays on issues which a careful examination aims to lead to a contribution to the resignification of the teaching-learning processes, especially on the ambit of spatial geometry. The following issues are highlighted: (1) the relationship between cyberculture and the teaching-learning processes, especially concerning the spatial geometry scope, (2) the ways of feeling, expressing and learning which the mediation of the digital culture brings contemporaneously to the youths; (3) research understood as happening/experience, which the dimension of intervention allows to link up researcher and researched dialogically, recognizing themselves as co-authors of the research process. The main focus of this study was to examine whether the dynamics of use of networking technologies, proper to cyberculture, may resignify the building of spatial geometry knowledge for young students of medium level teaching schools. The theoretical approach is based on the dialogic and alteritarian Bakhtin principles and on the Vygotsky's concept of mediation. Under the orientation of a historical-cultural approach, other theoretical interlocutors contributed significantly to the comprehension of issues which involve the relationship between education and post mass communication processes, and were indispensable to the building and interpretation of data. Among them are Lucia Santaella, Maria Teresa Freitas, Pierre Lévy, Marília Amorim, Maria Helena Bonilla, Nelson Pretto, Edmea Santos, Guaracira Gouvêa, Maria Luiza Oswald, and others. This study was carried out at a state school in the city of Cabo Frio, Rio de Janeiro state, with 78 students of grades 2 and 3 of medium level teaching. To collect objective information, a questionnaire was applied using Google Docs application. Qualitative data were built through the dynamics of convergence of media which involves the Webquest methodology, the wiki interface and Geogebra software. In view of the presuppositions that establish a relationship between authorial propositions, alteritarian postures, and everyday practices, an attempt to build a methodological strategy in which the appropriation of cybercultural dynamics and digital interfaces was able to assist the identification of how to use these resources in the resignification process of the geometric knowledge building, as well as to find out its application limits, has been made. The results achieved, yet provisional given the unfinishment of happenings that makes research an unfinished experience, indicate the necessity of recognition of the youth as a knowledge producer which should be legitimated in order to make the teaching-learning practice of geometry result in knowledge that articulates science and everyday life. This was the valuable experience brought by research to my own practice as a mathematics teacher, experience which I hope may reverberate to other teachers.
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Scortegagna, Glaucia Marise. "A organização da prática educativa em geometria: Contribuições da teoria piagetiana." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2008. http://tede2.uepg.br/jspui/handle/prefix/1250.
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Previous issue date: 2008-05-07This research sought to establish inter-relations between the results of the studies of the Piaget and Inhelder to the perception and representation of space and the process of teaching of geometry; identify as children establish the spatial relationships of topological nature, and projective Euclidian and highlight the contributions of those studies. Therefore, we organize activities adapted from the work of Piaget and Inhelder (1993) “The representation of space in the child” and proposed to a group of children aged eight and nine years of a school hall of Ponta Grossa, in the state of Paraná. We use a interview, which provided data for the analysis, with regard to the arguments and justifications of the children. We assumed to contribute to the teacher with the teaching of geometry is important that he understands how children establish the spatial relationships in the physical world to relate this world with the geometric. Evidence was found emphasizing that knowledge of this theory by the teacher, he can help interpret the responses of children and propose activities that they are able to achieve, including the reasons for their difficulties; We can say that the inter-relationships found relate to the fact the spatial relationships established in the physical world, concern forms, and travel distances in all this is study of geometry. It also could identify the relationships established by the children, showing to what extent they relate to geometric knowledge.
Esta investigação buscou estabelecer inter-relações entre os resultados dos estudos piagetianos referentes à percepção e representação do espaço e o processo de ensino da Geometria; identificar como as crianças estabelecem as relações espaciais de natureza topológica, projetiva e euclidiana; e evidenciar as contribuições dos resultados dos referidos estudos piagetianos. Para tanto, organizamos atividades adaptadas da obra de Piaget e Inhelder (1993), “A representação do espaço na criança”, e as propusemos a um grupo de crianças com idades entre oito e nove anos, de uma escola municipal de Ponta Grossa, no estado do Paraná. Utilizamos a entrevista, que nos forneceu dados para as análises, no que diz respeito aos argumentos e justificativas das crianças. Partimos do pressuposto de que para o professor contribuir com o ensino da Geometria é importante que ele compreenda como as crianças estabelecem as relações espaciais no mundo físico para relacionar esse mundo com o geométrico. Evidências foram encontradas, ressaltando que o conhecimento dessa teoria, por parte do professor, pode contribuir para que ele interprete as respostas das crianças e proponha atividades que elas tenham condições de realizar, compreendendo os motivos de suas dificuldades. Podemos afirmar que as inter-relações encontradas se referem ao fato de que as relações espaciais estabelecidas no mundo físico dizem respeito a formas, distâncias e deslocamentos e tudo isso é objeto de estudo da Geometria. Também pudemos identificar as relações estabelecidas pelas crianças, evidenciando em que medida elas se relacionam com os conhecimentos geométricos.
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Verran, Pedro Godinho. "Análise socioespacial da rede escolar de Porto Alegre/RS: proposta metodológica para a identificação de áreas prioritárias para a instalação de equipamentos de educação básica." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/172135.
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O principal objetivo dessa pesquisa foi realizar uma análise socioespacial da rede escolar de educação básica de Porto Alegre e suas condições de acessibilidade com relação à população em faixa etária estudantil do Município, identificando-se as áreas com melhor potencial para a implantação de novas escolas. A elaboração da metodologia da presente pesquisa baseou-se nas metas e estratégias estabelecidas pelo Plano Nacional de Educação (2014 – 2024), sendo utilizadas as seguintes informações na análise socioespacial: dados do Censo do IBGE de 2010 (população em faixa etária estudantil e renda); dados do Censo Escolar de 2010 e 2015 (matrículas); malha digital dos setores censitários; shape atualizado da mancha urbana de Porto Alegre; localização dos equipamentos de ensino. Os dados foram integrados em ambiente SIG, através do software Arcgis, para a geração de mapas temáticos, e organizados no Excel, para a geração de tabelas. Esses dados foram organizados em duas escalas de análise, a fim de se investigar as condições de atendimento da rede escolar de Porto Alegre. Na primeira escala de análise considerou-se o Município e as suas 17 Regiões do Orçamento Participativo (ROPs), sendo selecionadas duas regiões prioritárias para a instalação de novos equipamentos de ensino Na segunda etapa da análise foi considerada apenas uma região prioritária para a instalação de creches e outra região para a instalação de pré-escolas. O ensino fundamental não foi considerado nesta segunda etapa, tendo em vista que se encontra universalizado em Porto Alegre. Sendo assim, essas duas regiões foram mapeadas em um maior nível de detalhamento através do método dasimétrico. Nesse mapeamento foram considerados os pontos com as localizações dos equipamentos de ensino e os seus raios de recrutamento, a fim de se identificar as áreas mais distantes desses equipamentos nas regiões. Dessa forma, nas duas regiões em conjunto foram identificadas um total de quatro áreas prioritárias para a instalação de equipamentos de educação infantil. Em síntese, conclui-se que a carência de investimentos no ensino público está ocasionando o aumento das desigualdades sociais em um nível intraurbano em Porto Alegre. Essas desigualdades estão se ampliando tanto entre as diferentes regiões do Município, como no interior delas. Nesse sentido, deve haver um avanço na discussão de políticas públicas educacionais com vistas a regular o avanço do ensino privado e a fomentar a ampliação do acesso ao ensino público nas periferias do Município, a fim de minimizar as desigualdades socioespaciais em Porto Alegre.The main objective of this research was to perform a socio-spatial analysis of the school system of basic education network in Porto Alegre and its accessibility conditions in relation to the population in student age range of the Municipality, identifying the areas with the best potential for the implantation of new schools. The elaboration of the methodology of the present research was based on the goals and strategies established by the National Education Plan (2014-2024), using the following information in the socio-spatial analysis: data from demografic Census 2010 (population in student age range and income ); data from School Census 2010 and 2015 (enrollment); digital mesh of the census tracts; shape of urbanization of Porto Alegre; location of teaching equipments. The data were integrated in GIS environment, through the software Arcgis, for the generation of thematic maps, and organized in Excel, for the generation of tables. These data were organized in two scales of analysis, in order to investigate the conditions of service of the school network of Porto Alegre. The first scale of analysis was considered the Municipality and its 17 Participatory Budget Regions, with only two priority regions being selected for the installation of new teaching equipment. In the second stage of the analysis, only one priority region was considered for the installation of day care centers and another region for the installation of pre-schools Elementary education was not considered in this second stage, considering that it is universalized in Porto Alegre. Thus, these two regions were mapped in a higher level of detail through the dasimetric method. The points with the locations of teaching equipment and their radius of recruitment were also considered in order to map the most distant areas of such equipment in the regions. Therefore, in the two regions together a total of four priority areas for the installation of infantile education equipment were mapped. In summary, it is concluded that the lack of public investments in education is leading to an increase in social inequalities at an intra-urban level in Porto Alegre. These inequalities are widening both between the different regions of the Municipality and within them. Accordingly, there must be a progress in the discussion of public educational policies aimed at regulating the advance of private education and fostering the expansion of access to public education in the peripheries of the Municipality, in order to minimize socio-spatial inequalities in Porto Alegre.
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Dias, Juliana Maddalena Trifilio. "Crianças e favelas : percepções, mediações e sentidos." Universidade Federal de Juiz de Fora (UFJF), 2010. https://repositorio.ufjf.br/jspui/handle/ufjf/2813.
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A temática da favela tem sido abordada no ensino de Geografia como um espaço de ausências, principalmente, de infraestrutura urbana. Existe um silenciamento da pluralidade presente entre os espaços e lugares de seus moradores, justamente, em uma disciplina que se coloca na busca por um olhar crítico na formação do cidadão. Todavia, o saber escolar não se configura como exclusiva mediação na construção da noção de favela pelos alunos. Neste sentido, se na cultura contemporânea são inúmeros os modos do sujeito tecer sua aprendizagem espacial, por que não investigar como as crianças percebem e concebem a ideia de favela? Ouvir os alunos para compreender aquilo que media suas experiências com o espaço favela proporciona uma reflexão acerca de uma temática que está posta a todos- na cidade, na TV, nas conversas- e, de modo espacial, suscita o debate em torno da formação de professores. Diante de muitas geografias e da pluralidade das favelas, esta pesquisa procurou com base na Geografia Humanista ouvir crianças a partir de seus desenhos para conhecer como esses atores sociais percebem os sentidos das favelas.
The issue of slums has been addressed in the teaching of geography as an area of absences, especially in urban infrastructure. There is a silencing of the plurality present between the spaces and places for its residents, just in a discipline that arises in the search for a critical look at the individual development. However, the school does not know how to setup exclusive mediation in the construction of the concept of slum students. In this sense, if in contemporary culture there are many ways to weave their learning of the subject space, why not investigate how children perceive and conceive the idea of slum? Listening to the students to understand what media their experiences with the slum area provides a reflection on a theme that is called the all-in town, on TV, in conversations, and, in space, raises the debate on the formation of teachers. Before many geographies and the plurality of slums, this research sought based on the Humanist Geography hear children from their drawings to know how they perceive the social meanings of the slums.
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Silva, Paulo Henrique da. "Geometria espacial e fractal." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/4611.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This work present an approach in the didactis of teach of Spatial and Fractal Geometry, to facilitate the interation of students with education. The adopted approach to Spatial Geometry, was of the to construct the geometric fi gures as soon as present the conepts needed. The insertion of a new content, that is Fractal Geometry, contributes to the development of students, it helps to realize the application of math conepts in our daily life. One of the tools used to facilitate the teaching was the use of dynamicsoftware, that s one way that allows having a better interaction with the conepts, allowing a better understanding of the content. Through this work it is expected that Geometry teaching can be performed di erently and motivating to provide better intellectual development students.
Este trabalho apresenta uma abordagem para a didática do ensino de Geometria Espacial e Fractal no ensino de Matemática, com o objetivo de facilitar a interação dos alunos com o ensino. A abordagem adotada para Geometria Espacial, foi de construir algumas das figuras geométricas assim que forem apresentado os coneitos neessários. A inserção de um novo conteúdo, que é a Geometria Fractal, contribui com o desenvolvimento dos alunos, pois ajuda a perceberem a aplicação dos coneitos da matemática em nosso cotidiano. Uma das ferramentas utilizada para facilitar o ensino foi o uso de software dinâmico, que é uma das maneiras que permite ao aluno ter uma melhor interação com os conceitos, permitindo um melhor entendimento do conteúdo. Por meio deste trabalho, espera-se que o ensino de Geometria possa ser realizado de forma difereniada e motivadora propiciando um melhor entendimento e desenvolvimento intelec tual aos alunos.
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Brito, Margarida Liliane de Sá. "Processo de escolarização de jovens e adultos em áreas de assentamentos de Reforma Agrária na Amazônia na perspectiva do lugar uma abordagem geográfica." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/8/8136/tde-17042012-122415/.
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A nossa pesquisa se insere no contexto da educação dos jovens e adultos assentados. Em que se objetivou analisar o impacto da escolarização destes jovens e adultos assentados de reforma agrária, o qual foi promovido pelo Educampo I Projeto integrado ao Programa Nacional de Educação na Reforma Agrária (PRONERA). Analisando de que forma estes jovens e adultos demonstraram o conhecimentos geográficos como saber popular e se a escolarização desenvolveu a percepção do território como lugar de vida. Apartir da metodologia da Educação de Jovens e Adultos (EJA) para o 1º Segmento do ensino fundamental. Para tanto, realizou-se uma pesquisa documental no âmbito educacional escolar. Foram pesquisadas seis turmas de seis comunidades do Projeto de Assentamento (PA) Vila Amazônia no município de Parintins-Amazonas-AM, no período de 2007 a 2010. Constataram-se, como resultados desta pesquisa, que o processo de escolarização; a formação continuada, inspirada nas idéias de Paulo Freire, propondo uma educação que considera os sujeitos e a sua realidade; o uso da coleção Viver, Aprender, como material didático nortearam a prática da sala de aula, proporcionado aos educandos aprendizagens que demonstraram por meio de atividades como mapas, maquetes, desenhos, linguagens interpretativas do lugar, os conhecimentos geográficos com base no censo comum, além da biografia dos educandos onde os relatos mostram as trajetórias de vida, a importância de continuar estudando e como percebem o território como espaço e lugar de vida. E, por fim, destacar a mudança de postura dos educadores e educandos, que a partir da escolarização elevaram a autoestima, e são reconhecidos como lideranças na comunidadeOur research is in the context of educating youth and adults seated. What is aimed at analyzing the impact of schooling of these young people and adults settled agrarian reform, which was sponsored by Project Educampo I integrated the National Program for Agrarian Reform Education (PRONE). Analyzing how these young people and adults have shown geographic knowledge as popular knowledge and schooling developed the perception of the area as a place of life.Based on the methodology of Youth and Adults (EJA) for the 1st segment of the school. To this end, there was a desk in school education. We surveyed six groups of six communities in the Settlement Project (AP) Amazon Village in the city of Parintins, Amazonas-AM, in the period 2007 to 2010. It was found, as results from this research that the process of schooling, continuing education, inspired by the ideas of Paulo Freire, proposing an education that considers the subject and reality, the use of the collection Living, Learning, teaching materials and guided practice the classroom, giving students who have demonstrated learning through activities such as maps, models, drawings, interpretive languages of the place, the geographical knowledge based on common census, besides the biographies of the students where the reports show the paths of life, the importance to continue studying and how they perceive the space and territory as a place of life. Finally, highlight the changing attitude of educators and students from the school that raised selfesteem, are recognized as leaders in the community.
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Gray, Kyle R. "A Study of Student Responses to Text-Only and Illustrated Conceptest Questions Related to Plate Tectonics: Differences by Gender and Prior Achievement." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1246560045.
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Garrouste, Manon. "Ressources scolaires et réactions individuelles : trois essais en économie de l'éducation." Thesis, Paris 1, 2015. http://www.theses.fr/2015PA010010/document.
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L'objectif de cette thèse est d'étudier l'interdépendance des ressources scolaires et des ressources individuelles dans la production du capital humain. À travers trois cas d'études sur données françaises, différentes méthodes sont proposées pour analyser l'effet des politiques éducatives tout en tenant compte des comportements des individus. Le premier chapitre montre que les politiques d'éducation prioritaire sont susceptibles de conduire les familles, notamment les plus avantagées socialement, à contourner les établissements traités. Ces stratégies d'évitement sont de nature à contrebalancer les effets des moyens supplémentaires sur les résultats des élèves. Le deuxième chapitre cherche à savoir si les choix d'orientation des élèves sont contraints par J'offre scolaire locale. Nous montrons que l'ouverture d'un nouveau lycée augmente la proportion d'élèves qui poursuivent leurs études dans le second cycle, notamment en voie professionnelle. Enfin, le troisième chapitre montre que les étudiants tiennent compte de l'information contemporaine dont ils disposent sur leurs notes lorsqu'ils évaluent les qualités pédagogiques de leurs enseignantsThe main objective of this thesis is to study the interdependence of school resources and individual resources in human capital production. In three empirical analyses using French data, various methods arc proposed to evaluate the impact of educational policies, taking individual behaviors into account. The first chapter shows that compensatory education policies may result in individual sorting. The fact that socially more advantaged families tend to avoid treated schools cancels out additional resources positive effects on academic achievement. The second chapter examines whether pupils are constrained by local school supply. We find that opening a new high school increases the proportion of pupils who continue in upper secondary education, particularly in a vocational track. Studying how students evaluate teaching, the third chapter shows that they take contemporaneous information about their grades into account when they evaluate teachers' pedagogical qualities
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Viana, Odalea Aparecida. "O componente espacial da habilidade matematica de alunos do ensino medio e as relações com o desempenho escolar e as atitudes em relação a matematica e a geometria." [s.n.], 2005. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253074.
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Orientador: Marcia Regina Ferreira de BritoTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Considerando a influência de fatores cognitivos e afetivos no desempenho escolar em geometria, este trabalho teve como objetivos analisar o componente espacial da habilidade matemática e verificar a existência de relações entre este componente, o raciocínio espacial, as atitudes em relação à matemática e à geometria e o desempenho escolar. Foram sujeitos 177 alunos de ensino médio de uma escola particular, tendo sido aplicadas duas provas tipo lápis e papel, um teste psicológico de raciocínio espacial e duas escalas de atitudes em relação à matemática e geometria. A análise fatorial das operações do componente espacial da habilidade matemática (contagem de cubos, formação e identificação de polígonos no espaço, secção, planificação, projeção e revolução) indicou a existência de um único fator, o que comprova que a prova avaliou a habilidade geral dos sujeitos em lidar com conceitos geométricos espaciais trabalhados no ensino médio, com base nas tarefas propostas. As atitudes em relação à matemática estavam relacionadas com as atitudes em relação à geometria. O desempenho em geometria estava relacionado com o raciocínio espacial, com o componente espacial da habilidade matemática e com as atitudes em relação à geometria. O trabalho faz referência aos processos de formação, inspeção e transformação de imagens mentais evidenciados nas fases de obtenção e de processamento da informação geométrica de problemas. As representações pictóricas externas demonstradas na solução de problemas geométricos com estrutura espacial foram classificadas de acordo com a funcionalidade, coerência e detalhamento, sendo que os dados mostraram que sujeitos mais habilidosos elaboram representações parciais e coerentes e não as utilizavam com a função de assistência perceptual.Psicologia da educação matemática; ensino de geometria; habilidade matemática; raciocínio espacial; habilidade visual
Abstract: In considering the influence of cognitive and affective factors in academic achievement of geometry, the objectives of this work were to analyze the spatial component of mathematical ability and to verify the existence of relations among this component, the spatial sense, the attitudes toward Mathematics and Geometry and the academic performance. The subjects of this research were 177 students, from three grades of a particular school from Mogi das Cruzes ¿ SP. Two questionnaires with pencil and paper, one spatial sense test and two attitudes scales toward mathematics and geometry were applied. The factorial analysis of spatial component operations of mathematics ability (counting of cubes, formation and identification of polygon in space, section, planning, projection and rotation) indicated the existence of one factor. It proved that the test evaluated the general ability to deal with geometric concepts that are taught in the secondary school, taking into account the proposed tasks. The attitudes toward Mathematics were related to the attitudes toward geometry. The geometry performance was related to the spatial sense, to the spatial component of mathematical ability and to the attitudes toward mathematics and geometry. This work made reference to the formation, inspection and transformation of visual mental images, whose processes were evidenced in the phases of acquisition and processing of problems geometrical information. The external graphical representations that were evidenced in the solution of geometry problems with the spatial structure were classified according to the function, coherence and detailing, and the dates indicated that the most talented students made partial and coherent representations and did not utilize them as perceptual assistance.Psychology of Mathematics Education; geometry teaching; mathematical abilities; spatial sense
Doutorado
Educação Matematica
Doutor em Educação
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Garcia, Filho Alceny. "Importância do software “Uma Pletora de Poliedros” no ensino de geometria espacial." Universidade Federal de Goiás, 2014. http://repositorio.bc.ufg.br/tede/handle/tede/4023.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The work proposed aims to provide a reflection about the importance of promoting a dynamic teaching. Therefore it proposes the use of a software , A Plethora of Polyhedra, that considers the learning needs of students in order to assist them in the viewing and understanding of space around them and so they can use the geometric and mathematical knowledge in benefit of everyday issues. This is a free software for d ynamic mathematics that gathers resources of spatial geometry such as: rotation, translation, enlargement, reduction, and counting of the number of vertices, edges and faces, which enables the students understand the main presented contents. By manipulating the software chosen, teacher and student can identify their main characteristics and essential elements, not just only through the development and resolution of mathematical expressions algebraically presented. This work also is willing to motivate the activities to be proposed by a theoretical basis and analyze the possible difficulties encountered by students and teachers, and the opportunities for improvement in the teaching of geometry.
O trabalho ora proposto tem como objetivo proporcionar uma reflexão sobre a importância de se promover um ensino dinâmico. Para tanto, propõe -se a utilização de um software – Uma Pletora de Poliedros – que leve em consideração as necessidades de aprendizagem dos alunos, de modo a ajudá-los na visualização e no entendimento do espaço que os cerca e para que eles possam utilizar o conhecimento geométrico e matemático em benefício das questões cotidianas. Trata-se de um software livre para matemática dinâmica que reúne recursos de geometria espacial como: rotação, translação, ampliação, redução e contagem do número de vértices, arestas e faces, o que permite aos alunos compreenderem os principais conteúdos apresentados. Ao manipular o software escolhido, professor e aluno podem identificar suas principais características e elementos essenciais, não mais apenas somente por meio da elaboração e resolução de expressões matemáticas algebricamente apresentadas. Este trabalho dispõe-se, ainda, a motivar as atividades a serem propostas por meio de uma fundamentação teórica, bem como analisar as possíveis dificuldades encontradas por parte de alunos e professores, assim como as possibilidades de melhoria no ensino de geometria.
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Tan, Jia. "L'acquisition de la spatialité en français chez les étudiants chinois : étude longitudinale." Thesis, Paris 10, 2011. http://www.theses.fr/2011PA100177/document.
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Cette thèse, qui s’inscrit dans le domaine de l’acquisition des langues étrangères, a pour objectif de comprendre comment les étudiants chinois, au cours de l’acquisition du français, expriment la référence spatiale (la localisation et le déplacement dans l’espace) lorsqu’ils s’acquittent d’une tâche verbale complexe. Nous avons effectué une étude longitudinale de trois ans, en recueillant des productions orales narratives à trois reprises, auprès de 22 apprenants de la même classe, avec des supports en images : Le Chat et Le Cheval respectivement aux deux premiers cycles, et Frog, where are you ? à chaque cycle. Cette procédure permet non seulement d’observer l’acquisition de la spatialité en français de tous les apprenants à un moment donné, mais aussi de mettre en lumière la progression acquisitionnelle de chaque apprenant dans le temps. Basée sur des analyses aux niveaux phrastique, conceptuel et discursif, nous essaierons de trouver les facteurs qui influencent l’expression de la spatialité en français, et de proposer des solutions pédagogiques en fonction des difficultés identifiées chez les apprenants, en vue d’améliorer l’acquisition de la spatialité dans le contexte de l’enseignement du français en ChineThis thesis intervenes in foreign language acquisition, and has an objective to understand how Chinese students in university learn French space expression. I have thus conducted a three-year research and carried out three corpus collections with 22 Chinese learners from the same class, respectively in the first three years in French learning. The Chinese learners are required to tell a story according to the pictures. In every collection, all learners are assigned to tell the Frog story; in the first two collections the additional Cat and Horse stories are respectively required. From the collected corpus, each learner are fully studied, including the space expressions at specific stages and the progress in three-year period. The analysis based on the data has been carried out in the three levels: the sentence level, the conceptual level and the discursive level. It is aimed to find the factors which influence the space expression in French. Moreover, the thesis provides teaching solutions according to the learning difficulties identified in the corpus
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Alves, David de Abreu. "Tecnologia assistiva e inclusão: a construção da consciência espacial-cidadã de deficientes visuais." Universidade Federal da Paraíba, 2017. http://tede.biblioteca.ufpb.br:8080/handle/tede/9846.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The dissertation text, the result of theoretical reflection and field research, addresses the process of spatial-citizen awareness of students with Visual Impairment, through the so-called Assistive Technology. The research is configured as a qualitative one, with material analysis as a result of bibliographic review and the application of two techniques: the use of questionnaires and focus groups. The methodologies used are directed to two sets of subjects who accepted to participate in the research, and who are at the State School of Elementary and Middle School Senator Argemiro de Figueiredo, located in the city of Campina Grande, Agreste of the State of Paraíba. The first group is formed by professionals related to education (manager, Geography teachers and coordinators of the AEE Multifunctional Resource Room), and the second group is composed of students with Visual Disabilities enrolled in the institution's collective classes, aged between 13 and 18 years. The relevance of such a study is the need to contribute to scientific research related to the inclusion of the visually impaired, and which are related to Geography. Theoretical basis is based on official documents from different governmental, national and international spheres, as well as works on Space Consciousness, Geography Education, Special Education, School Inclusion, Education for the Visually Impaired, and Assistive Technology. In this context, the works of Almeida (2008), Loch (2008), Guijarro (2005), Mantoan (2008), Bersch (2005, 2006, 2008, 2013), Galvão Filho , Santos (1997, 2003, 2006, 2012), Nogueira (2009, 2013), Carneiro (2009, 2013), Calvalcanti (2002, 2006), among others. The text is structured based on considerations about the historical path experienced by people with disabilities; Presents considerations on an inclusive Geography mediated for the Visually impaired; Seeks to contemplate a history about Assistive Technology, highlighting the types that can be directed to teaching the Visually impaired. On the data that we were offered for reflection, the situation of the researched school in relation to Special Education is evidenced, and how Assistive Technology assists in the process of formation of a spatial-citizen conscience of the visually impaired students, based on the geographic knowledge. The result of this research points to issues of not fully implementing the document guidelines that guide Special Education in an inclusive perspective and to the importance of the educator in the mediation of knowledge for the Visually Impaired, revealing that Assistive Technology does not replace the figure of the Professor of Geography, or the specialized teacher, in the formation of a spatial awareness.
O texto dissertativo, resultado da reflexão teórica e pesquisa de campo, aborda o processo de formação da consciência espacial-cidadã de estudantes com Deficiência Visual, por meio da chamada Tecnologia Assistiva. A pesquisa configura-se como qualitativa, com analise de material fruto de revisão bibliográfica e da aplicação de duas técnicas: uso de questionários e grupos focais. As metodologias utilizadas são direcionadas a dois conjuntos de sujeitos que aceitaram participar da pesquisa, e que estão na Escola Estadual de Ensino Fundamental e Médio Senador Argemiro de Figueiredo, localizada na cidade de Campina Grande, no Agreste do Estado da Paraíba. O primeiro grupo é formado pelos profissionais ligados à educação (gestor, professores de Geografia e coordenadoras da Sala de Recursos Multifuncionais AEE) e, o segundo formado por estudantes com Deficiência Visual matriculados nas turmas regulares da instituição, com faixa etária de idades entre 13 e 18 anos. A relevância de tal estudo configura-se na necessidade de contribuir com pesquisas científicas ligadas à inclusão de deficientes visuais, e que estejam relacionados com a Geografia. O embasamento teórico fundamenta-se em documentos oficiais de diferentes esferas governamentais, nacional e internacional, bem como obras que apresentam como tema a Consciência Espacial, Ensino de Geografia, Educação Especial, Inclusão Escolar, Educação para os Deficientes Visuais, e Tecnologia Assistiva. Nesse contexto destacam-se as obras de Almeida (2008), Loch (2008), Guijarro (2005), Mantoan (2008), Bersch (2005; 2006; 2008; 2013), Galvão Filho (2009; 2011; 2012; 2013), Santos (1997; 2003; 2006; 2012), Nogueira (2009; 2013), Carneiro (2009; 2013), Calvalcanti (2002; 2006), dentre outros. O texto é estruturado partindo de considerações sobre o percurso histórico vivenciado por pessoas com deficiência; apresenta considerações sobre uma Geografia inclusiva mediada para os Deficientes Visuais; busca contemplar um histórico sobre a Tecnologia Assistiva, destacando os tipos que podem ser direcionadas ao ensino de Deficientes Visuais. Sobre os dados que nos foram oferecidos para reflexão, evidencia-se a situação da escola pesquisada no tocante a Educação Especial, e como a Tecnologia Assistiva auxilia no processo de formação de uma consciência espacial-cidadã dos estudantes deficientes visuais, pautado no conhecimento geográfico. O resultado desta pesquisa aponta para questões de não efetivação, por completo, das diretrizes de documentos que norteiam a Educação Especial na perspectiva inclusiva, e para importância do educador na mediação do conhecimento para Deficientes Visuais, revelando que a Tecnologia Assistiva não substitui a figura do professor de Geografia, ou do professor especializado, na formação de uma consciência espacial.
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Silva, Mauricio Barbosa da. "A geometria espacial no ensino médio a partir da atividade webquest: Análise de uma experiência." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/11091.
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Previous issue date: 2006-10-19Secretaria da Educação do Estado de São Paulo
This present work of research has as its aim to present my experience in building and applying a WebQuest activity by analyzing the difficulties and the concrete possibilities of such a teaching way. This activity has been applied to a group of 10 students in the third year High School in a private school in Sao Paulo City. While analyzing the WebQuest since its construction and application up to the fi nal results obtained, I have looked for bringing evidences of if such kind of activity, which basically utilizes internet resources, is able to bring any kind of benefit in relation to the traditional classes that make use of books and books of key facts. Some learning aims have been defined starting from the Bloom Taxonomy (1972) and, when reached, have raised a thought of higher level, according to Dodge (1995). I verified that the students have constructed their mathematical knowledge as I noticed that they have reached the level of visualization geometrical comprehension, as defined by Van Hiele (1986) in his classification. I have used, as a way of validating the results obtained during the construction and application phases, a confrontation between the evidences observed through the registrations of such phases and the theoretic-methodological recommendations that have been utilized, which were mainly based in the own principles of the WebQuest activity and in some principles of the teaching experiment methodology, according to Cobb, P. et all (2003). It was possible to conclude that the students` mathematical knowledge of the Spatial Geometry basic notions was, in great part, consolidated throughout the use of the WebQuest activity. A new purpose of a WebQuest activity has been elaborated for application in an opportune moment
Este trabalho de pesquisa tem como objetivo apresentar minha experiência ao construir e aplicar uma atividade WebQuest analisando as dificuldades e possibilidades desta forma de ensinar. Esta atividade foi aplicada em um colégio particular de São Paulo, a 10 alunos do 3º ano do Ensino Médio. Ao analisar a WebQuest desde a sua construção e aplicação até a obtenção dos resultados, procurei evidenciar se esta atividade, que utiliza basicamente recursos da Internet, apresenta algum benefício em relação às aulas tradicionais com o uso de livros e apostilas. Alguns objetivos de aprendizagem foram definidos a partir da Taxonomia de Bloom (1972), que ao serem atingidos proporcionaram um pensamento de nível elevado, conforme Dodge (1995). Constatei que os alunos construíram seus conhecimentos matemáticos ao verificar que os mesmos atingiram o nível de compreensão geométrica de visualização, definido por Van Hiele (1986) em sua classificação. Utilizei, como forma de validar os resultados obtidos nas fases de construção e aplicação, um confronto entre as evidências observadas por meio dos registros destas fases e as recomendações teórico-metodológicas utilizadas, com base principalmente nos próprios princípios da atividade WebQuest e em alguns princípios da metodologia Experimento de Ensino, conforme Cobb et al (2003). Podese concluir que o conhecimento matemático dos alunos das noções básicas de Geometria Espacial foi, em grande parte, consolidado por meio da utilização da atividade WebQuest. Uma nova proposta da atividade Webquest foi elaborada para aplicação em momento oportuno
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Cara, Michel. "Stratégies d'apprentissage de la lecture musicale à court-terme : mémoire de travail et oculométrie cognitive." Thesis, Dijon, 2013. http://www.theses.fr/2013DIJOL013.
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Tout au long de cette thèse, l’évaluation musicale est traitée comme un objet d’étude latent visant à donner des outils pour l’apprentissage de la lecture musicale. Grâce à l’analyse des mouvements oculaires et les variables provenant de la performance, nous avons défini certaines variables qui rendent compte de l’expertise et des interactions entre différents groupes de niveaux d’expertise musicale lors de l’apprentissage d’un nouveau morceau de musique. De façon plus détaillée, nous avons observé la mise en œuvre de différentes stratégies de prise d’information, de traitement et de récupération de l’information musicale en fonction du niveau pianistique et souligné l’importance d’apprendre en interaction avec la classe et le professeur. Les stratégies sont en même temps ajustées par rapport à la confiance acquise au cours du processus d'acquisition de compétences (Bandura, 1997 ; McPherson et McCormick, 2006). En référence au débat actuel concernant la nature de la lecture de partitions, nous avons comparé les traitements musicaux et verbaux pendant une tâche de lecture « compréhensive » de textes et de partitions. Dans l’ensemble et au regard du modèle de Baddeley (1990), les ressources cognitives des musiciens pendant la lecture musicale seraient mobilisées en fonction de l’expertise et du type de style musicalThroughout this thesis, evaluation of music performance is viewed as a latent object of study in order to provide tools for learning to read music. We have defined some variables from eye movements and music performance accounting for expert performance and interactions between skill groups when learning a new piece of music. In more details, we have observed the use of different strategies for music information intake, processes and information retrieval depending on musicians’ expertise and we have stressed the importance of learning through interaction. In the process of skill acquisition, when self-confidence is gained strategies are simultaneously adjusted (Bandura, 1997; McPherson and McCormick, 2006). In reference to the current debate about the nature of music reading, we have compared musical and verbal processing during comprehensive reading of texts and scores. On the whole, considering the model of Baddeley (1990), musicians’ cognitive resources during music reading would be mobilized depending on the expertise and the music style
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Bernardini, Geferson. "Uma atividade didática envolvendo área e volume do cilindro e de prismas." Universidade Federal de São Carlos, 2014. https://repositorio.ufscar.br/handle/ufscar/5965.
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Previous issue date: 2014-04-15Financiadora de Estudos e Projetos
This paper presents a didactic proposal for Spatial Geometry classes in High School. We were taken to create this proposal from our experience as a teacher, when we observed that the study of this content requires experimentation and contextualization activities. The study of the Spatial Geometry is of great importance in High School. It contributes to the development of the capacity of abstraction, solving practical problems of everyday life and helps to acquire skills to estimate and compare results, recognize properties of geometric shapes, calculate areas, volume and working with different units of measure. Our work uses as motivation the problem of constructing a silo for grain storage, for this it is necessary to compare the volumes of the prisms with triangular, square and hexagonal base and of the cylinder without the cover, height and total area of the fixed surface to choose the format representing the highest volume. Our work is not intended to define or obtain formulas to calculate areas and volumes. The main focus of this work is to develop the ability to manipulate these formulas and other knowledge, such as solving quadratic equation, using the Pythagorean theorem, and correctly use the calculator to solve a practical problem. This activity has been applied to three classes of Second Grade High School students in a State School of São Paulo in Agudos town. For this purpose two classes of 100 minutes were used. The pupils enjoyed the activity that was carried out in groups of three and the lesson was without complications. This is a didactic sequence that does not require many resources and may be useful for teachers who want to work the theme in context. Our proposal adopts suggestions from the National Curricular Parameters (NCP) and we believe that can be used by fellow teachers, to which our product is available.
Este trabalho apresenta uma proposta didática para aulas de Geometria Espacial no Ensino Médio. Fomos levados a criar essa proposta a partir de nossa experiência como professor, quando observamos que o estudo desse conteúdo necessita de atividades de experimentação e contextualização. O estudo da Geometria Espacial é de grande importância no Ensino Médio. Contribui para o desenvolvimento da capacidade de abstração, resolução de problemas práticos do quotidiano, e ajuda a adquirir habilidades como estimar e comparar resultados, reconhecer propriedades das formas geométricas, calcular áreas, volumes e trabalhar com diferentes unidades de medida. Nosso trabalho usa como motivação o problema de construir um silo para armazenamento de grãos, para isso é preciso comparar os volumes dos prismas de base triangular, quadrada, hexagonal e do cilindro, sem a tampa, altura e área total da superfície fixa para escolher o formato que apresente o maior volume. Nosso trabalho não tem o objetivo de definir ou obter fórmulas para calcular áreas e volumes. O foco principal deste trabalho é desenvolver a capacidade de manipular tais fórmulas e outros conhecimentos, como por exemplo, resolver equações do segundo grau, utilizar o teorema de Pitágoras e utilizar corretamente a calculadora para resolver um problema prático. Esta atividade foi aplicada em três turmas da segunda série do Ensino Médio de uma escola da Rede Estadual de Ensino de São Paulo em Agudos. Para isso foram utilizadas duas aulas de 100 minutos. Os alunos gostaram da atividade que foi realizada em grupos de três e a aula transcorreu sem complicações. Trata-se de uma sequência didática que não requer muitos recursos e pode ser útil para os professores que pretendam trabalhar o tema de maneira contextualizada. Nossa proposta adota sugestões dos Parâmetros Curriculares Nacionais (PCN) e acreditamos que pode ser utilizada por colegas professores, aos quais nosso produto está disponível.
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LIN, CHIA-JUNG, and 林佳蓉. "The Study of Geometric Spatial Teaching for Second Graders’ Spatial Ability Learning." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/58050049968438254647.
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碩士國立台北師範學院
數理教育研究所
92
The focus of this study is on the result of spatial abilities learned by normal second graders through the duration of eight classes of geometric spatial teaching in four weeks. The study adopts the approach of pre-test and post-test of singular experimental teaching of quasi-experimental research design. The subjects of the study are selected from a class of second graders at an elementary school in Taipei County. The data analyses are based on both quality and quantity in this study, and that includes the students’ performance in pre-test, post-test and postpone-test, the transcript of lesson plan, the worksheets, the in-depth interviews and teaching introspection. The findings of the study are: 1. The test performance of spatial ability between boys and girls shows no significant difference. 2. The test performance of spatial ability in students with different achievements (lower, middle, higher) in math shows significant difference. The score of the students of middle or higher mathematical achievement is significantly better than that of the students of lower mathematical achievement. 3. The geometric spatial course shows positive, instant and retardant effects for improving students’ spatial ability. 4. The study effects show no difference in students of different genders or of different achievements in math. The courses designed in this study are then suitable for the second graders of different genders or of different achievements in math. 5. The students hold positively for geometric spatial teaching. After experimental teaching, the students have shown significant transformation and improvement in the performance of spatial ability test, the strategy of problem solving and the learning of spatial ability.
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Schmidt, Stephen M. "Spatial ability and mathematics." Thesis, 2001. http://hdl.handle.net/1957/28948.
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Understanding mathematics and teaching mathematics involve
numerous factors, one of which may be an individual's spatial ability.
This paper examines research conducted on the relationship between
spatial abilities and mathematics, gender differences in the area of
spatial ability, the types of experiences that may affect one's spatial
ability, and issues surrounding the teaching of spatial skills.
Researchers have found that spatial ability does relate to mathematics
and males tend to have greater spatial ability than females. Instruction
has also been shown to be successful in helping individuals learn spatial
skills.
This paper also reports the results of a study that examined the
differences in spatial ability among 98 participants (males, females,
faculty, and students in the sciences and non-sciences) at a Pacific
Northwest university. Although not all the results were statistically
significant, they tend to agree with earlier studies that found gender
advantages in spatial abilities favoring males over females. They also
provide evidence of the existence of greater spatial abilities among
participants who are engaged in scientific rather than non-scientific
pursuits. The participants in this study also reported experiences that
they believed influenced their success or failure in tasks requiring spatial
ability. Such experiences were success in math and art classes,
computer modeling, drafting, puzzles/games, Legos, construction, woodworking,
and playing with blocks as a child. Participants also stated
their belief that spatial ability related to success or lack of success in
mathematics. Over half of the students felt that spatial ability would help
in a math class. This study reveals that spatial ability does differ in
individuals; that there exist experiences that individuals feel are
important for developing spatial ability; and that spatial ability relates to
mathematics. This information can be beneficial for both teachers and
researchers.Graduation date: 2002
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陳惠冰. "A study to compare 「Traditional Teaching Method」& 「Conscious Spatial Development Teaching Method」in the teaching of Chinese Calligraphy." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/91668090632815341496.
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碩士國立新竹教育大學
進修部美勞教學碩士班
92
By end of the experimental period in September 2003 and before the implementation of the 「Coincidence of nine year education system」,experimental studies had been carried out to investigate the methodology in implementing the new education system and its curriculum. This study aimed to begin a child’s learning in Chinese calligraphy as part of curriculum in Chinese study with 「Conscious Spatial Development Teaching Method」in the hope to find an introductory teaching method which will strategically motivate student’s learning in Chinese calligraphy. Students from Grad 2, going on to Grade 3 in Elementary school were subjects of this study. The aim was to compare the effect of「Conscious Spatial Development Teaching Method」and「Traditional Teaching Method」in learning motivation and performance. This study was performed in 2 classes of students in Grade 3, Tong-Kuang Elementary school of Kaohsiung as controlled trial. Two classes were randomly selected as subjects; Class 14（n＝33）was taught by「Conscious Spatial Development Teaching Method」; Class 6（n＝33）by 「Traditional Teaching Method 」. Class 13（n＝31）was chosen as the control group. Students from three classes showed similar results in 「Learning motivation survey for Chinese Calligraphy」 prior to the trial. There were two semesters in a school year.For the class subjected with 「Conscious Spatial Development Teaching Method」 Seal script was taught in first semester, and Clerical script in second semester. The class was taught with Standard script in「Traditional Teaching Method」. By end of the school year another 「Learning motivation survey for Chinese Calligraphy」 was performed by all students in this study, and their calligraphy in Standard script was evaluated by 3 Calligraphy teachers of the school for comparison as performance outcome of different teaching methods in this trial. Data collected was entered into Chi-Square test and T test. By employing the statistical analysis function from New Excel Add-In, the covariance of one-factor analysis was used in order to compare results of the study to the hypothesis. In addition, the Pearson γ was used to test the reliability of the teachers evaluating the performance of the students. Results of this study: I. Groups of「Conscious Spatial Development Teaching Method」and「Traditional Teaching Method」did not show significant difference in motivation in learning of Chinese calligraphy. II. The group with「Conscious Spatial Development Teaching Method」showed better performance in Standard Script in the final assessment compared with the class with 「Traditional Teaching Method」 III. The group in 「Conscious Spatial Development Teaching Method」did not show difference in performance in big and medium script. IV. The group in 「Traditional Teaching Method」showed significant difference in performance in big and medium script. Conclusion of this study： （I）Teachers should have an understanding of student’s physical, mental and motivational development; and only after appropriate preparatory exercise should teaching begins. （II）Teaching should not be dictated by student’s motivation in learning. （III）The use of 「Conscious Spatial Development Teaching Method」as an alternate introductory teaching method can elevate the enthusiasm and motivation of the calligraphy class. （IV）Based on this study,Big script provides a more effective learning process for beginners than Medium script; therefore practicing strokes utilizing major muscles should be the preparatory exercises.（V）Teachers should not underestimate student’s learning motivation and interest, and should not use 「Traditional Teaching Method」as the one and only method.
48
Lin, Chia-Hsuan, and 林佳璇. "The Effect of Origami Teaching on the Preschoolers’ Spatial Performance." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/77673373552984049712.
Full textAbstract:
碩士國立臺北教育大學
幼兒與家庭教育學系碩士班
103
The main purpose of the study is to investigate the effect of origami curriculum activities on children’s spatial ability. More specifically, how origami activities affected students’ spatial visualization and spatial orientation ability was examined. In addition, the progress of origami curriculum activities and the difficulties that students encountered while making origami were analyzed. The data was collected from 4 years old to 5 years old children in a private kindergarten in Kaohsiung City. The participants were given a Spatial Ability Test as pre-test and post-test in order to assess the effect of origami curriculum activities on their spatial ability in terms of spatial visualization and spatial orientation. The results indicated that there was a positive effect of origami curriculum activities on children’s both spatial visualization and spatial orientation ability. Moreover, in the process of making origami, children encountered difficulties frequently in after flipping and rotating paper, it usually make them confused about the direction, but as long as children observed carefully the variation of shapes in making origami and the demonstration that researcher made several times, children were able to overcome this difficulty. For children, making origami is a helpful activity, not only can enhance spatial ability but also can training concentration, therefore, researcher will continue this origami activity.
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He, Li-Chiu, and 何麗秋. "Factor Study of The Spatial Design for e-Teaching Recording Studios." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/50442638825724225097.
Full textAbstract:
碩士大葉大學
設計暨藝術學院碩士在職專班
97
With the adoption of web technologies, e-teaching has become a global trend for education. As a consequence, the purpose of this study aimed to investigate factors that affect the spatial design for e-teachers who intend to use recording studios. The study began with an interview with experts and a comprehensive review of the related literature to construct the survey design. The survey was then distributed to e-teachers in 20 colleges and universities and was returned with 146 valid sheets. The results indicated that e-teachers perceived the Visual Sector as most important, the Audio Sector next, and Structure least. After factor analysis, the researcher filtered out light capture, sound control, operating comfortness, structure framework, and equipment deployment as five factor patterns for the spatial design considerations. The study also concluded with some future research directions and suggestions.
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Lu, Chieh-Yun, and 呂潔筠. "A Study of Diagnostic Teaching in Spatial Rotation for the Fifth Graders." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/wxx54j.
Full textAbstract:
碩士國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
97
The purpose of this study is to investigate the effect of diagnostic teaching in spatial rotation for fifth graders. The subjects of this study are fifth graders from two classes in an elementary school in Taipei city. Thirty-four pupils in the experimental group were subject to diagnostic teaching in spatial rotation while thirty-five pupils in the control group were not subject to any teaching in spatial rotation. This study was adopted by nonequivalent group pre-test and post-test design in quasi-experimental research method. Data analysis was conducted using both quantitative and qualitative aspects. After diagnostic teaching in spatial rotation conception, the main findings are as follows: 1. Six misconceptions were diagnosed. All of them were clarified. 2. The experimental group showed good learning effect. 3. There is no significant difference in learning effect between two groups. 4. There is no significant difference in learning effect between higher and lower subgroups of experimental group. 5. There is no significant difference in learning effect between boys and girls of experimental group. Finally, the researcher reflects the process of this study, and offers some suggestions about teaching in spatial conception, diagnostic teaching, and future studies.