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Ed uc. Educação
S ocia l Básica
Geront .
Des port o
La z er
ERASMUS
Mat.
C ienc.
Graduation
Course Unit
Technology in Mathematics Education
One semester
semester
1
Teachers
Teacher:
3
3
José Portela
[email protected]
Hours
Ext
Gab
349
198
Abstract
Using Scratch to build elementary school mathematics projects
and to study geometry in elementary school (from Grade 1 to
Grade 6). Using StarLogo for exploring probabilities and
simulations. Solving problems and studying simulations using a
spreadsheet (like Excel). Exploring dynamic geometry software
(GSP) like Geobgebra or Sketchpad. Analysis and evaluation of
educational software, namely how to use it with an interactive
whiteboard.
4
Objectives
Evaluate the adequacy and effectiveness of educational software
like Scratch on specific themes of the programs of elementary
education;
Learn how to use a spreadsheet (Excel) to solve problems and
recognize its potential;
Learn to work with the program of dynamic geometry like
Geogebra (or Sketchpad) and recognize its potential;
Using the Internet as a media to communicate and do
mathematics.
5
Content
Exploration of LOGO language and Geogebra (or Sketchpad) to
study geometry.
Problem solving and simulations in a spreadsheet (like Excel).
Construction of figures and solving problems of Euclidean
geometry using a dynamic geometry software like Geogebra or
Geometer's Sketchpad.
Analysis and evaluation of educational software appropriate to
elementary education.
Using the Internet to access and evaluate WebPages dedicated to
technology in mathematics and develop sites aimed to teach and
communicate mathematical content for elementary education.
6
Methodology
The classes are mostly practical. The classes are intended for
use computer applications, the problem-solving and mathematical
investigations.
7
Evaluation
Formative assessment:
Over the practical classes, in the resolution of problems and
tasks of research, students will need to apply knowledge and
the specific content of mathematics and can evaluate their
knowledge and the development of its competence mathematics and
should work in to overcome the difficulties experienced. They
will also explore computer applications and overcoming the
obstacles that they are placing.
Summative assessment:
The evaluation is continuing and includes the following
parameters:
• Attendance and participation (5%)
• An individual project and its presentation (80%)
• Tasks to be performed during class (15%)
The individual project is set of Mathematical challenges or
investigations, for explore, research and solve, by students of
elementary grades, where a computer reveals as an indispensable
tool.
8
References
Abelson, H., diSessa, A. (1980). Turtle Geometry. The Computer as a Medium for Exploring Mathematics.
APM (1992). O computador na educação matemática. Lisboa: Edição da Associação de Professores de Matemática.
APM (1999). Geometria com Cabri-Géomètre. Lisboa: APM.
APM (1999). Modelação no ensino da Matemática – Calculadora, CBL e CBR. Lisboa: APM.
Apple Computer Inc. (1992). Secondary mathematics: Macintosh and curriculum handbook. Cupertino: Califórnia,
USA.
Bennet, D. (1992). Exploring geometry with the Geometer's Sketchpad: Dynamic geometry for the 21st century.
Berkeley: California. Ed. Key Curriculum Press.
Dublin, P., Pressman, H., Johnson, W., & Mawn, B. (1994). Integrating computers in your classroom: Middle and
secondary math. New York: Harper Collins College Publishers.
Jonassen, D.H. (1996). Computers in the classroom: Mindtools for critical thinking. Columbus, OH:
Merrill/Prentice-Hall.
Junqueira, M., Valente, S. (1998). Exploração de construções geométricas dinâmicas. Lisboa: APM.
King, J. e Schattschneider, D. (2003). Geometria Dimânica. Lisboa: APM.
Matos, J.F. (1998). Modelação Matemática. Lisboa: Universidade Aberta.
Matos, J.F. e Serrazina, L. (1996). Didáctica da Matemática. Lisboa: Universidade Aberta.
Ministério da Educação (2001). Currículo Nacional do Ensino Básico – Competências Essenciais. Lisboa: DEB.
National Council of Teachers of Mathematics (1989). Normas para o Currículo e Avaliação em Matemática Escolar.
Lisboa: APM e IIE.
National Council of Teachers of Mathematics (2000). Principles annd Standards for School Mathematics. NCTM,
Reston Virginia, USA.
Papert, S. (1985). Logo: computadores e educação. Ed. Brasiliense.
Ponte, J. (1986). O computador: Um instrumento da educação. Lisboa: Ed. Texto.
Ponte, J. (1988). O computador como instrumento de mudança educativa. Edição do Pólo do Projecto MINERVA do
Departamento de Educação da Faculdade de Ciências de Lisboa.
Ponte, J., Nunes, F., Veloso, E. (1991). Computadores no ensino da Matemática. Lisboa: Edição da Associação de
Professores de Matemática e do Pólo do Projecto Minerva do DEFCUL.
Ponte, J., Canavarro, A. (1997). Matemática e Novas Tecnologias. Lisboa: Edição da Universidade Aberta.
Resnick, Mitchel (2007) Computer as Paint Brush: Technology, Play, and the Creative Society. MIT Media Laboratory
[disponível online http://llk.media.mit.edu/papers.php]
Resnick, M. (2007) A Networked, Media-Rich Programming Environment to Enhance Technological Fluency at After
School Centers in Economically-Disadvantaged Communities [disponivel online
web.media.mit.edu/~mres/papers/scratch-proposal.pdf ]
Tavares, J. (1992). A Aprendizagem como construção do conhecimento pela via da resolução de problemas e da
reflexão. Univ. Aveiro.
Valente, J. A. (1993). Computadores e conhecimento - repensando a educação. Brasil: OEA e Univ. Estadual de
Campinas.
Veloso, E. (1987). O computador na aula de matemática. Lisboa: Edição da Associação de Professores de Matemática.
Villiers, M.(1999). Rethinking Proof with the Geometer´s Sketchpad. Emeryville:Key Curriculum Press.
Recursos online
http://www.dynamicgeometry.com/
http://www.geogebra.org/cms/
http://scratch.mit.edu/
http://el.media.mit.edu/Logo-foundation/logo/index.html
http://www.cabri.com/
http://www.cabri.com.br/download/download/cabri3d.php?id=2655
http://www.sketchup.com/
Aprovado em Conselho Cientifico em : __________________________
O Docente Responsável da Disciplina : _________________________________________________