![]() This comes with attempts for a more objective understanding of learning that is based on evidence. The new discipline, neuroeducation, serves to apply the scientific method to curricula design and teaching strategies. Instead of being based on traditional or individual assumptions about learning, education is beginning to be treated more like a science. As technologies like brain mapping and scanning continue to advance our understanding of the human brain, a sub-sector of experts are applying those findings to the classroom. In recent decades we’ve seen the rise of an emerging interdisciplinary field that brings together neuroscientists and educators. Tool 1.4 recasts the Learning Principles so that they are focused on the educators, leading to the identification of priorities and strategies for action."Īs neuroscience brings greater understanding of the human brain, experts are applying those findings in the classroom to improve how we teach and learn. Tool 1.3 puts learners centre stage by getting schools to juxtapose the perceptions of staff with the views of learners themselves. Tool 1.2 builds on the Learning Principles through a Spiral of Inquiry as developed in British Columbia, Canada. Tool 1.1 gets learning environments to interrogate how well they are organised so as to optimise young people’s learning, using either a relatively rapid scan or more profound review. These Principles maintain that learning environments should: make learning and engagement central ensure it is understood as social be highly attuned to learners’ emotions reflect individual differences be demanding for all while avoiding overload use broad assessments and feedback and promote horizontal connectedness. The data also indicated that the use of a graphical environment, which made dynamic essays, as well as the interaction provided by the use of graphmatica software, are fruitful contexts for learning."The overview section presents: a) the Learning Principles themselves, b) the Principles recast around teachers and educators. As it had been foreseen, the GE presented better results in the after-test than the GC. The data that were collected in this research were analyzed from a quantitative as well from a qualitative perspective (relative to the diagnostic instruments), as of the qualitative one (relative to the intervention of education). GE participated in the three phases of the study, whereas the relative GC participated only in the phase of the diagnostic instruments (pre-tests and after-tests), but did not participate in the Intervention of Education. The theoretical ideas that supported this study came from the Theory of Didactic Situations (BROUSSEAU, 1996), the Theory of the Conceptual Fields (VERGNAUD, 1998) and also the vision of the use of technologies in the light of the Etnomatematica (DAMBROSIO, 1998). ![]() The research was carried out within three phases: Pre-testing, Intervention of Education and After-testing. ![]() With this objective in mind, the study intends to answer the following question of research: What are the contributions to the education of relative concepts of first degree function that an intervention made with the use of the software graphmatica can bring? In order to do so, we carried out an almost-experimental study with students of two classes of 3 rd grader in a public high school in Cotia - SP, which had composed the groups of the study: the experimental group - GE - and the control group - GC. The objective of this study was to investigate the possibility of the appropriation of the concept of first degree functions to students of 3 rd grader of high school, from an intervention of education subsidized by technological tools.
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