Browsing by Author "Soares, Filomena Baptista"
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- Abordagens não convencionais em manuais do ensino secundário: um exemploPublication . Soares, Filomena Baptista; Pascoal, António JoséOs matemáticos do séc. XIX só ficaram plenamente tranquilizados quando o conceito de limite se viu completamente “livre” de qualquer conotação "metafísica", ou seja, quando se soube, graças à astúcia genial dos “épsilon – delta” de Weierstrass, exprimir no estilo Arquimedes a ideia intuitiva de "verdadeiro valor" de uma quantidade indeterminada sem invocar os acréscimos "infinitamente pequenos” que, no entanto, tinham tido êxito no século XVIII. Mas o preço a pagar para apenas manipular conceitos bem definidos a partir das noções algébricas sobre os números, foi a “inversão” dos raciocínios na Análise, ou seja, o facto de que é necessário raciocinar ao contrário relativamente ao caminho heurístico e adivinhar a escolha estratégica “vencedora” em cada junção ou desdobramento lógico. Perante esta dificuldade o ensino da noção de limite viu-se “arrumado” para o 12º ano (para não dizer, aí minimizado) e os conceitos que dela dependem, como o de derivada, viram-se, nos anos anteriores, esvaziados de significado formal, sendo apresentados através de noções (próximas, mas não formais) das não convencionais reduzindo-se à expressão característica de “tende para”. Esta “tendência” não possui na Análise Clássica qualquer significado formal, e apesar de se poder considerar próxima da definição Não Convencional de limite, não lhe sendo feita qualquer referência, fica assim, impossibilitada qualquer formalização da “intuição” em questão, no entanto, pretendemos alertar, através de um exemplo, para uma “pseudo” utilização das suas noções e conceitos. Constatamos, mais uma vez, que a Análise Não Convencional parece ser um caminho possível para uma abordagem da Análise num nível não universitário.
- Aprendizagem da matemática através de e-conteúdos: um estudo de casoPublication . Ferreira, Fernanda; Soares, Filomena Baptista; Lopes, Ana Paula; Nunes, PaulaApesar de todos os cursos de licenciatura da Escola Superior de Hotelaria e Turismo (ESHT) do Politécnico do Porto (P.PORTO) possuírem o termo Gestão nas suas designações, as áreas do Ensino Secundário admitidas para a entrada nestes cursos são as mais variadas, indo de Ciências e Tecnologias às Artes e Humanidades. Verifica-se, assim, que as competências dos estudantes são muito heterogéneas e essa heterogeneidade apresenta um impacto significativo, complexo e contraproducente, quando se trabalham temas específicos relacionados com a Matemática e com o raciocínio lógico-dedutivo que esta ciência envolve e desenvolve. Neste trabalho, descreve-se sucintamente o processo de entrada no Sistema de Ensino Superior Português, em particular na ESHT do P.PORTO, bem como os objetivos gerais e específicos e competências esperadas da unidade curricular de Métodos Quantitativos (MQ). Apresentam-se, seguidamente, os diferentes recursos desenvolvidos especificamente para a unidade curricular de MQ, do 1º semestre do 1º ano curricular (um curso de Matemática Elementar para Gestão), disponibilizados através da plataforma Moodle institucional, e a forma de interação pretendida e planeada. Seguidamente, analisa-se o impacto da utilização dos vários recursos e e-conteúdos, e a existência (ou não) de diferentes resultados (impacto da metodologia desenvolvida) em função das áreas de estudo dos estudantes, tendo como base a avaliação e os resultados de aprendizagem. Para concluir, apresentam-se os resultados da avaliação como ferramenta de apoio à aprendizagem, realizada pelos estudantes, cruzando-se estes resultados com o sucesso dos estudantes nesta unidade curricular. Esta análise sugere que a metodologia utilizada neste estudo poderia contribuir para melhorar o desempenho de aprendizagem dos estudantes.
- Assessment experiences in a math coursePublication . Soares, Filomena Baptista; Nunes, Paula; Lopes, Ana PaulaThe role of a teacher, as knowledge promoter and learning facilitator, is frequently opposed to the simultaneously inherent “validation” tasks, as far as grading and assessing are concerned, fundamentally from the students’ point of view, but, sometimes, even from our own. The generalised Math “trauma” is a difficult start-up invisible barrier that we must overcome every single semester, by implementing different strategies, developing new materials, motivating with digital and technological resources (using students’ digital skills), among many other tactics and schemes. But, in the end, the numerical grade – the knowledge and skills construction validation – must appear posted in the “system”. As Math lecturers in a Higher Education Institution, for more than twenty years, these problems are a daily challenge we face, and the issues we intend to analyse here, emerge as a consequence of a certain "emptiness" we feel regarding the assessment we have to carry out, in the sense that we still don’t have an answer to the following question: “Is it legitimate to "close your eyes" to the basic errors (some severe) when assessing learning outcomes in advanced subjects?” We teach at "end of the line", as far as General Mathematics is concerned, since our students are, essentially, from Management and Accounting Bachelor degrees. This paper will be structured in four distinct parts, starting with the Specific and General Outcomes and skills in the Math course in question, giving also a global vision of all its syllabus components and the teaching Methodologies implemented. Subsequently, we will refer to the coherence between teaching methods and the course learning objectives as well as their connection to the syllabus items. Finally, we will go through a section of small questions and answers, with their respective detailed analysis, in order to provide an objective reading material, trying to promote a fruitful and open discussion on the subject
- Assessment experiences in a math course-grading questions and dilemmasPublication . Soares, Filomena Baptista; Nunes, Maria Paula; Lopes, Ana PaulaSimultaneously inherent “validation” tasks, as far as grading and assessing are concerned, fundamentally from the students’ point of view, but, sometimes, even from our own. The generalised Math “trauma” is a difficult start up invisible barrier that we must overcome every single semester, by implementing different strategies, developing new materials, motivating with digital and technological resources (using students’ digital skills), among many other tactics and schemes. But, in the end, the numerical grade – the knowledge and skills construction validation – must appear posted in the “system”. As Math lecturers in a Higher Education Institution, for more than twenty years, these problems are a daily challenge we face, and the issues we intend to analyse here, emerge as a consequence of a certain "emptiness" we feel regarding the assessment we have to carry out, in the sense that we still don’t have an answer to the following question: “Is it legitimate to "close your eyes" to the basic errors (some severe) when assessing learning outcomes in advanced subjects?” We teach at "end of the line", as far as General Mathematics is concerned, since our students are, essentially, from Management and Accounting Bachelor degrees. This paper will be structured in four distinct parts, starting with the Specific and General Outcomes and skills in the Math course in question, giving also a global vision of all its syllabus components and the teaching Methodologies implemented. Subsequently, we will refer to the coherence between teaching methods and the course learning objectives as well as their connection to the syllabus items. Finally we will go through a section of small questions and answers, with their respective detailed analysis, in order to provide an objective reading material, trying to promote a fruitful and open discussion on the subject.
- Avaliar?... Como?Publication . Soares, Filomena Baptista; Nunes, Maria Paula
- Behind video lectures in a MOOCPublication . Soares, Filomena Baptista; Lopes, Ana Paula; Vieira, IsabelThe year 2012 was the “boom year” in MOOC and all its outstanding growth until now, made us move forward in designing the first MOOC in our Institution (and the third in our country, Portugal). Most MOOC are video lectured based and the learning analytic process to these ones is just taking its first steps. Designing a video-lecture seems, at a first glance, very easy: one can just record a live lesson or lecture and turn it, directly, into a video-lecture (even here one may experience some “sound” and “camera” problems); but developing some engaging, appealing video-lecture, that motivates students to embrace knowledge and that really contributes to the teaching/learning process, it is not an easy task. Therefore questions like: “What kind of information can induce knowledge construction, in a video-lecture?”, “How can a professor interact in a video-lecture when he is not really there?”, “What are the video-lectures attributes that contribute the most to viewer’s engagement?”, “What seems to be the maximum “time-resistance” of a viewer?”, and many others, raised in our minds when designing video-lectures to a Mathematics MOOC from the scratch. We believe this technological resource can be a powerful tool to enhance students' learning process. Students that were born in digital/image era, respond and react slightly different to outside stimulus, than their teachers/professors ever did or do. In this article we will describe just how we have tried to overcome some of the difficulties and challenges we tackled when producing our own video-math-lectures and in what way, we feel, videos can contribute to the teaching and learning process at higher education level.
- Blendeed learning & MOOCPublication . Soares, Filomena Baptista; Lopes, Ana PaulaThe word MOOC (Massive Open Online Courses) has its origins in an experience carried out by George Siemens and Stephen Downes in 2008 based on the theory of connectivism and social constructivism. This worldwide phenomenon appeared as an evolution of the Open Educational Resources (OER) movement. They are a new style of online classes that allow any person with web access, anywhere, usually free of charge, to participate through video lectures, computer graded tests and discussion forums which have been taking the attention of many higher education institutions around the world. The purpose of this paper is to give us an overview of how MOOCs and Blended Learning can be used with as an educational strategy in a Mathematics Course of “non Mathematic” degree programs. The pedagogical strategy embraced in this venture, was to combine the potentialities of some, already available, “good” OER, with a blended working scheme established side by side with the course development, regarding fundamental issues considered as prerequisites to it. We will explain the specific contents involved, as well as the general and specific objectives and outcomes, the evaluation procedures established for the course support and development, finishing with a summary of the complete results. We did not want to discover the “wheel”, it is from common knowledge for decades, but to present alternative ways to make a good use of it.
- Book of Abstracts of the First International Conference - Building Bridges in STEAM Education in the 21st CenturyPublication . Soares, Filomena Baptista; Lopes, Ana Paula; Pinto, Carla; Mendonça, JorgeThe International Conference BBC'22 aims to provide an opportunity for all academic and non-academics to share their personal experiences and projects, presenting their contributions and getting feedback from other attendees.
- Challenges in the creation and development of a mathematics MOOCPublication . Lopes, Ana Paula; Soares, Filomena Baptista; Vieira, IsabelThe fast development of distance learning tools such as Open Educational Resources (OER) and Massive Open Online Courses (MOOC or MOOCs) are indicators of a shift in the way in which digital teaching and learning are understood. MOOC are a new style of online classes that allow any person with web access, anywhere, usually free of charge, to participate through video lectures, computer graded tests and discussion forums. They have been capturing the attention of many higher education institutions around the world. This paper will give us an overview of the “Introduction to Differential Calculus” a MOOC Project, created by an engaged volunteer team of Mathematics lecturers from four schools of the Polytechnic Institute of Oporto (IPP). The MOOC theories and their popularity are presented and complemented by a discussion of some MOOC definitions and their inherent advantages and disadvantages. It will also explore what MOOC mean for Mathematics education. The Project development is revealed by focusing on used MOOC structure, as well as the quite a lot of types of course materials produced. It ends with a presentation of a short discussion about problems and challenges met throughout the development of the project. It is also our goal to contribute for a change in the way teaching and learning Mathematics is seen and practiced nowadays, trying to make education more accessible to as many people as possible and increase our institution (IPP) recognition.
- Change in Gap Perception within Current Practices in Assessing Students Learning MathematicsPublication . Bocanet, Vlad I.; Brown, Ken; Uukkivi, Anne; Soares, Filomena Baptista; Paula Lopes, Ana; Cellmer, Anna; Serrat, Carles; Feniser, Cristina; Serdean, Florina M.; Safiulina, Elena; Kelly, Gerald; Cymerman, Joanna; Kierkosz, Igor; Sushch, Volodymyr; Latõnina, Marina; Labanova, Oksana; Bruguera, M. Montserrat; Pantazi, Chara; Estela, M. RosaThe COVID pandemic has touched many aspects of everyone’s life. Education is one of the fields greatly affected by it, as students and teachers were forced to move online and quickly adapt to the online environment. Assessment is a crucial part of education, especially in STEM fields. A gap analysis was performed by expert groups in the frame of an Erasmus+ project looking at the practices of six European countries. Specialists teaching university-grade mathematics in seven European institutions were asked about their perception of gaps in the assessment of students both before (2019) and during (2021) the pandemic. This qualitative study looks at the difference in perception of such gaps after almost one year of online teaching. The analysis of their responses showed that some gaps were present before the pandemic, as well as others that are specific to it. Some gaps, such as the lack of IT infrastructure and the need to adapt materials to an online environment, have been exacerbated by the outbreak.