VIDYA

A REFLECTION ON SPATIAL RELATIONS AND THEIR TEACHING IN INITIAL TEACHER EDUCATION: A STUDY WITH THE ROBOT MOUSE

Regiane Silva de Almeida, Angelica da Fontoura Garcia Silva — Tue, 10 Dec 2024 00:00:00 -0300

This article presents the results of qualitative research that analyzed professional knowledge related to the teaching of spatial relations explained in a formative process with pre-service teachers. Using practical activities with the Mouse Robot, an educational device for programming trajectories, as a catalyst for reflection, the research incorporated Shulman’s theoretical framework, especially content knowledge. The results revealed group discussions during the task, highlighting the need to understand the laterality of the moving object. The collective discussion highlighted the value of arrows as a visual resource and validated the representations exposed. The participants’ perceptions highlighted an expanding understanding of laterality and its practical application. The experience promoted reflection on the importance of practical activities for students. The analysis of the episodes recognized the contribution of the resource to teacher education, stressing the importance of developing spatial skills to expand pedagogical and curriculum knowledge.

ASTRONOMY IN PRIMARY EDUCATION: A PRACTICAL DIDACTIC SEQUENCE USING TDIC AS AN ILLUSTRATIVE AND INTEGRATING TOOL

Tue, 10 Dec 2024 00:00:00 -0300

Teaching Astronomy in Basic Education is challenging due to its conceptual abstraction and the phenomena it involves. Therefore, integrating Digital Information and Communication Technologies (DICTs) into teaching planning facilitates the teaching-learning process. In this sense, didactic sequences are valuable for planning Science classes and addressing proposed skills and competencies. This study aimed to develop, apply, and validate a didactic sequence using a DICT, the mobile application Stars and Planets, for the 9th grade of Elementary School. Using the Didactic Engineering methodology, the sequence was developed considering prior knowledge, application, data analysis, and validation. The results were significant, validating the effectiveness of the didactic sequence in Astronomy teaching, evidenced by the comparison between pre- and post-analyses.

METACOGNITION AND RESEARCH TASK: POSSIBILITY FOR STUDYING THE CONCEPT OF DERIVATIVE

Tue, 10 Dec 2024 00:00:00 -0300

This article is the result of a thesis and aimed to analyze the results constructed on speed through an investigative task associated with metacognitive questions. The pedagogical intervention occurred in the Calculus I discipline of a Mathematics undergraduate class at a university in the interior of the state of Amazonas. The data were produced through the application of investigative tasks combined with metacognitive questions and recorded in notebooks and also in voice recordings. A qualitative approach was adopted and the collected data were analyzed through qualitative descriptive analysis. It was possible to verify that the application of the investigative task associated with metacognition contributed to the students’ learning, as they constructed meanings regarding speed related to the concept of derivative.

CHARACTERIZATION OF THE PROCESS OF PREPARING A TASK ON TRIANGLES WITH THE GEOGEBRA SOFTWARE

Maria Raiane da Silva, Vinicius Pazuch — Wed, 05 Mar 2025 00:00:00 -0300

Objective-to analyze the process of elaboration of a dynamic geometry task, planned collaboratively by mathematics teachers, aiming at the teaching of triangles in basic education. I studied during a permanent Continuing Training Year, associated with the use of Digital Technologies in Mathematical Education, in a state school of ABC Paulista. Three professors will participate two years ago from Fundamental Education and the authors of this article. The task is elaborated based on a theoretical model of dynamic geometry, structured around three elements and seven markers - units of analysis of this study -: frame of reference, reverse recontextualization, context of reference, distribution, structure, language use, construction, pedagogical relationship and engagement. The model allowed teachers to plan their entire task. Analytically, it is possible to evaluate the process of elaboration of the task and the final product, in a systematic way, contributing to the understanding of the schools made by the processors.

A VIEW OF THE STOCHASTIC TRAINING OF MATHEMATICS TEACHERS IN THE STATE OF TOCANTINS

Fernanda Vital Paula, Celi Espasandin Lopes — Thu, 13 Mar 2025 00:00:00 -0300

The inclusion of Statistics, Probability and Combinatorics content in Mathematics curriculum recommendations, at all levels of Basic Education, reinforced the need for the Mathematics teacher to also be a stochastic educator. Thus, in addition to the concepts and procedures related to these themes, it is essential that theoretical, methodological, critical and reflective aspects are guaranteed in teacher training. So, this article proposes to investigate the initial training promoted by face-to-face Mathematics Degree courses in Tocantins with regard to stochastic content, using bibliographic and documentary research. As successful actions, the use of technologies, the integration of content with transversal themes and practices as a curricular component and the frequentist probability approach were identified. However, there is no specific course that covers all these elements or explains the existence of spaces in the subjects offered to discuss the teaching and learning of stochastic content in Basic Education.

OKAY, BUT WHO IS THALES? ACTIONS FOR STUDYNG AND LEARNING CONCEPTS CONCERNING SIMILARITY OF TRIANGLES

Bruno Silva Silvestre, Everton José Goldoni Estevam — Tue, 29 Apr 2025 00:00:00 -0300

The article addresses the issue of learning concepts related to geometry and proposes to solve the question: what study actions developed by students indicate mathematical learning about the similarity of triangles? Related to this question, the aim is to analyze the study actions developed by students in the ninth year of elementary school when solving tasks on the similarity of triangles. A formative didactic experiment was carried out with twelve ninth-grade students from an educational institution in the city of Goiânia-Brazil. The data produced involves the students’ written records of solving tasks, which are analyzed based on Cultural-Historical Theory. The results show actions related to the study of the historical development of the concept of similarity, demonstrations of metric relations in the right triangle and the resolution of exercises that signaled the students’ engagement in mobilizing their learning processes.

MATHEMATICAL MODELING: A STUDY OF PEDAGOGICAL RECONTEXTUALIZATIONS OF BASIC SCHOOL TEACHERS

Bruna Santos de Souza, Marilaine de Fraga Sant'Ana — Fri, 13 Jun 2025 00:00:00 -0300

In this article, we aim to analyze how teachers from the Federal University of Rio Grande do Sul recontextualize Mathematical Modeling in basic schools. Through qualitative research, based on Basil Bernstein’s concepts of classification and framing, we observed how pedagogical recontextualization is promoted by graduates in their teaching practices. We analyzed the data produced through a semi-structured interview via Discursive Textual Analysis , generating eight units of meaning that constitute the categories “Formation by Performance”, “Formation by Competence”, “Practice by Performance” and “Practice by Competence”. We concluded that the interviewees’ practices present a weakening of classification and framing in the aspect of the teacher’s role, and remain stronger in the aspect of proposing Mathematical Modeling activities. We consider that the analysis carried out in this research can offer support for reflection on the training offered by UFRGS and the influence of this training on the performance of these teachers.

MANIPULATIVE MATERIALS IN MATHEMATICS EDUCATION

Everaldo Silveira, Arthur Belford Powell, Regina Célia Grando — Fri, 20 Jun 2025 00:00:00 -0300

The aim of this text is to present an understanding of manipulative materials in mathematics education and to discuss their uses, care, and mistakes in pedagogical practices. These materials in the field of education encompass any physical, pictorial, or virtual objects used as resources for teaching specific disciplinary content have been grouped into three categories: didactically constructed materials, which include all types of material artificially created by educators to simulate mathematical objects and relationships that stimulate the construction of mathematical ideas; cultural instruments inherited from tradition, which have accompanied and helped the theoretical development of mathematics; and objects taken from everyday life, which attest, in some way, to some fragment of mathematical knowledge. Distinctions are made between the materials used to teach numbers and operations regarding how they take on values and how they are structured, as well as the closeness or distance between games and manipulative materials. The pros and cons of using manipulative materials in mathematics education are also discussed, emphasizing possible misconceptions regarding the production or use of these materials. Finally, it was concluded that the efficiency and effectiveness of the use of manipulatives seem to be related to three variables: the choice of material, clear and participatory instruction from the teacher, and participation in the use of the material by students through a mathematical process in which the teacher and their students make and attribute meanings to the manipulative objects.

LABYRINTHINE PATHS: THE ARTICULATION OF ASSESSMENT AND EXPERIMENTATION IN THE PEDAGOGICAL PROJECT OF THE CHEMISTRY UNDERGRADUATE PROGRAM AT UFGD

Elivelton Santos da Silva, Vivian dos Santos Calixto — Thu, 14 Aug 2025 00:00:00 -0300

The debate surrounding assessment and experimentation is a recurring theme in science education research. However, the integration of these elements rarely assumes the form of critical examination. This study aims to understand the interplay between assessment, experimentation, and the potential of experimentation as an assessment tool within the pedagogical project (PPC) versions of a Chemistry undergraduate program in the Midwest. Through a Discursive Textual Analysis (DTA), three intermediary categories emerged: (I) Teacher Education, (II) Educational Assessment, and (III) Limitations of Assessment. The findings suggest that the different PPC versions emphasize teacher training for both educational assessment and experimentation in teaching, with internal assessment identified as a key element for course improvement. However, external assessment, represented by ENADE (National Examination of Student Performance), is critiqued for its limited capacity to reflect the true quality of teacher education. The study concludes that a balance between experimentation and assessment is essential for fostering critical and reflective teacher education.

OBMEP LEVEL 1 PROBLEMS AS VEHICLES FOR ARTICULATION BETWEEN PROBLEM SOLVING IN MATHEMATICS AND COMPUTATIONAL THINKING: EXAMPLES WITH ANIMATIONS USING GEOGEBRA

Hilário Alencar, Humberto José Bortolossi, Larissa Cândido, Gregório Silva Neto — Thu, 14 Aug 2025 00:00:00 -0300

In this article, we present five animations developed with GeoGebra software, corresponding to the solutions of five problems from level 1 (6th and 7th grades of elementary school) of the Brazilian Mathematics Olympiad for Public Schools (Obmep), held between 2022 and 2024. We also conducted a survey with quantitative and qualitative analysis of the responses, with the aim of evaluating whether the animations were effectively classified as complementary pedagogical resources to the solutions discovered by the Obmep organizing regulations. The research also highlights the problem-solving skills and the components of mathematical and computational thinking involved in each question. The data were found through a Google Forms survey, sent by email and WhatsApp to teachers with experience in basic education or in professional master’s degrees, with a degree in Mathematics or Education. Of those interviewed, 98.3% considered the animations useful for understanding the solutions presented.

THE ROLE OF READING COMPREHENSION IN SCIENCE CLASSES FROM TEACHERS’ PERSPECTIVES

Ana Paula Lima Pereira da Silva, Kári Lúcia Forneck, Eniz Conceição Oliveira — Fri, 19 Sep 2025 00:00:00 -0300

This article investigates primary school teachers’ perceptions of the role of reading comprehension in Science education, with a particular focus on the use of scientific popularization texts. The qualitative and descriptive study involved 11 fifth-grade teachers from public schools in a municipality in the state of Bahia, Brazil. Analysis of questionnaire responses revealed that although teachers recognize the importance of reading in fostering critical thinking and scientific literacy, there is a lack of systematic pedagogical strategies that effectively integrate reading into Science instruction. The study highlights the need for teaching practices that promote the articulation between reading, scientific language, and teaching practice, aiming to foster more meaningful and critical learning.

THE CONTRIBUTIONS OF ASTROPHOTOGRAPHY TO THE TEACHING OF GEOMETRIC OPTICS: A POSSIBILITY FOR SCIENTIFIC ENCULTURE

Nairys Costa de Freitas, Mairton Cavalcante Romeu, Maria Cleide da Silva Barroso — Wed, 22 Oct 2025 00:00:00 -0300

This work is part of an academic master’s thesis in Science and Mathematics Teaching, with an emphasis on Physics Teaching. This specific section of the research aims to answer the following central question: what are the potentialities of astrophotography in the teaching of optics for scientific enculturation? The target audience for this research is a group of 18 students regularly enrolled in the 2nd year of secondary school. The approach adopted for the research was characterized as survey, with an emphasis on quantitative methods. A five-point Likert-type questionnaire was used as the data collection instrument, which underwent a rigorous validation process to guarantee the reliability of the results obtained. The conclusions of the research highlight the relevance of using astronomy to contextualize content, as well as its interdisciplinary potential in promoting science education.

SEMIOTIC WORK AND MULTIMODALITY IN AUDIOVISUAL PRODUCTION: CONSTRUCTING MEANINGS IN SCIENCE EDUCATION

Franciele Pires Ruas, Valmir Heckler, Rafaele Rodrigues de Araújo — Fri, 31 Oct 2025 00:00:00 -0300

This study aims to identify the semiotic modes/resources used by a preservice teacher in a video communication, analyzing the meanings expressed in his semiotic work. The research is grounded in Social Semiotics theory and in the concept of orchestration of modes (Kress, 2010), articulated with the cartography method (Deleuze & Guattari, 1995; Kastrup, 2012), which guides the production and analysis of data through movements of tracing, touching, landing, and attentive recognition. The investigative field corresponds to the interdisciplinary course Natural Phenomena IV of a distance degree program in Science Education, in which students were challenged to design a video lesson explaining the phenomenon of homeostasis for a hypothetical Basic Education class. In this article, we selected the case of E1 for a detailed multimodal analysis. The results indicate that the articulation of speech, gestures, and clinical objects revealed relevant understandings about the phenomenon and the intentionalities involved in communicating scientific concepts within a formative context.

SOCIO-ENVIRONMENTAL ISSUES AND CTS EDUCATION IN THE PERCEPTIONS OF SCIENCE TEACHERS IN SCHOOLS IN A CONSERVATION UNIT

Graziela da Silva Dantas, Maria Consuelo Alves Lima — Fri, 31 Oct 2025 00:00:00 -0300

The growing dependence of science and technology on socio-environmental issues requires the construction of a new scientific culture in the educational context, especially through the insertion of environmental approaches in Science Teaching. This research was guided by the question: how do science educators, working in schools located in Conservation Units, perceive the dimensions of the Science-Technology-Society triad in association with the environmental dimension? The research aimed to analyze the relations between the environment and the triad Science-Technology-Society in the context of Science Teaching in a community located in an environmental protection area. Participated in the research: two educators of the Science and Biology disciplines of schools in the region of the Maracanã Conservation Unit, in São Luís - Maranhão, Brazil. The people interviewed demonstrated a superficial understanding of the relationships between science, technology and the environment in contemporary societies. However, they recognized the importance of discussing these topics in education as a strategy to face the socio-environmental crisis.

ATOMIST CONCEPTION OF UNDERGRADUATE STUDENTS IN CHEMISTRY AT DIFFERENT LEVELS OF COGNITION: A LOOK FROM VERGNAUD’S THEORY OF CONCEPTUAL FIELDS

Fri, 31 Oct 2025 00:00:00 -0300

In this research, we investigate the action schemes used by undergraduate Chemistry students when approaching the concept of atomism at different cognitive levels. Seven students enrolled in different periods of the undergraduate course participated. The analysis is based on the responses to four problem situations: two of low cognitive order and two of high order, the latter answered after explicit instruction. For the analysis, previously established categories were adopted. It was observed in the responses of some students differences in the use of concepts and operational invariants to compare performance in situations of low and high cognitive order within the same conceptual field. Furthermore, the action schemes identified in the responses demonstrated the coexistence of concepts aligned with the scientifically accepted model and alternative conceptions described in the literature, particularly regarding the discontinuity of matter (notion of emptiness) and physical transformations, such as dilation. These results corroborate the literature, which points to the persistence of alternative conceptions about this conceptual core, even at university levels.

TEACHER SELF-EFFICACY AND INITIAL SCIENCE TRAINING

Rodrigo Oliveira Lopes, Everton Lüdke — Fri, 31 Oct 2025 00:00:00 -0300

Given the relevance of Teacher Self-Efficacy, understood as the teacher’s belief in their ability to teach, this study investigated the development of this construct during the initial training of Science teachers. The study involved 48 undergraduate students enrolled in Biological Sciences and Chemistry teacher education programs at an institution located in the Rio Grande do Sul, Brasil. Data were collected through a questionnaire on self-efficacy sources and semi-structured interviews. The questionnaire results were subjected to non-parametric statistical tests, while the interviews were analyzed using content analysis. It was observed that the independent variables “course stage” and “internship experience” showed a statistically significant association with the dimension “verbal persuasion.” These results indicate that students in more advanced stages of their programs or those who had already completed internships tend to relate their self-efficacy more effectively to the guidance received during their training.

MULTI-AREA TEACHER TRAINING IN THE CONTEXT OF COMMUNITY OF PRACTICE AND ITS LEARNING CONDITIONS

Fri, 21 Nov 2025 00:00:00 -0300

This study aimed to describe the learning conditions of teachers in the final years of Elementary School based on the development of multi-area communities of practice. The study included 19 teachers from the final years of elementary school working in a municipal school on the western border of Rio Grande do Sul. A questionnaire and observations of pedagogical meetings were used to respond to the proposed objective. The results obtained demonstrate the potential of cultivating a multi-area community of practice, despite the challenges faced by teachers, such as the demand created by the maintainer, which often makes reflection and moments of exchange between teachers unfeasible. The importance of creating a harmonious environment and collaborative knowledge construction is emphasized so that teachers feel like the agents of their professional training.

BETWEEN REAL ANALYSIS AND SECONDARY SCHOOL MATHEMATICS: PROFESSIONAL LEARNING OPPORTUNITIES FOR PROSPECTIVE TEACHERS

Marcelo Eduardo Pereira, Alessandro Jacques Ribeiro — Fri, 21 Nov 2025 00:00:00 -0300

In this article we investigate how the negotiation of meanings within a community of practice of prospective teachers fosters professional learning about the relationship between Real Analysis and Secondary School Mathematics. Embedded in a formative process supported by Professional Learning Tasks, the study analyzed episodes of interaction by triangulating group discussions and written protocols. The analysis, guided by the conception of situated learning and the mobilization of pedagogical mathematical practices, focused on three categories of meaning-making. The results show that the negotiation of meanings is a constitutive process of teacher learning, revealing an articulation between academic and school mathematics. The study reinforces the importance of formative processes that integrate the analysis of teaching practice in order to (re)signify academic knowledge.

AESTHETIC EXPERIENCE AND EDUCATION IN ASTRONOMY: REFLECTIONS FROM A PRACTICE OF ASTRONOMICAL OBSERVATION

Thu, 11 Dec 2025 00:00:00 -0300

With the aim of interpreting how the aesthetic experience is articulated with Astronomy Education through astronomical observations, an astronomical observation experience was conducted using a telescope as part of an activity within a Universidade Federal do Paraná Extension project. For astronomical observation, audio and video recordings were made to capture and document the details of the observation performed by the individuals, as well as their interaction with the telescope and the environment. The data were analyzed using Discursive Textual Analysis (DTA). The results of the DTA indicate that, during an astronomical observation, elements characterized as an aesthetic experience were identified, although they were not predominant in most cases. Additionally, moments characterized as an ontological reversal were observed, which likely occurred because the astronomical observation described here was not designed as an activity with a phenomenological-aesthetic focus.

TECHNOLOGICAL AND PEDAGOGICAL ACCESSIBILITY IN EMERGENCY REMOTE TEACHING: EXPERIENCES OF STUDENTS WITH DISABILITIES AT A PUBLIC UNIVERSITY IN SOUTHERN BRAZIL

Thu, 11 Dec 2025 00:00:00 -0300

This article analyzes the challenges faced by students with disabilities during Emergency Remote Education (ERE) at a public university in southern Brazil during the COVID-19 pandemic. The research, which used a qualitative and exploratory approach, used a structured questionnaire applied to six students. Data analysis revealed technological barriers, such as poor internet access, lack of standardization in platforms, and absence of didactic adaptations, in addition to limited institutional support. Socioemotional impacts, such as overload, isolation, and demotivation, were also identified. The results point to the need for integrated institutional policies that combine technological accessibility, inclusive pedagogical practices, and emotional support. It is concluded that the commitment to accessibility must be continuous, ensuring access, permanence, and learning for all students, including in emergency situations, such as the pandemic.

TEACHING KNOWLEDGE AND ESSENTIAL UNDERSTANDINGS OF MATHEMATICAL REASONING IN A CONTEXT OF CONTINUING EDUCATION FOR TEACHERS WHO TEACH MATHEMATICS

Thu, 11 Dec 2025 00:00:00 -0300

The development of Mathematical Reasoning (MR) in mathematics teaching requires more than the teaching of formulas or procedures, it demands an environment that favors investigation, experimentation and continuous reflection on one’s own discoveries. This qualitative research aimed to understand the fundamental dimensions of teaching knowledge in a continuing education context, analyzing how teachers collectively discuss and reflect on their teaching practices in the light of the Essential Understandings of MR. The data comes from the 2nd edition of a continuing education project, adopting the exploratory teaching approach and using Professional Learning Tasks (PLT). The study focuses on the reflections of seven teachers during the ninth meeting of the training cycle, where they planned, developed and analyzed lessons collectively, following the PDR Cycle. The analysis highlighted the relevance of the formative process in enabling teachers to structure practices that foster the development of students’ mathematical reasoning, thereby expanding their possibilities for understanding situations and solving problems.

HEALTH EDUCATION IN THE ENPEC MINUTES IN THE PERIOD 2001-2021: AN OVERVIEW OF RESEARCH ON TEACHER TRAINING

Hermes Machado Filho, Dieison Prestes da Silveira — Fri, 12 Dec 2025 00:00:00 -0300

This article aims to map and discuss Brazilian research presented in the proceedings of the National Meeting on Research in Science Education (ENPEC), which discusses Health Education in Teacher Training, highlighting the limits and potential of this training initiative. Through qualitative research, focusing on a state-of-the-art study in the ENPEC proceedings (2001-2021), 34 studies related to Teacher Training and Health Education were identified. The analysis included several descriptors, such as year, region, target audience, objectives, and methodologies. Through this analysis, the results demonstrate that the articulation between Health Education and initial teacher training fosters an interdisciplinary and critical perspective, reinforcing the role of education as a means of social transformation. We conclude that this integration is crucial for empowering teachers to promote a culture of informed decision-making and sociopolitical engagement, challenging hegemonic views.