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Search Results: 1 - 10 of 181041 matches for " Jorge Tarcísio da Rocha Falc?o "
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Na vida dez, na escola dez: breve discuss o crítica acerca de pressupostos psicológicos e seus desdobramentos sobre a avalia o em Matemática escolar
Jorge Tarcísio da Rocha Falco
Vértices , 2010,
Abstract: O presente artigo busca oferecer subsídios, oriundos da Psicologia, à discuss o acerca da avalia o de competências cognitivas em Matemática. Os modelos atuais de avalia o escolar em geral, e avalia o matemática em particular, repousam, necessariamente, sobre concep es acerca de um sujeito humano fazendo Matemática. Tais concep es apóiam-se sobre modelos para o funcionamento cognitivo humano, em articula o com aspectos referentes à própria organiza o da Matemática, enquanto domínio de saber sócio-historicamente organizado e epistemologicamente circunscrito. Os modelos recentes fornecidos pela Psicologia da inteligência s o aqui revistos, procurando-se evidenciar suas contribui es e limita es. Conclui-se, contudo, defendendo-se que nenhuma avalia o pode prescindir de tais modelos, mesmo que nenhum deles possa almejar a condi o de definitivos, apresentando-se aqui pontos considerados cruciais para o delineamento de perfil de referência desejável de aprendiz de matemática, como referência para a avalia o da competência Matemática. Brief critical discussion of psychological principles and their influence on school Mathematics evaluation This paper offers contributions derived from Psychology and considered valuable for the ongoing discussion about the evaluation of cognitive competences in Mathematics. Contemporary models of school evaluation in general, including evaluation in Mathematics, are necessarily based upon conceptions about human individuals doing Mathematics. These conceptions are therefore based upon models of human cognitive functioning, in relation with models about the characteristics and organization of Mathematics, as an specific epistemological domain. Recent models proposed by the (?) Psychology of Intelligence are reviewed here, as well as their theoretical and epistemological limitations are discussed. Nevertheless, we defend that no evaluation could stand without support of such models, even though none of them can be considered as ultimate propositions. Finally, we present our own theoretical landmarks concerning learning and doing Mathematics as a contribution to the process of evaluating mathematical competence.
Development and Results of an Instrument to Search for Competences and Abilities in Information Technology  [PDF]
Juliana Teixeira da Camara Reis, Izabel Hazin, Jorge Tarcísio da Rocha Falco, Luciano Meira, Pedro Bendassolli, Amanda Guerra, Taciana Pontual Falco, Apuena Vieira Gomes, Marcel Vinícius Medeiros Oliveira, José Ivonildo do Rêgo
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.622244
Abstract: This article presents an analysis of the selection process of students from both private and public high schools in the state of Rio Grande do Norte (Northeast of Brazil), in order to form the first group of the Information Technology technical course of the Metrópole Digital project at the Federal University of Rio Grande do Norte (UFRN). The selection instrument consists of a written exam built on the basis of a set of matrices that depict relevant competences and abilities expected from the students. Data concerning the profile of distribution of performance per exam question are presented, together with empirical evidences of the effectiveness of the proposed competence matrices in the selection process. The correlation very fied among the matrices compounding the instrument and scores in courses, and the instrument as a wholeand scores in courses is moderate to strong (rS = 0.6 and rS = 0.7; p < 0,05). The association between the criterion variables (Average of Performance in the Basic Moduleof courses) and the explicative variables (Total score in the selection instrument (QTot) and each of the five compounding matrices) is moderate (rS=0.51, p = 0.001), and the matrices and QTot are jointly responsible for 25% of the variance of the performance in the basic module. The regression coefficient for matrix 1 is 1.38 (CI of 95% = 1.07-1.68); for matrix 2 it was 0.65 (CI of 95% = 036-0.95); for matrix 3, 1.2 (CI of 95% = 0.92 - 1,55); matrix 4 0,76 (CI of 95% = 0.45-1.06); matrix 5 1.08 (CI of 95% = 0.78-1.39). The effects of student-descriptive independent variables on performance in the exam are also presented and discussed, and predictive relationships between performance in the exam and performance in the disciplines of the course are verified. Data collected allow concluding that the instrument of selection proposed fits well the aim of forming a group of students to undertake a technical course in the area of information technology.
Autoestima e desempenho escolar em matemática: contribui??es teóricas sobre a problematiza??o das rela??es entre cogni??o e afetividade
Hazin, Izabel;Frade, Cristina;Falco, Jorge Tarcísio da Rocha;
Educar em Revista , 2010, DOI: 10.1590/S0104-40602010000100004
Abstract: the research reported here aimed to analyze the relations between affect and cognition in school learning, focusing on mathematical learning at school. twenty-seven elementary level (5th year) students from a public school at recife (pe) took part in this research, which covered two stages: 1. application of htp test to the participant students, aiming to identify their self-esteem levels. this procedure allowed the constitution of homogenous and heterogeneous dyads according to gender and self-esteem level. 2. application to the dyads of an instrument of evaluation of mathematics performance, to be solved by the students cooperatively. data collected during these two stages were analyzed with the help of multidimensional descriptive statistical tools, which allowed the interpretation of a link between self-esteem and mathematical performance: low and high levels of self-esteem were respectively associated to low and high levels of performance in school mathematics. these data are discussed in terms of both theoretical and pedagogical consequences for mathematics learning.
Investiga??o da memória autobiográfica em idosos com Demência de Alzheimer nas fases leve e moderada
Lemos, Caroline Araújo;Hazin, Izabel;Falco, Jorge Tarcísio da Rocha;
Estudos de Psicologia (Natal) , 2012, DOI: 10.1590/S1413-294X2012000100017
Abstract: this research investigated autobiographical memory (am) in elderly individuals having alzheimer's disease (ad) in mild and moderate stages. 44 aged persons participated in this research, divided in three sub-samples: ad in mild stage (n = 15), ad in moderate stage (n = 15) and subjects without morbid indication of ad (control group). a short version of autobiographical memory test (amt) and autobiographical memory questionnaire were used for memory evaluation. data showed significant differences between ad (mild and moderate) and control groups, the former being able to recall a greater number of specific memories, along with elevated emotional intensity in phenomenal qualities of these memories, when compared to the other two ad groups. these findings allow the main conclusion that changes in autobiographic memory among ad patients can be observed since early stages of this disease, in terms of both capacity of recalling and emotional quality of remembered content.
A compreens?o das coordenadas espaciais por crian?as de 6 a 8 anos: um estudo exploratório
Selva, Ana Coêlho Vieira;Falco, Jorge Tarcísio da Rocha;
Estudos de Psicologia (Natal) , 2002, DOI: 10.1590/S1413-294X2002000200009
Abstract: this research aimed to analyze both performance and problem-solving strategies concerning the use of spatial coordinates by six to eight years-old children. 36 pupils equally distributed by three age-levels (6, 7 and 8 years of age) were presented to two sets of problems: a) reproduction of the placement of a dot in a cartesian, bi-axial space, trying to reproduce a previous placement in another bi-axial space; b) finding out the crossing-point of two moving dots in straight and perpendicular trajectories in a bi-axial cartesian space. each age-level was divided into groups differing in terms of available tools: standard and completely blank sheets of a4 paper, square-lined a4 sheets of paper, square-lined sheets of paper with a written numeric-scale aid. older pupils showed significantly better performance than younger ones, especially in the first set of problems. the use of square-lined sheets of paper (especially when a numeric-scale was provided) showed also to be an important variable in order to explain better performances of certain groups of pupils. these data suggest the importance of taking into account representational aspects in didactic efforts of conceptual development in early mathematics education.
As teorias de Lamarck e Darwin nos livros didáticos de Biologia no Brasil
Almeida, Argus Vasconcelos de;Falco, Jorge Tarcísio da Rocha;
Ciência & Educa??o (Bauru) , 2010, DOI: 10.1590/S1516-73132010000300010
Abstract: theories formulated by lamarck and darwin are analyzed in a sample of brazilian textbooks on biology published in a period of sixty years. darwin's theory is covered more than lamarck's theory. among the analyzed books, an important mention must be addressed for bscs editions, since the example of the elongation of the giraffes" necks for illustrating differences between both theories is presented in this series for the first time, and since then has been adopted by the majority of other textbooks on biology. the main concepts presented as representative of darwin's and lamarck's theories by all textbooks are natural selection and the inheritance of acquired characters, respectively. not only theories but also the authors are differently presented in reviewed textbooks: while darwin is presented as a model of scientist, lamarck appears as a speculative theoretician, his theoretical propositions being remarkably deformed and changed from their original formulations.
Pensamento e linguagem: uma discuss?o no campo da psicologia da educa??o matemática
Lessa, M?nica Maria Lins;Falco, Jorge Tarcísio da Rocha;
Psicologia: Reflex?o e Crítica , 2005, DOI: 10.1590/S0102-79722005000300004
Abstract: this paper brings back the theoretical debate concerning the relationship between thought and language in the process of mathematical conceptualization. empirical data issued from other studies are offered for discussing and refusing the idea of assigning a central role to language in concept development and learning in mathematics. these data referred to a didactic research aimed at helping in the understanding of the principle of equivalence between equations, in introductory algebra. two different didactic contexts were compared: a group working with non-verbal competencies-in-action connected with the principle of equivalence, and another group working on making verbally explicit the meaning of the equality between equations. results showed no difference in terms of algebraic procedures in problem solving between the two groups. instead, both methods seem to be complementary. these data confirm the interest of symbolic representation in the process of mathematical conceptualization, neither excluding nor assigning a secondary role to action and corporeality.
Piaget e as teorias da evolu??o organica
Almeida, Argus Vasconcelos de;Falco, Jorge Tarcísio da Rocha;
Psicologia: Reflex?o e Crítica , 2008, DOI: 10.1590/S0102-79722008000300022
Abstract: theories of organic evolution, mainly those proposed by darwin, have strongly influenced human sciences in general, and psychology in particular. piaget has brought from biology several theoretical proposals which gave support to his formulations concerning human ontogenetic development. the theoretical link between biological and psychological formulations was based on the proposition of correspondences and partial isomorphism between evolutionary biology and cognitive development. however, piaget's ideas about phylogenetic evolution of live organisms have had little influence over current biology. nevertheless, epigenetic contemporary theories of biological evolution make use of piaget's propositions, in theoretical opposition to the neo-darwinist views. because of that, it is proposed in this paper the crucial contribution of piaget in terms of the proposition of a common theoretical ground for psychogenesis and organic evolution.
Piaget and the theories of organic evolution / Piaget e as teorias da evolu o organica
Argus Vasconcelos de Almeida,Jorge Tarcísio da Rocha Falco
Psicologia: Reflex?o e Crítica , 2008,
Abstract: Theories of organic evolution, mainly those proposed by Darwin, have strongly influenced human sciences in general, and psychology in particular. Piaget has brought from biology several theoretical proposals which gave support to his formulations concerning human ontogenetic development. The theoretical link between biological and psychological formulations was based on the proposition of correspondences and partial isomorphism between evolutionary biology and cognitive development. However, Piaget's ideas about phylogenetic evolution of live organisms have had little influence over current biology. Nevertheless, epigenetic contemporary theories of biological evolution make use of Piaget's propositions, in theoretical opposition to the neo-Darwinist views. Because of that, it is proposed in this paper the crucial contribution of Piaget in terms of the proposition of a common theoretical ground for psychogenesis and organic evolution.
Thought and language: a discussion in the field of psychology of mathematics education / Pensamento e linguagem: uma discuss o no campo da psicologia da educa o matemática
M?nica Maria Lins Lessa,Jorge Tarcísio da Rocha Falco
Psicologia: Reflex?o e Crítica , 2005,
Abstract: This paper brings back the theoretical debate concerning the relationship between thought and language in the process of mathematical conceptualization. Empirical data issued from other studies are offered for discussing and refusing the idea of assigning a central role to language in concept development and learning in mathematics. These data referred to a didactic research aimed at helping in the understanding of the principle of equivalence between equations, in introductory algebra. Two different didactic contexts were compared: a group working with non-verbal competencies-in-action connected with the principle of equivalence, and another group working on making verbally explicit the meaning of the equality between equations. Results showed no difference in terms of algebraic procedures in problem solving between the two groups. Instead, both methods seem to be complementary. These data confirm the interest of symbolic representation in the process of mathematical conceptualization, neither excluding nor assigning a secondary role to action and corporeality.
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