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All Journal Journal of Instructional Mathematics Cognitive Insight in Education
dos Santos, Maria José Costa
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Education Mathematics Other

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Strategy for Teaching Numerical Expressions through the Wordwall Platform for EJA Students Santiago, Paulo Vitor da Silva; Santana, José Rogério; dos Santos, Maria José Costa
Journal of Instructional Mathematics Vol. 4 No. 2 (2023): Enhancing Mathematics Learning through Innovative Pedagogies
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v4i2.1778

Abstract

This work is a pedagogical practice with students of Youth and Adult Education of a public school in Brazil with insertion of the basic operations of mathematics and numerical expressions. The objective of this research was to analyze the contributions of Gamification in meaningful learning based on the Theory of Didactic Situations with the contents of basic operations and numerical expressions with EJA high school students. The methodology at work is the qualitative approach with descriptive-exploratory objectives, applied to twenty-three EJA students, is composed of dynamic parts that occur simultaneously, following the stages of concept, structuring, application, development, resolution and conclusion of each student from the Didactic Contract and Didactic Transposition inserted in the concept of arithmetic and numerical expressions. Results show that gamification plays an important role in teaching mathematics learning inserted in the EJA high school class, which can be demonstrated at the time of the calculations described in the proposed activity. Finally, it is observed that the study carried out with Gamification and the students' discourse had a positive impact on the learning of all students, especially with regard to basic operations and numerical expressions.
Creative Insubordination in the Continuing Education of Teachers Who Teach Mathematics in the Early Years: A Study with Teachers Participating in a Research Group Sousa Neta, Felismina de; Scipião, Lara Ronise de Negreiros Pinto; dos Santos, Maria José Costa
Cognitive Insight in Education Vol. 2 No. 1 (2026): Cognitive Insight in Education
Publisher : Lia Center of Research and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64850/cognitive.v2i1.190

Abstract

Continuing teacher education represents a significant moment of rupture, allowing for reflection on traditional pedagogical practices. Therefore, we question: how does Creative Insubordination (CI) influence the change in posture of teachers who teach mathematics in the early years of elementary school during continuing education? The objective of this study is to analyze the influence of Creative Insubordination on the change in posture of teachers who teach mathematics in the early years of elementary school during continuing education. It is a qualitative study, aiming to discuss CI with teachers who are members of the Research and Study Group Weaving Cognitive Learning Networks (G-TERCOA/CPNq/UFC). For data collection, we sent a questionnaire with open-ended questions via Google Forms. The questionnaire data were analyzed according to the Fedathi Sequence as a Methodology for Data Analysis (SFMAD), based on four sub-phases: curation, detail, presentation, and interpretation. The research demonstrates that the continuing education of mathematics teachers faces the challenge of fostering innovative-collaborative pedagogical practices, highlighting IC (Innovative Communication) as a relevant concept for promoting teacher autonomy and critical reflection. We conclude that continuing education makes it possible to overcome traditional pedagogical practices, such as institutional resistance and pressure for standardized results. Thus, it is necessary to be creatively insubordinate to implement significant changes in the educational context. The study suggests that continuing teacher education could more systematically incorporate the principles of Creative Insubordination, promoting critical, creative, and innovative-collaborative pedagogical practices in order to strengthen the emancipatory role of teaching.
Co-Authors Santana, José Rogério Santiago, Paulo Vitor da Silva Scipião, Lara Ronise de Negreiros Pinto Sousa Neta, Felismina de