teaching degree | complete teaching degree | bachelor

introduction of teaching degree

teaching degree are of fundamental importance for the development of areas of knowledge such as architecture, engineering, and physics with applications in everyday life such as civil construction, satellite dishes, solar ovens, mirrors, car headlights, among others. However, in its approach to basic education and extension of its study in higher education, there is little discussion about its applicability, especially from the perspective of analytical geometry  or even its association with the use of technology.

complete teaching degree is a topic that is not prioritized in the Brazilian curriculum, “in fact, it is not a topic that appears frequently in selection exams in various parts of the country”, which causes difficulties for the student when studying higher level topics such as analytical geometry and differential and integral calculus, for example. Starting from this problem and considering the importance of discussing.

we rely on the French aspect of mathematics didactics, given the fact that its studies bring together different currents that question the canonical paradigms that permeate the training of mathematics teachers and the teaching of its curricular components. In the meantime, we bring as a theoretical contribution the theory of didactic situations as a guide forth experiment, as well as didactic engineering  as a research methodology.

Types of teaching degree

Bachelor of Arts

teaching degree with these theories, we associate intuition and its categorization at different levels, as proposed by Foschini  in what he calls categories of intuitive reasoning, aiming to contribute to the understanding of how the construction of mathematical thinking occurs based on this ontological faculty.

As a way of identifying the manifestation of these categories, we also count on the technological support of the Geo Gera software. Given the above, the objective of this work is to identify and record intuitive reasoning categories expressed by students in initial training, based on their actions and strategies to solve a didactic situation involving the parable with input from Geo Gera.

Bachelor of Business Administration

we structured this research on the assumptions and phases  DE is a research methodology that, according to Antigua, can be described by an experimental scheme based on didactic achievements within the classroom, that is, in the design, implementation, observation, and analysis of teaching sessions.

teaching degree In this investigation, we developed its four phases preliminary analyses, a priori design and analysis,  experimentation, and  a posteriori analysis and validation–observing and improving a DE aimed at teaching parables, to contribute to the development of future mathematics teachers.

Bachelor of Science

The experiment was carried out at a Brazilian public university, with eight students in initial training, between the 6 semesters of the science  degree course. Data collection occurred through photographic records, audio, videos, written material, and files created in the Geo Gerba software.

The didactic situation was structured based on TDS and the data were analyzed based on the categories of intuitive reasoning, being organized according to the assumptions of DE. The study of the parabola plays a significant role in mathematics teacher training.

Bachelor of Engineering

bachelor’s degree of this topic is intrinsically linked to its applicability in various mathematical areas and its importance in solving real-world problems. In this context, we highlight the significance of the parabola in teacher education, the challenges commonly encountered by students in this subject, and the relevance of the study of the parabola within the field of mathematics education.

Therefore, in the following sections, we present the development of the engineering phases, which deal with the theoretical contribution, the structuring, and development of the experiment and analysis of the results, as well as the authors’ considerations.

Theme of teaching degree

teaching degree are conceptual model that aims to understand the dialectical relationship established between the main actors in a didactic system–the teacher, the student, and knowledge–as well as the environment in which the situation of a specific the didactic situation develops.

Based on this, TDS aims to encourage the student to behave as a researcher, where, based on a set of dialectics, the student can develop and be able to formulate hypotheses and concepts, while the teacher provides favorable situations so that he transforms the information into knowledge for himself.

complete teaching degree  explains that student learning derives from their adaptation to a milieu intertwined with contradictions, difficulties, and imbalances. The knowledge resulting from this adaptation manifests itself through new responses, which in turn provide evidence of learning. Thus, we understand that student autonomy is developed through decision-making reflection.

Positive negative of teaching degree

the student’s learning process based on situations or dialectics, called action, formulation, validation, and institutionalization, where the first three dialectics are considered the didactic situation, which is designed so that the student interacts with an environment without the teacher’s intervention.

For the development of this work, we were interested in the path of mathematical thinking logically in the development of TDS dialectics. bachelor’s degree To build a model of a subject’s mathematical reasoning based on the notion of situation, it is necessary to understand that reasoning concerns a domain that is not constricted to formal, logical, or mathematical structures.

complete teaching degree  despite being made up of an ordered set of statements linked, combined, or opposed to each other, respecting certain restrictions that can be made explicit in the solution of a problem  Reasoning can be characterized by the role it plays in a situation, that is, by its function in that situation.

Conclusion of teaching degree

 

It can be characterized by a type of reasoning that is not formulated as such, however, it can be attributed to the subject based on their actions, and constructed as a model of this action, being considered as an implicit model relating to the action situation.

bachelor’s degree  are can be considered as incomplete reasoning from a formal point of view, but with gaps that can be, implicitly, filled by the student’s actions in a situation in which a complete formulation would not be justified.