LEARNING IN MATHEMATICS, SIGNIFICANT LEARNING AND NEUROSCIENCE IN EDUCATION DIALOGGING THEORETICAL APPROACHES
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Reamec |
Texto Completo: | https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5349 |
Resumo: | This article aims to present theoretical approaches between Learning in Mathematics, Significant Learning and Neuroscience in Education, highlighting some basic concepts of Neuroscience and weaving theoretical discussions about motivation and timing for the student's learning, according to the stimuli of the His cognitive system, having as methodological reference of teaching the Problem Solving. We believe based on the theoretical frameworks studied, that there is a need to promote a dialogue between Neuroscience and Education, defending a creative dialogue between both and presenting a positive vision of the neuroscientific knowledge in Education, in favor of improving the students' learning. The text highlights information that Neuroscience states that educational attitudes that generate feelings of fear, anxiety, sadness, anger, depression and hopelessness are accompanied by humiliation and these attitudes end up inhibiting the learning process. Our main purpose was to discuss through reflections in the text that students do not learn if they are not motivated and if the moment is not appropriate for this learning to occur. The article is a bibliographical study and we hope with this work that the understandings between Significant Learning and Neuroscience in Education allow reflections to the teachers so that both are investigated in order to promote the applicability of such theories in the classroom, in our Case, through Problem Solving with the use of the stimuli of the cognitive system for learning. |
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LEARNING IN MATHEMATICS, SIGNIFICANT LEARNING AND NEUROSCIENCE IN EDUCATION DIALOGGING THEORETICAL APPROACHESAPRENDIZAGEM EM MATEMÁTICA, APRENDIZAGEM SIGNIFICATIVA E NEUROCIÊNCIA NA EDUCAÇÃO DIALOGANDO APROXIMAÇÕES TEÓRICASLearning in MathematicsMeaningful LearningNeuroscienceTroubleshootingAprendizagem em MatemáticaAprendizagem SignificativaNeurociênciaResolução de Problemas.This article aims to present theoretical approaches between Learning in Mathematics, Significant Learning and Neuroscience in Education, highlighting some basic concepts of Neuroscience and weaving theoretical discussions about motivation and timing for the student's learning, according to the stimuli of the His cognitive system, having as methodological reference of teaching the Problem Solving. We believe based on the theoretical frameworks studied, that there is a need to promote a dialogue between Neuroscience and Education, defending a creative dialogue between both and presenting a positive vision of the neuroscientific knowledge in Education, in favor of improving the students' learning. The text highlights information that Neuroscience states that educational attitudes that generate feelings of fear, anxiety, sadness, anger, depression and hopelessness are accompanied by humiliation and these attitudes end up inhibiting the learning process. Our main purpose was to discuss through reflections in the text that students do not learn if they are not motivated and if the moment is not appropriate for this learning to occur. The article is a bibliographical study and we hope with this work that the understandings between Significant Learning and Neuroscience in Education allow reflections to the teachers so that both are investigated in order to promote the applicability of such theories in the classroom, in our Case, through Problem Solving with the use of the stimuli of the cognitive system for learning.Este artigo tem como objetivo apresentar aproximações teóricas entre Aprendizagem em Matemática, Aprendizagem Significativa e Neurociência na Educação, destacando alguns conceitos básicos da Neurociência e tecendo discussões teóricas a respeito da motivação e do tempo oportuno para a aprendizagem do educando, de acordo com os estímulos do seu sistema cognitivo, tendo como referência metodológica de ensino a Resolução de Problemas. Acreditamos com base nos referenciais teóricos estudados, que há necessidade de promover uma interlocução entre Neurociência e Educação, defendendo um diálogo criativo entre ambas e apresentando uma visão positiva dos conhecimentos neurocientíficos na Educação, em prol da melhoria da aprendizagem dos educandos. O texto destaca informações de que a Neurociência afirma que as atitudes educativas que geram sentimentos de medo, ansiedade, tristeza, raiva, depressão e desesperança vêm acompanhadas de humilhação e estas atitudes acabam inibindo o processo de aprendizagem. Nossa principal finalidade foi discutir através de reflexões no texto que os estudantes não aprendem se não estiverem motivados e se o momento não for adequado para que esta aprendizagem ocorra. O artigo trata-se de um estudo bibliográfico e esperamos com este trabalho que as compreensões entre Aprendizagem Significativa e a Neurociência na Educação possibilitem reflexões aos professores para que ambas sejam investigadas no intuito de fomentar a aplicabilidade de tais teorias na sala de aula, em nosso caso, através da Resolução de Problemas com a utilização dos estímulos do sistema cognitivo para a aprendizagem.Universidade Federal de Mato Grosso (UFMT)2017-07-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/ziphttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/534910.26571/2318-6674.a2017.v5.n1.p143-163.i5349 REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 5 Núm. 1 (2017): Janeiro a Junho de 2017; 143-163REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 5 n. 1 (2017): Janeiro a Junho de 2017; 143-163REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 5 No. 1 (2017): Janeiro a Junho de 2017; 143-1632318-6674reponame:Revista Reamecinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMTporhttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5349/3544https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5349/9471https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5349/9470https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5349/9472https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5349/9473https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5349/9474Copyright (c) 2017 REAMEC - Rede Amazônica de Educação em Ciências e Matemáticahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessRozal, Edilene FariasSouza, Ednilson Sergio Ramalho deSantos, Neuma Teixeira dos2017-12-13T10:01:58Zoai:periodicoscientificos.ufmt.br:article/5349Revistahttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/indexPUBhttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/oairevistareamec@gmail.com||2318-66742318-6674opendoar:2017-12-13T10:01:58Revista Reamec - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
LEARNING IN MATHEMATICS, SIGNIFICANT LEARNING AND NEUROSCIENCE IN EDUCATION DIALOGGING THEORETICAL APPROACHES APRENDIZAGEM EM MATEMÁTICA, APRENDIZAGEM SIGNIFICATIVA E NEUROCIÊNCIA NA EDUCAÇÃO DIALOGANDO APROXIMAÇÕES TEÓRICAS |
title |
LEARNING IN MATHEMATICS, SIGNIFICANT LEARNING AND NEUROSCIENCE IN EDUCATION DIALOGGING THEORETICAL APPROACHES |
spellingShingle |
LEARNING IN MATHEMATICS, SIGNIFICANT LEARNING AND NEUROSCIENCE IN EDUCATION DIALOGGING THEORETICAL APPROACHES Rozal, Edilene Farias Learning in Mathematics Meaningful Learning Neuroscience Troubleshooting Aprendizagem em Matemática Aprendizagem Significativa Neurociência Resolução de Problemas. |
title_short |
LEARNING IN MATHEMATICS, SIGNIFICANT LEARNING AND NEUROSCIENCE IN EDUCATION DIALOGGING THEORETICAL APPROACHES |
title_full |
LEARNING IN MATHEMATICS, SIGNIFICANT LEARNING AND NEUROSCIENCE IN EDUCATION DIALOGGING THEORETICAL APPROACHES |
title_fullStr |
LEARNING IN MATHEMATICS, SIGNIFICANT LEARNING AND NEUROSCIENCE IN EDUCATION DIALOGGING THEORETICAL APPROACHES |
title_full_unstemmed |
LEARNING IN MATHEMATICS, SIGNIFICANT LEARNING AND NEUROSCIENCE IN EDUCATION DIALOGGING THEORETICAL APPROACHES |
title_sort |
LEARNING IN MATHEMATICS, SIGNIFICANT LEARNING AND NEUROSCIENCE IN EDUCATION DIALOGGING THEORETICAL APPROACHES |
author |
Rozal, Edilene Farias |
author_facet |
Rozal, Edilene Farias Souza, Ednilson Sergio Ramalho de Santos, Neuma Teixeira dos |
author_role |
author |
author2 |
Souza, Ednilson Sergio Ramalho de Santos, Neuma Teixeira dos |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Rozal, Edilene Farias Souza, Ednilson Sergio Ramalho de Santos, Neuma Teixeira dos |
dc.subject.por.fl_str_mv |
Learning in Mathematics Meaningful Learning Neuroscience Troubleshooting Aprendizagem em Matemática Aprendizagem Significativa Neurociência Resolução de Problemas. |
topic |
Learning in Mathematics Meaningful Learning Neuroscience Troubleshooting Aprendizagem em Matemática Aprendizagem Significativa Neurociência Resolução de Problemas. |
description |
This article aims to present theoretical approaches between Learning in Mathematics, Significant Learning and Neuroscience in Education, highlighting some basic concepts of Neuroscience and weaving theoretical discussions about motivation and timing for the student's learning, according to the stimuli of the His cognitive system, having as methodological reference of teaching the Problem Solving. We believe based on the theoretical frameworks studied, that there is a need to promote a dialogue between Neuroscience and Education, defending a creative dialogue between both and presenting a positive vision of the neuroscientific knowledge in Education, in favor of improving the students' learning. The text highlights information that Neuroscience states that educational attitudes that generate feelings of fear, anxiety, sadness, anger, depression and hopelessness are accompanied by humiliation and these attitudes end up inhibiting the learning process. Our main purpose was to discuss through reflections in the text that students do not learn if they are not motivated and if the moment is not appropriate for this learning to occur. The article is a bibliographical study and we hope with this work that the understandings between Significant Learning and Neuroscience in Education allow reflections to the teachers so that both are investigated in order to promote the applicability of such theories in the classroom, in our Case, through Problem Solving with the use of the stimuli of the cognitive system for learning. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-07-12 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5349 10.26571/2318-6674.a2017.v5.n1.p143-163.i5349 |
url |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5349 |
identifier_str_mv |
10.26571/2318-6674.a2017.v5.n1.p143-163.i5349 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5349/3544 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5349/9471 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5349/9470 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5349/9472 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5349/9473 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5349/9474 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 REAMEC - Rede Amazônica de Educação em Ciências e Matemática https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 REAMEC - Rede Amazônica de Educação em Ciências e Matemática https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/zip |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso (UFMT) |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso (UFMT) |
dc.source.none.fl_str_mv |
REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 5 Núm. 1 (2017): Janeiro a Junho de 2017; 143-163 REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 5 n. 1 (2017): Janeiro a Junho de 2017; 143-163 REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 5 No. 1 (2017): Janeiro a Junho de 2017; 143-163 2318-6674 reponame:Revista Reamec instname:Universidade Federal de Mato Grosso (UFMT) instacron:UFMT |
instname_str |
Universidade Federal de Mato Grosso (UFMT) |
instacron_str |
UFMT |
institution |
UFMT |
reponame_str |
Revista Reamec |
collection |
Revista Reamec |
repository.name.fl_str_mv |
Revista Reamec - Universidade Federal de Mato Grosso (UFMT) |
repository.mail.fl_str_mv |
revistareamec@gmail.com|| |
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1797174814879776768 |