C2 2025.2 - Eduardo Ochs

1. O PURO é um lixo: links

Veja os links que começam com "2025:" aqui.

2. Sobre "o método" e o "outro método"

1. AlvesReisP9 (p.818) é a que fala claramente de que a escola é um espaço exclusivo do puro ensinar e do puro aprender
2. AlvesReisP12 (p.821) compara o contexto escolar ao dos quartéis e explicita a valorização da obediência em detrimento da autonomia dos sujeitos
3. AlvesReisP17 (p.826) concepções - de homem, de educação, de docência, de sociedade, entre outras - absolutamente distintas
4. BerryDMMp4 (p.215) Drilling basic skills
5. BessisP200 (p.189) If the mental actions of mathematicians were visible, research institutes would have glass walls
6. BingzhiLiP2 (p.204) Piaget (4) argued that growth happens when learners face challenges that unsettle
7. BoalerP67 (p.48) their reasonable response is to memorize them
8. BoalerP114 (p.95) had forgotten two thirds of what they had learned
9. ChangBeilockP2 (p.34) Working memory is a limited short-term
10. DiasNovaisP8 3.1 Utilizar diferentes interfaces
11. DreyfusWhyJohnnyP21 (p.105) often willing to accept the slightest sign of a student's understanding as satisfactory explanation
12. DrijversLMp4 (p.224) (8) The limited conception of algebraic substitution
13. DrijversLMp4 (p.224) (10) The conception of an expression as a process
14. EllermeijerHeckP6 The meaning of variable is variable in Mathematics
15. FerreiroAPp15 (p.14) requerem um esforço cognitivo considerável
16. FerreiroCTLp20 (p.19) que terminam de alfabetizar-se na escola, mas começaram a alfabetizar-se muito antes
17. FerreiroCTLp50 (p.49) 5. A noção de maturidade
18. FeynmanBrincP198 descobri que os alunos tinham memorizado tudo, mas não sabiam o que aquilo significava (HTML)
19. FogelinLDDp7 there are disagreements, sometimes on important issues, which by their nature, are not subject to rational resolution
20. FreudenthalP472 (p.461) 16. The Algebraic Language
21. FreudenthalP475 (p.464) "7+5=" is admissible while "7+=5" is not
22. FreudenthalP493 (p.482) 16.14. Formal Substitution
23. FreudenthalP499 (p.488) 16.18. The (formal) substitution
24. FutureOfTLAp239 (p.227) 9. Symbols and Language (J.P. Drouhard, A.R. Teppo)
25. FutureOfTLAp248 (p.234) 9.2.3 Teaching denotation and sense
26. GeeLDLIp2 (p.6) At any moment we are using language we must say or write the right thing in the right way while playing the right social role
27. GreerP4 (p.22) He stressed the reconstructive nature of memory - what is remembered is not an exact copy but a stripped-down version of the original
28. GriffithsMcLone1 A Critical Analysis of University Examinations in Mathematics, Part 1: a Problem of Design
29. GriffithsMcLone2 A Critical Analysis of University Examinations in Mathematics, Part 2: a Problem of Evaluation
30. GuzdialMorrisonP2 (p.32) What can we expect a first-year undergraduate to learn in a single term CS class
31. Hewitt1p3 (p.4) What is necessary is in the realm of awareness
32. Hewitt1p5 (p.6) y=2+x
33. Hewitt2p1 (p.44) storage space
34. Hewitt3p6 (p.42) something done once can be done again and again
35. Hewitt3p10 (p.46) not concern myself with what the five-year-old makes of my explanation
36. HNDanishHigh Danish high schoolers will have to verbally defend written assignments (HN)
37. HowToTeachMathsP34 (p.13) Will this be on the test?
38. HowToTeachMathsP64 (p.43) 2.9. Exams
39. KilpatrickNMIP The new math as an international phenomenon
40. KuboBotomeP4 As respostas tradicionais não satisfazem. Definições como as de dicionário
41. LealJrFonseca Holofotes da atenção na aprendizagem matemática: evidências de videoaulas à luz da neurociência cognitiva
42. LehtinenCMSp2 demands near-maximal effort, which is not always enjoyable
43. LemleGTAp27 A avaliação das falhas de escrita: falhas de primeira ordem
44. LipingMaP12 The reasoning system of arithmetic
45. LipingMaP108 (p.79) Disproving the Claim: The First Level of Understanding
46. LipingMaP124 (p.95) both verbally and symbolically
47. LuckesiP160 (p.312) eram inadequados para o objetivo que se tinha, isto é, não coletavam os dados que deveriam coletar
48. MasonShiftP3 (p.4) a splitting of attention, one part involved in calculation while another part remains aloof but observant
49. MrsOublierP7 (p.316) seemed quite convinced that these physical experiences caused learning
50. NachtigallP12 com repercussões na motivação e no controle da ansiedade
51. NachtigallP13 medo dos livros
52. PhillipsCIEp209 (p.193) Ball/Bass: Making Believe: The Collective Construction of Public Mathematical Knowledge in the Elementary Classroom
53. PhillipsCIEp220 (p.204) what is publicly shared knowledge defines the granularity of acceptable mathematical reasoning within a given context
54. PUMT27p33 Ahmad/Appleby/Edwards: Engineering Mathematics should be taught by Engineers!
55. RestIsAlgebraP54 (p.35) Faculty participants discussed how they would grade this work
56. RestIsAlgebraP60 (p.43) long-term learning
57. RestIsAlgebraP62 (p.45) fail in a more sophisticated situation
58. RestIsAlgebraP70 (p.53) 3.6 Level Reduction
59. RestIsAlgebraP75 (p.58) but at the next level, a square is a special case of a rectangle
60. RestIsAlgebraP76 (p.59) various devices such as color
61. RestIsAlgebraP77 (p.60) resort to learning procedurally to gain the pleasure of passing tests
62. RossiMMPFp4 ambos criticam a passividade do aluno na pedagogia tradicional
63. SchoenfeldMSTp5 honors class
64. SchoenfeldWGTp7 Belief 3: Only geniuses...
65. SecondaryAEp149 formal substitution, which concerns replacing single variables with expressions, and the reverse
66. SecondaryAEp180 An example: trial-and-improve
67. SfardP200 (p.174) 2. Historical Development of Mathematical Objects (example: function)
68. ShepardP8 (p.11) should be so transparent that students can learn to evaluate their own work in the same way that their teachers would
69. SidorkinP19 Students with learning differences may find in AI a patient, nonjudgmental tutor
70. SidorkinP110 The Calibration Problem: Educators must calibrate learning activities to occupy the precise space where AI...
71. TallAMTp84 (p.65) The Role of Definitions in the Teaching and Learning of Mathematics
72. ThomasMOJp42 (p.26) "The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly"
73. ThomasMOJp154 (p.138) 4.3 Studies Designed To Address Understanding of Variable
74. YalepP24 (p.23) B.1 A pedagogical progression
75. YalepSurveyP5 2. Specializing proof assistants for education
76. Diretrizes curriculares para os curso de graduação em Engenharia: 2019, 2021

3. Semestres

Salas, horários, etc
Página do semestre anterior.
Fotos dos quadros: PDF, JPGs.
Material de todos os semestres desde 2019.2.
PDFzão com todos os PDFzinhos deste semestre.
Material de todos os semestres desde 2019.2.
Os links curtos, como 3eT25 e Slogans08:54, estão explicados aqui.
Sobre as reclamações do CAEPRO.

O plano de curso no formato tradicional está aqui.
A tabela abaixo tem links pros pdfzinhos e quadros de cada aula.

4. Links sobre Maxima

5. Aulas