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Arlete, Nazaré, Fátima e Paula: muito obrigado pelas vossas opiniões.

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Ter assistido a esta sessão foi uma experiência muito interessante, onde a distância não foi barreira, onde estas tecnologias/plataformas conseguem unir as pessoas (sem se conhecerem). Gostei muito de assistir a esta palestra, tendo sido bastante ativa, produtiva e criativa a favor de todos, pela comunhão e partilha, não só de experiências pedagógicas vividas, mas também de alegrias e objetivos.

Saliento o excelente desempenho do formador, pela oportunidade, pela atenção e pela competência técnica e humana que demonstrou.

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Nesta coluna poderão deixar as vossas questões

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Nesta coluna poderão deixar as vossas questões

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A participação nesta sessão foi o colocar em prática de uma aprendizagem ativa. Motivadora, esclarecedora no seu todo, deveras participativa para todos e para cada um, trabalho autónomo a ritmos diferenciados e com aprendizagem na prática dentro de diversas vertentes.
Parabéns pela apresentação, gostei muito da dinâmica que se refletirá no trabalho pessoal em sala de aula.

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A Desmos oferece as melhores calculadoras, atividades digitais de matemática e programas de ensino para ajudar todos os alunos a gostarem de aprender matemática.

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Nearpod: Foster a love of learning in every student

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Create active learning experiences students can’t wait to be a part of.

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Used in the R2D2 - Post It note activity. After students determine how many post it notes cover a board we plot all the different boards that also have 609 post it notes.

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Graphing Trigonometric Functions

In this lesson, students will identify the graphs of the following trigonometric functions: sine, cosine, secant, cosecant, tangent, and cotangent. They will be able to also identify the key features of each graph.

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Graphing Trigonometric Functions In this lesson, students will identify the graphs of the following trigonometric functions: sine, cosine, secant, cosecant, tangent, and cotangent. They will be able to also identify the key features of each graph.

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En esta lección, los estudiantes harán conexiones entre una carrera de animales y gráficas que relacionan las variables distancia-tiempo para cada animal. Los estudiantes también crearán su propia gráfica para representar la distancia en función del tiempo para un nuevo animal: un perro.

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Como procurar lições já existentes no Nearpod

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Find lessons and videos in the Nearpod Library

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Ideias por trás da actividade da tartaruga e da lebre (em inglês)

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Ideias por trás da actividade da tartaruga e da lebre (em inglês)

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Welcome to a series of posts sharing how we #Desmosify the curriculum from Open Up Resources/Illustrative Mathematics. You can use this lesson for free, or sign up to get many more activities just like it in our core middle school curriculum!
Here's how we #Desmosified an Open Up Resources/IM lesson to help students students interpret graphs of functions..

Desmosification #1: Create concrete connections.

In the original activity, Open Up Resources/Illustrative Mathematics starts with a context about temperature. We're on board!

The activity immediately asks students to analyze the graph of a context precisely and numerically, but students have not yet had opportunities to develop and understand the context concretely.

One of our core commitments in designing curriculum is to invite students to use their voice, vision, touch, and intuition in mathematical analysis, all components of what Rochelle Gutierrez describes as " rehumanized mathematics." If an activity invites students to access and apply their intuition about a context, it strengthens both their later numerical analysis and their sense of themselves as capable mathematicians with valuable ideas.

So in our activity, we chose acontext that has several advantages for students-a race between a tortoise and a hare.

We start by asking students to tell a story about what they see. This is an opportunity for teachers to learn what details are most salient for students. Are they noticing speed? The hare's nap in the middle. The psychobiological conflict between two species?!

The hare is in the lead and and he stops and sleeps and the turtle wins.

It's only much later in the activity, after the context has been enriched by the students' own intuitions, that we ask for any precise, numerical analysis.

Desmosification #2: Give feedback that causes thinking.

Another advantage of this context is that because it's a digital animation, we can invite students to control its different elements using their own thinking. We invite students to create a race between the tortoise and a dog using a graph. Students create a dog by graphing!

We ask students to create a specific dog-one with a head start that still loses the race, for example. And rather than give students binary feedback-right or wrong-which often fails to credit them for their abundant brilliant thinking even in a wrong answer, we just render the dog they created in the animation. Students can then decide if the dog did what they wanted it to do and make modifications accordingly.

Behind the Scenes

Desmos lesson developer Michael Fenton describes one of the core design dilemmas of the lesson and how our team found our way through it.

We agonized over the details of the race. How fast should each animal move? What distance should we use for the entire race? When and for how long should the hare rest? We wanted something that felt realistic if you look closely at the numbers. We also put a huge emphasis on the end of the race being suspenseful (will the hare catch up?!) while also having a clear-cut winner. And since it was nontrivial to change the parameters of the actual animation, we did most of our iterating with piecewise functions in a Desmos graph, making it easy to see important details from the entire race all at once.

What Did Teachers Think

Loved it! Students are really understanding how the graph tells a story. They know that the flat line means that there is no movement, negative slope means moving back towards the start and the steeper the line the faster the animal was moving. Great results on the cool downs!

My students loved this entire concept with the animals racing. They enjoyed creating the graphs for the tortoise and the dog because they were able to see how their graphs showed the story.

They knew immediately if they were right or wrong and that helped them work backwards to fix their graphs if necessary. My students were also confident in using their prior knowledge about what they know about lines and their steepness.

Students loved being able to tell their own story and give meaning to the graphs, awesome for some students' creativity to shine through in writing. I appreciated the push for specific, detailed answers. It lent itself to stronger, clearer thinking practices.

What's Next?

Overall, teachers in our 2019-20 pilot study really liked the Open Up Resources/Illustrative Mathematics curriculum ... but they loved what we did to #Desmosify it. ( Definition of the scale.)

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Welcome to a series of posts sharing how we #Desmosify the curriculum from Open Up Resources/Illustrative Mathematics. You can use this lesson for free, or sign up to get many more activities just like it in our core middle school curriculum! Here's how we #Desmosified an Open Up Resources/IM lesson to help students students interpret graphs of functions..

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A sessão foi uma experiência de aprendizagem ativa, aprendemos fazendo.
As ferramentas que exploramos são muito úteis não só no momento que estamos a travessar com aulas online, mas também no ensino presencial, pois os alunos ficam mais focados quando diversificamos os recursos.
Pessoalmente é um assunto que me cativa, que estou sempre com vontade de aprender mais.
O professor dinamizou a ação privilegiando a interação dos participantes, utilizando uma linguagem acessível a todos.
Excelente.

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A sessão foi muito interessante porque não se limitou a falar das várias plataformas existentes. Houve a intencionalidade de fazer com os participantes se envolvessem nas tarefas propostas, experimentando as várias ferramentas, no papel de alunos. Para além disso, deu sugestões de como introduzir os conteúdos matemáticos de forma simples e motivadora para os alunos, com exemplos que pudemos criar ou adaptar (dos vários que já existem). Ficou a ideia de que "aulas ativas" não são só aquelas em que se usam as tecnologias digitais mas as que fazem com que os alunos construam o seu próprio conhecimento. Gostei de ter participado.