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. AlvesReisP17 (p.286) concepções - de homem, de educação, de docência, de sociedade, entre outras - absolutamente distintas
2. BerryDMMp4 (p.215) Drilling basic skills
3. BoalerP67 (p.48) their reasonable response is to memorize them
4. BoalerP114 (p.95) had forgotten two thirds of what they had learned
5. ChangBeilockP2 (p.34) Working memory is a limited short-term
6. DiasNovaisP8 3.1 Utilizar diferentes interfaces
7. DreyfusWhyJohnnyP21 (p.105) often willing to accept the slightest sign of a student's understanding as satisfactory explanation
8. DrijversLMp4 (p.224) (8) The limited conception of algebraic substitution
9. DrijversLMp4 (p.224) (10) The conception of an expression as a process
10. EllermeijerHeckP6 The meaning of variable is variable in Mathematics
11. FerreiroAPp15 (p.14) requerem um esforço cognitivo considerável
12. FerreiroCTLp20 (p.19) que terminam de alfabetizar-se na escola, mas começaram a alfabetizar-se muito antes
13. FerreiroCTLp50 (p.49) 5. A noção de maturidade
14. FeynmanBrincP198 descobri que os alunos tinham memorizado tudo, mas não sabiam o que aquilo significava (HTML)
15. FreudenthalP472 (p.461) 16. The Algebraic Language
16. FreudenthalP475 (p.464) "7+5=" is admissible while "7+=5" is not
17. FreudenthalP493 (p.482) 16.14. Formal Substitution
18. FreudenthalP499 (p.488) 16.18. The (formal) substitution
19. FutureOfTLAp239 (p.227) 9. Symbols and Language (J.P. Drouhard, A.R. Teppo)
20. FutureOfTLAp248 (p.234) 9.2.3 Teaching denotation and sense
21. 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
22. GriffithsMcLone1 A Critical Analysis of University Examinations in Mathematics, Part 1: a Problem of Design
23. GriffithsMcLone2 A Critical Analysis of University Examinations in Mathematics, Part 2: a Problem of Evaluation
24. GuzdialMorrisonP2 (p.32) What can we expect a first-year undergraduate to learn in a single term CS class
25. Hewitt1p3 (p.4) What is necessary is in the realm of awareness
26. Hewitt1p5 (p.6) y=2+x
27. Hewitt2p1 (p.44) storage space
28. Hewitt3p6 (p.42) something done once can be done again and again
29. Hewitt3p10 (p.46) not concern myself with what the five-year-old makes of my explanation
30. HowToTeachMathsP34 (p.13) Will this be on the test?
31. HowToTeachMathsP64 (p.43) 2.9. Exams
32. KilpatrickNMIP The new math as an international phenomenon
33. KuboBotomeP4 As respostas tradicionais não satisfazem. Definições como as de dicionário
34. LealJrFonseca Holofotes da atenção na aprendizagem matemática: evidências de videoaulas à luz da neurociência cognitiva
35. LehtinenCMSp2 demands near-maximal effort, which is not always enjoyable
36. LemleGTAp27 A avaliação das falhas de escrita: falhas de primeira ordem
37. LipingMaP12 The reasoning system of arithmetic
38. LipingMaP108 (p.79) Disproving the Claim: The First Level of Understanding
39. LipingMaP124 (p.95) both verbally and symbolically
40. MasonShiftP3 (p.4) a splitting of attention, one part involved in calculation while another part remains aloof but observant
41. MrsOublierP7 (p.316) seemed quite convinced that these physical experiences caused learning
42. NachtigallP12 com repercussões na motivação e no controle da ansiedade
43. NachtigallP13 medo dos livros
44. PUMT27p33 Ahmad/Appleby/Edwards: Engineering Mathematics should be taught by Engineers!
45. RestIsAlgebraP54 (p.35) Faculty participants discussed how they would grade this work
46. RestIsAlgebraP60 (p.43) long-term learning
47. RestIsAlgebraP62 (p.45) fail in a more sophisticated situation
48. RestIsAlgebraP70 (p.53) 3.6 Level Reduction
49. RestIsAlgebraP75 (p.58) but at the next level, a square is a special case of a rectangle
50. RestIsAlgebraP76 (p.59) various devices such as color
51. RestIsAlgebraP77 (p.60) resort to learning procedurally to gain the pleasure of passing tests
52. RossiMMPFp4 ambos criticam a passividade do aluno na pedagogia tradicional
53. SchoenfeldMSTp5 honors class
54. SchoenfeldWGTp7 Belief 3: Only geniuses...
55. SecondaryAEp149 formal substitution, which concerns replacing single variables with expressions, and the reverse
56. SecondaryAEp180 An example: trial-and-improve
57. SfardP200 (p.174) 2. Historical Development of Mathematical Objects (example: function)
58. TallAMTp84 (p.65) The Role of Definitions in the Teaching and Learning of Mathematics
59. ThomasMOJp42 (p.26) "The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly"
60. ThomasMOJp154 (p.138) 4.3 Studies Designed To Address Understanding of Variable
61. YalepP24 (p.23) B.1 A pedagogical progression
62. YalepSurveyP5 2. Specializing proof assistants for education
63. 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