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. GriffithsMcLone1 A Critical Analysis of University Examinations in Mathematics, Part 1: a Problem of Design
22. GriffithsMcLone2 A Critical Analysis of University Examinations in Mathematics, Part 2: a Problem of Evaluation
23. GuzdialMorrisonP2 (p.32) What can we expect a first-year undergraduate to learn in a single term CS class
24. Hewitt1p3 (p.4) What is necessary is in the realm of awareness
25. Hewitt1p5 (p.6) y=2+x
26. Hewitt2p1 (p.44) storage space
27. Hewitt3p6 (p.42) something done once can be done again and again
28. Hewitt3p10 (p.46) not concern myself with what the five-year-old makes of my explanation
29. HowToTeachMathsP34 (p.13) Will this be on the test?
30. HowToTeachMathsP64 (p.43) 2.9. Exams
31. KuboBotomeP4 As respostas tradicionais não satisfazem. Definições como as de dicionário
32. LehtinenCMSp2 demands near-maximal effort, which is not always enjoyable
33. LemleGTAp27 A avaliação das falhas de escrita: falhas de primeira ordem
34. LipingMaP12 The reasoning system of arithmetic
35. LipingMaP108 (p.79) Disproving the Claim: The First Level of Understanding
36. LipingMaP124 (p.95) both verbally and symbolically
37. MrsOublierP7 (p.316) seemed quite convinced that these physical experiences caused learning
38. NachtigallP12 com repercussões na motivação e no controle da ansiedade
39. NachtigallP13 medo dos livros
40. RestIsAlgebraP54 (p.35) Faculty participants discussed how they would grade this work
41. RestIsAlgebraP60 (p.43) long-term learning
42. RestIsAlgebraP62 (p.45) fail in a more sophisticated situation
43. RestIsAlgebraP70 (p.53) 3.6 Level Reduction
44. RestIsAlgebraP75 (p.58) but at the next level, a square is a special case of a rectangle
45. RestIsAlgebraP76 (p.59) various devices such as color
46. RestIsAlgebraP77 (p.60) resort to learning procedurally to gain the pleasure of passing tests
47. RossiMMPFp4 ambos criticam a passividade do aluno na pedagogia tradicional
48. SchoenfeldMSTp5 honors class
49. SchoenfeldWGTp7 Belief 3: Only geniuses...
50. SecondaryAEp149 formal substitution, which concerns replacing single variables with expressions, and the reverse
51. SecondaryAEp180 An example: trial-and-improve
52. SfardP200 (p.174) 2. Historical Development of Mathematical Objects (example: function)
53. TallAMTp84 (p.65) The Role of Definitions in the Teaching and Learning of Mathematics
54. ThomasMOJp42 (p.26) "The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly"
55. ThomasMOJp154 (p.138) 4.3 Studies Designed To Address Understanding of Variable
56. YalepP24 (p.23) B.1 A pedagogical progression
57. YalepSurveyP5 2. Specializing proof assistants for education
58. 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