I wanted to thank the invitation to be there.
on here
I think I’ll talk a little bit
tell a little story
I’m a school teacher in a school.
here in Rio de Janeiro on the
taquara is the municipal school francisco
raimi and also works in the network
particular
I have two registrations in the municipal network
education
and to tell this story I’m going back
a little to the time and count a little
little of my story my trajectory
it was a public school and the school
municipal is also a public university
and I went back to school that there was
studied as a teacher is to pass on
contest mode how teacher meeting is
a picture just like the picture I had
nothing had changed until the book
didactic was the same as I have to
I used it when I was a student, but we
had other more serious problems
community members were more
violence was already taking more account
these neighborhoods these regions that were
considered rural areas and
indiscipline and with all this the school
was becoming a difficult place.
welcome moment and work training
that I had did not show me that I would
find that picture but I found it
other teachers who were also
anxious about their practices and wanted
make a public education different from
quality that makes sense in life
of children
but in what way did we start
to study we realized how to build
Something new here we go back to study
so we started enrolling in
courses
followed by universities of
skills that enabled people to
could take the idea is to bring to
school to apply and discuss it there
so we were looking for a
pedagogy of a methodology that was
our and that region of that
community
so we did it later, we
realized that we had to build
our way is our journey and with
In this period, the
math olympics
and when we saw the problem of
Mathematical Olympiad, we noticed
that he was coming to meet us
believed that it was mathematics that everything
world needed and we solved it
enroll and enroll them
in the Olympiad and the result was brilliant
it was wonderful
we had six students think at the time
are rewarded and we saw that what
we were doing it was not a
experience was something that had meaning is
and more than we were doing
from the beginning here the school she stays
there in hunger Dick road well
far from the white stone district
is 900 nursery school
9th grade do not have high school and the students
are grouped by skill levels
I think it is important to point out here that
grouped by skill levels
When we receive the students, the people
piece makes a diagnosis of what he
has not yet reached math and
instead of picking up students with
difficulty and play them in rooms is common
and we group those students through
skills they still do not have
built
they have not yet built and
people do a job on top of this
group
we assemble the didactic sequences
differentiated for example learning
geometric solid we start with
they building independent of the level
skill they are they
build the solids they exert
group activities we saw that
when you work in a group
the result is much more positive than
individual work is to teach the root
square that we sometimes decorate and
so much in mathematics to us
collect used for nothing I eat
teacher
I do not know where I see that formula there.
low calling today if anyone knows
but I still do not know why
not yet
I know you gave me the chance to
advance in math to see things
more up but I do not know if a boy
of 13 14 years some things in
mathematics make sense in this period and
that moment in their lives
so I’ll learn the square more
You learned what you want on the court, which is a
square number so we work
much with there with the lesson squares that
they build it up
and then I will take away from the country area
comes from radicci that side by side the
square on one side of square radix
square on the side in a square whose
area 16 but all that we try
teach a concept that makes sense in
their lives and that they have some application
It was the sheet that would get us today.
Thanks to this work I finished the
Master’s degree was a PhD group
the job of working with Olympics
these children of methodology and people
You know that we have to have a
horizon curriculum
we have to teach something today that
He knows what he’s going to do.
I go ahead if I do not understand
that it will make sense
you do not have to teach why
important symmetry is for you to learn
relative numbers that are numbers
positive and negative asymmetries
meteria numbers of the spatial symmetry
so he has to build symmetry more
he has to see what symmetry is right
it’s not just talking about symmetry it has
realized that the symmetry
so is this some games games
so these students who were grouped
with some skills not built
I realized together with this group that
through games you can do is
access to the student’s difficulties with
much stronger much easier
so the games came in for you to try
rescue the love instead of spending a
exercise list is mechanical is only for
instrumentalize I can build a
game where he will apply those
concepts and we will discuss what
can be made there then games came in
with a sense of rescuing those
students who already had a barrier with
mathematics and had some
difficulties in dealing with this matter
This is a game where they go.
learn to add and subtract numbers
negative they have not yet learned
so we have to set up a circuit
It’s the two lead the win because
we used to do a negative
I lost the positive I earned in the negative
also wins because it is negative that goes
then lose both senses now there is
next idea came out but the number
positive you move a number forward
negative makes you go back
so I did not film the concept of
addition of integers but he knows that
shoot three more – two will talk, just
a step ahead is it advancing 1
is adding integers is
adding negative numbers without me
spoken in addition to negative numbers
We’ll talk later, and then we’ll talk.
is fundamental those concepts in
of those discussions and those
what he realized during the
game process
then the game has to not play for 1 game
is the post game because the game is cool and
play does not have to have a
math behind the game
the theme wants to reach with him through
From that game I have to understand that
that game has to make sense has
to be something that builds knowledge
is here
they had to create because people
think I think we do this I believe
that language is fundamental in teaching
in any area so they took a
cardboard box is box
and it’s groceries that they had
to build a memory game with
decoding and encoding of
algebraic expressions this game was
built by a class with had a
level of skill had
deficiency
now some people can press
but the student in a class with
level of a lower skill level
he may feel worse is not in a
class that I have the students
both in all classes
both in a class with some skills
disabled people like that group that has
students with a higher level of ability
So now we have two winners.
in a group that is accompanying when
students have great difficulty we
assemble a project they are not retained
they will follow through to the end of the year without
disapproval and we are not trying to
build this along the way but
if people are building something that
really efficient until the result a
Olympiad happens to this student
he is placed in another class I do not speak
not put in another class
why this student still doing
work from home continues and on the ride
I really like kissing in the mouth.
out of the age that we do not believe
that is but it is already but they are students who
developing a concept of
mathematics that can be applied where
he wanted and those also built
a are built by them
some do things some work on
have discipline in the cup you are
working geometries were made by
they do not give
talk there they had to build
with a nail is a picture of the
some countries speak geometry
parallel polygons that had
mount a powerpoint talk a little
about the culture of that country
then mixed math arts and
geometry is here are the solids that
then they did with the technique of
mondrian
Talk a little about Mondrian and they
constructed in larger sizes the
and will be on display in the
college right
And then we learn a little about the
art history a little
math here also there will have a
video because for example is when I go
the geometry area I am now working on
perimeter area I will not be talking about that
the area of a square is there
length and width perimeter to sum
two sides
so the idea of you putting together projects I
I ask that they make a low plant
show I showed them what a
floor of a house of a house of
a bedroom living room kitchen bathroom
they need to make a plant of a
home is to fetch material as cost
flooring material
how much he will need in each room
he can search the internet for a store
of construction material the floor he
will use pick up with the mason cost
of the workforce and present the
that project he tends using the
concept of proportionality is not
do everything within its proportion and
people are going to do this project during a
month until they present to the class
that is, they will learn much more
man would have what I was talking about
it on the area
the table in a table that says the pilot
that the area is the product of length
times the width of a rectangle that
video they lacked and civilians
did they build a
does not have a self stick I called a stick
of theodolite they picked up a wood one
broom cord attached to a cell phone and
I downloaded the content of light is a cell phone.
that you see the angulation so use the
technology in class room to salt
technology for something that makes sense
He has to use technology, yes.
use the cell phone he has to understand that
here is an important tool and they
had to measure the distance to whom
took the subway and we’ll take a
thrashes in high school studying that
trigonometry you do not even understand that
more important is that it serves there
for you to measure spaces and distances and
likely that we did at school they
They had to give me something out of the
school and bring a video to
show the size of the building
our improvisation is the only case in the
world that I do not think home gave
so roughly both go into 60
61 62 10 10
Okay, calm down then.
it does have a say your size
book is an idea people told the value
of this space
[Music]
we asked to train people will have
four interest rate was 17
booths work in that space parade
cool that they were asking after the
house of 1 and saw that the value
and they are surprises so that
that works that stop
of course that the stop works right
idea was this school is in this process the
school has 225 medals in the four
that we participate in the
obmep than the Brazilian public school
the mexico and state in charge of what
international and bn are 425 awards
for students of 12 teachers 29 for
school and the idea is to rescue this week
state result has 40 more students
which are not computed therein
I like this phrase, it always seemed to me.
strange that all those who study
seriously this science ends up taking
of a kind of passion for it
freedom to follow what the
pleasure to the knowledge and
learning is not possession but acquisition
in the presence but the act of reaching regret
I think the idea is this the Olympiad
was the end because the Olympics in
fund is a pretext for them to
realize that they can build a future
promising
through public education and
quality
this idea
[Applause]
on here
I think I’ll talk a little bit
tell a little story
I’m a school teacher in a school.
here in Rio de Janeiro on the
taquara is the municipal school francisco
raimi and also works in the network
particular
I have two registrations in the municipal network
education
and to tell this story I’m going back
a little to the time and count a little
little of my story my trajectory
it was a public school and the school
municipal is also a public university
and I went back to school that there was
studied as a teacher is to pass on
contest mode how teacher meeting is
a picture just like the picture I had
nothing had changed until the book
didactic was the same as I have to
I used it when I was a student, but we
had other more serious problems
community members were more
violence was already taking more account
these neighborhoods these regions that were
considered rural areas and
indiscipline and with all this the school
was becoming a difficult place.
welcome moment and work training
that I had did not show me that I would
find that picture but I found it
other teachers who were also
anxious about their practices and wanted
make a public education different from
quality that makes sense in life
of children
but in what way did we start
to study we realized how to build
Something new here we go back to study
so we started enrolling in
courses
followed by universities of
skills that enabled people to
could take the idea is to bring to
school to apply and discuss it there
so we were looking for a
pedagogy of a methodology that was
our and that region of that
community
so we did it later, we
realized that we had to build
our way is our journey and with
In this period, the
math olympics
and when we saw the problem of
Mathematical Olympiad, we noticed
that he was coming to meet us
believed that it was mathematics that everything
world needed and we solved it
enroll and enroll them
in the Olympiad and the result was brilliant
it was wonderful
we had six students think at the time
are rewarded and we saw that what
we were doing it was not a
experience was something that had meaning is
and more than we were doing
from the beginning here the school she stays
there in hunger Dick road well
far from the white stone district
is 900 nursery school
9th grade do not have high school and the students
are grouped by skill levels
I think it is important to point out here that
grouped by skill levels
When we receive the students, the people
piece makes a diagnosis of what he
has not yet reached math and
instead of picking up students with
difficulty and play them in rooms is common
and we group those students through
skills they still do not have
built
they have not yet built and
people do a job on top of this
group
we assemble the didactic sequences
differentiated for example learning
geometric solid we start with
they building independent of the level
skill they are they
build the solids they exert
group activities we saw that
when you work in a group
the result is much more positive than
individual work is to teach the root
square that we sometimes decorate and
so much in mathematics to us
collect used for nothing I eat
teacher
I do not know where I see that formula there.
low calling today if anyone knows
but I still do not know why
not yet
I know you gave me the chance to
advance in math to see things
more up but I do not know if a boy
of 13 14 years some things in
mathematics make sense in this period and
that moment in their lives
so I’ll learn the square more
You learned what you want on the court, which is a
square number so we work
much with there with the lesson squares that
they build it up
and then I will take away from the country area
comes from radicci that side by side the
square on one side of square radix
square on the side in a square whose
area 16 but all that we try
teach a concept that makes sense in
their lives and that they have some application
It was the sheet that would get us today.
Thanks to this work I finished the
Master’s degree was a PhD group
the job of working with Olympics
these children of methodology and people
You know that we have to have a
horizon curriculum
we have to teach something today that
He knows what he’s going to do.
I go ahead if I do not understand
that it will make sense
you do not have to teach why
important symmetry is for you to learn
relative numbers that are numbers
positive and negative asymmetries
meteria numbers of the spatial symmetry
so he has to build symmetry more
he has to see what symmetry is right
it’s not just talking about symmetry it has
realized that the symmetry
so is this some games games
so these students who were grouped
with some skills not built
I realized together with this group that
through games you can do is
access to the student’s difficulties with
much stronger much easier
so the games came in for you to try
rescue the love instead of spending a
exercise list is mechanical is only for
instrumentalize I can build a
game where he will apply those
concepts and we will discuss what
can be made there then games came in
with a sense of rescuing those
students who already had a barrier with
mathematics and had some
difficulties in dealing with this matter
This is a game where they go.
learn to add and subtract numbers
negative they have not yet learned
so we have to set up a circuit
It’s the two lead the win because
we used to do a negative
I lost the positive I earned in the negative
also wins because it is negative that goes
then lose both senses now there is
next idea came out but the number
positive you move a number forward
negative makes you go back
so I did not film the concept of
addition of integers but he knows that
shoot three more – two will talk, just
a step ahead is it advancing 1
is adding integers is
adding negative numbers without me
spoken in addition to negative numbers
We’ll talk later, and then we’ll talk.
is fundamental those concepts in
of those discussions and those
what he realized during the
game process
then the game has to not play for 1 game
is the post game because the game is cool and
play does not have to have a
math behind the game
the theme wants to reach with him through
From that game I have to understand that
that game has to make sense has
to be something that builds knowledge
is here
they had to create because people
think I think we do this I believe
that language is fundamental in teaching
in any area so they took a
cardboard box is box
and it’s groceries that they had
to build a memory game with
decoding and encoding of
algebraic expressions this game was
built by a class with had a
level of skill had
deficiency
now some people can press
but the student in a class with
level of a lower skill level
he may feel worse is not in a
class that I have the students
both in all classes
both in a class with some skills
disabled people like that group that has
students with a higher level of ability
So now we have two winners.
in a group that is accompanying when
students have great difficulty we
assemble a project they are not retained
they will follow through to the end of the year without
disapproval and we are not trying to
build this along the way but
if people are building something that
really efficient until the result a
Olympiad happens to this student
he is placed in another class I do not speak
not put in another class
why this student still doing
work from home continues and on the ride
I really like kissing in the mouth.
out of the age that we do not believe
that is but it is already but they are students who
developing a concept of
mathematics that can be applied where
he wanted and those also built
a are built by them
some do things some work on
have discipline in the cup you are
working geometries were made by
they do not give
talk there they had to build
with a nail is a picture of the
some countries speak geometry
parallel polygons that had
mount a powerpoint talk a little
about the culture of that country
then mixed math arts and
geometry is here are the solids that
then they did with the technique of
mondrian
Talk a little about Mondrian and they
constructed in larger sizes the
and will be on display in the
college right
And then we learn a little about the
art history a little
math here also there will have a
video because for example is when I go
the geometry area I am now working on
perimeter area I will not be talking about that
the area of a square is there
length and width perimeter to sum
two sides
so the idea of you putting together projects I
I ask that they make a low plant
show I showed them what a
floor of a house of a house of
a bedroom living room kitchen bathroom
they need to make a plant of a
home is to fetch material as cost
flooring material
how much he will need in each room
he can search the internet for a store
of construction material the floor he
will use pick up with the mason cost
of the workforce and present the
that project he tends using the
concept of proportionality is not
do everything within its proportion and
people are going to do this project during a
month until they present to the class
that is, they will learn much more
man would have what I was talking about
it on the area
the table in a table that says the pilot
that the area is the product of length
times the width of a rectangle that
video they lacked and civilians
did they build a
does not have a self stick I called a stick
of theodolite they picked up a wood one
broom cord attached to a cell phone and
I downloaded the content of light is a cell phone.
that you see the angulation so use the
technology in class room to salt
technology for something that makes sense
He has to use technology, yes.
use the cell phone he has to understand that
here is an important tool and they
had to measure the distance to whom
took the subway and we’ll take a
thrashes in high school studying that
trigonometry you do not even understand that
more important is that it serves there
for you to measure spaces and distances and
likely that we did at school they
They had to give me something out of the
school and bring a video to
show the size of the building
our improvisation is the only case in the
world that I do not think home gave
so roughly both go into 60
61 62 10 10
Okay, calm down then.
it does have a say your size
book is an idea people told the value
of this space
[Music]
we asked to train people will have
four interest rate was 17
booths work in that space parade
cool that they were asking after the
house of 1 and saw that the value
and they are surprises so that
that works that stop
of course that the stop works right
idea was this school is in this process the
school has 225 medals in the four
that we participate in the
obmep than the Brazilian public school
the mexico and state in charge of what
international and bn are 425 awards
for students of 12 teachers 29 for
school and the idea is to rescue this week
state result has 40 more students
which are not computed therein
I like this phrase, it always seemed to me.
strange that all those who study
seriously this science ends up taking
of a kind of passion for it
freedom to follow what the
pleasure to the knowledge and
learning is not possession but acquisition
in the presence but the act of reaching regret
I think the idea is this the Olympiad
was the end because the Olympics in
fund is a pretext for them to
realize that they can build a future
promising
through public education and
quality
this idea
[Applause]
Please follow and like us: