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- Exploring symmetry through portuguese tiles in historical monumentsPublication . Rita, Paula; Bastos, Nuno; Hall, AndreiaPortugal has a rich and long cultural heritage which can be used to promote the teaching of Mathematics in schools. Geometry can be explored through the analysis of decorative art found in Portuguese historical buildings, in particular through the analysis of ceramic tile panels and facades used extensively throughout several centuries. Through the analysis of decorative art found using ceramic tiles in two Portuguese monuments, we propose several teaching activities to explore the topics of isometry and symmetry in schools. We give some examples of rosettes, friezes and wallpapers found in the monuments, classified according to their symmetry groups. We also give an example of an applied activity using GeoGebra and exploring Islamic patterns.
- Interlacing Islamic Art with the Teaching of Symmetry in Portuguese SchoolsPublication . Rita, Paula; Hall, Andreia; Bastos, NunoAfter five centuries of Muslim presence in Portugal, it would be unthinkable to assume that, apart from the naming of regions, towns, and villages (Algarve, Ourém, Alcabideche), Islamic culture has not left its mark on Portuguese society. It is not possible to ignore the impact of Islamic art on Portuguese art and architecture, especially in decorative arts such as tiles or crockery. That rich and long cultural heritage can be used to promote the teaching of Mathematics in schools. Ge- ometry can be explored through the analysis of decorative art found in Portuguese historical build- ings, in particular through the analysis of ceramic tile panels and facades used extensively throughout several centuries. Through the analysis of decorative art found using ceramic tiles in two Portuguese monuments, we propose several didactical activities to explore the topics of isome- try and symmetry in schools. We give some examples of rosettes, friezes and wallpapers found in the monuments, classified according to their symmetry groups. We also give some examples of ap- plied activities using GeoGebra and exploring Islamic motives/patterns.
- Active learning during the covid-19 pandemic - A triple experimentPublication . Santos, Vanda; Hall, Andreia; Bastos, Nuno; Caridade, CMRIn recent times, the debate on active methodologies has been intensified with the emergence of strategies that can favor students' autonomy. The active, dynamic and constructive environment can positively influence the perception of teachers and students. One of the ways to achieve this is through the use of technologies that enhance learning. Due to the pandemic situation, the use of technologies was imperative and essential. Three higher education institutions were involved in an active learning project, involving diversified technologies and methodologies to enhance the learning of mathematics. In the University of Aveiro, the experiment involved all the 1st-year students enrolled in the course “Complementary Mathematics II” during the second semester of the academic year 2020-21. These are students of a master’s program for pre-service teachers, preparing to become primary school teachers and mathematics and science teachers, grades 5 and 6. At the Institute of Engineering in Coimbra, the students who attended this experiment were students of Mathematical Analysis I, from the undergraduate degree in Electrical Engineering. In the Polytechnic Institute of Viseu, the students involved in this experiment were students from the Preparation Course in Mathematics (which aims to prepare candidates over 23 who wish to apply to an undergraduate degree in Business). The methodologies used were applied during three distinct phases and according to the students’ profile, related to each course. The methodologies used were very diverse: team-based learning; flipped classroom; peer teaching; think-pair-share and exposition followed by exercise practice; problem-based learning and inquiry-based learning. The technologies were also very diversified: Desmos, Kahoot!, Quizizz, GeoGebra, Excel, OneNote, Google Docs, Zoom, Miro, Wolfram alpha, Powerpoint, calculators and videos. The use of a wide range of methodologies and technologies made it possible to teach during the lockdown imposed by the pandemic situation, and simultaneously motivated the students. In addition they provided opportunities to adapt the learning process to the diverse knowledge and learning styles of students, and increased their involvement.