The Value of Little Things, Math Learnings and Hyperconnected Looks

Authors

  • Marcelo Bairral

Keywords:

technology expressive writing transactional writing deep reading hyper connection

Abstract

This personal account of my encounters with reading and writing in my professional development as mathematics teacher invites the reader to think about the possibilities of connecting with different forms of language manifestation. This article reviews concepts of free writing and the expressive and transactional functions of writing. It reflects on alternatives and instruments that can enhance different means of report, including communication in computer environments. The deep-reading construct introduces the importance of hyperconnected registers. This hyperconnection involves creative production via networked digital technologies and does not consider writing as the form of most outstanding cognitive value or centrality.

Downloads

How to Cite

The Value of Little Things, Math Learnings and Hyperconnected Looks. (2023). Global Journal of Human-Social Science, 23(G6), 1-13. https://doi.org/10.34257/GJHSSGVOL23IS6PG1

References

Inácio Inácio: Because Euler's relation is V+F=A+2. 12.

Marcelo but don't use Euler's relation, just identify the polyhedron.

Marcelo (null) Single-Crystal Three-Dimensional Covalent Organic Framework Constructed from 6Connected Triangular Prism Node.

Marcelo: it's 2 triangles and 3 rectangles. 12.

Marcelo (null) If You Cannot Win Them, Join Them: Understanding New Ways to Target STAT3 by Small Molecules.

Inácio But it's the midpoint of the edges, right?.

Michael Quiner, Bruce Arnold, Rich Hinz, Keiko Pitter (1998) Going out on a limb. 5-9.

Inácio I just made a wild guess.

Inácio 'cause making it with a cube, it's easy, ha ha, now doing that with a triangular prism, it's getting hard....

Marcelo yes, but try with the prism.

Marcelo (2023) 14 Don't You Forget about Me: what we are learning about cognitive aging and how to slow it. 14, 250-278.

Marcelo need some more help?.

Marcelo (2008) Concurrency via Midpoints.

Inácio (2012) Yeah, Yeah, Oh-Yeah, Just Dropped in to See What Condition My Condition Was In. 71-115.

Luiz Inácio (1997) Brazil Luiz Inácio Lula da Silva. 31(1), 16-19.

Inácio Unknown Title.

Inácio And then I found 11.

Marcelo it is, but how did you count?.

Marcelo did you count up the faces or the edges?. 16.

Inácio I didn't even think of the edges. 16.

Inácio I'll try to make a video to show my reasoning.

Marcelo wonderful, that's it: 2 (bases) + 3 + 3 + 3.

: � � � � Marcelo � Source: Research material References Références Referencias.

P Abrantes (1995) Anais do Encontro Estadual de Educação Matemática do Rio de Janeiro. 1.

F Arzarello, O Robutti (2010) Multimodality in multi-representational environments. 42(7), 715-731.

Alexandre Rodrigues, Marcelo Almeida (2022) Touches on Screen as New Signs in Blended Ways to Think Mathematically. 32(4), 423-441.

Marcelo Bairral (2022) O valor das pequenas coisas, aprendizagens matemáticas e olhares hiperconectados. 81(81), 118-141.

M Bairral (2021) Interacciones, toques en pantalla y aprendizaje de cuadriláteros. 1(2).

M Bairral (2021) Tecnologias móveis, neurocognição e aprendizagem matemática.

M Bairral (2020) Not Only What is Written Counts! Touchscreen Enhancing Our Cognition and Language. 20(5), 1-10.

M Bairral (2018) Discurso, Interação e Aprendizagem Matemática em Ambientes Virtuais a Distância.

M Bairral (2002) Desarrollo Profesional Docente en Geometría. Análisis de un Proceso de Formación a Distancia.

M Bairral (2001) Movendo discos, construindo torres e matematizando com futuros professores. 38, 95-110.

M Bairral (1998) Semelhança na 7ª série: algumas dificuldades. 34, 35-64.

M Bairral, J Gimenez (2012) Educação geométrica e formação continuada de professores em um ambiente virtual.

Marcelo Bairral, Vívia Marins (2016) Interações entre futuros professores de matemática: ideias emergentes sobre um MCEO com GeoGebra. 18(1), e2025021.

M Bairral, T Silvano, S Da (2023) Prospective mathematics teachers interacting on VMTwG in a task concerning translation. 25(1), 305-335.

J Bolite Franrt (2014) Implicações das Teorias de Corporeidade e Linguagem para a sala de aula de Matemática. 7(2), 148-165.

Gabriella Brandes, Natasha Boskic (2008) Eportfolios: From description to analysis. 9(2), 1-17.

M Bussi, M Mariotti (2008) Semiotic mediation in the mathematics classroom: Artifacts and signs after a Vygotskian perspective. 720-749.

M Çakir, A Zemel, G Stahl (2009) The joint organization of interaction within a multimodal CSCL medium. 4(2), 115-149.

M Castro, De, C Castro, De (2021) Nem É Preciso Explicar: Metáforas e Representações.

A Damásio (1996) O erro de Descartes: emoção, razão e o cérebro humano.

B Harper, C Ceccon, M Oliveira, R Oliveira, P Freire (1987) Cuidado, Escola! Desigualdade, domesticação e algumas saídas.

P Lévy (1993) As tecnologias da inteligência. 34.

G Oliveira (2022) Olhar, ver, reparar, representar: O desenvolvimento da visualização.

R Oliveira, M Bairral (2020) Interações em um ambiente de aprendizagem online e síncrono: que tarefa propor com o GeoGebra? Paradigma. XLI, 277-304.

A Powell, J López (1989) Writing as a vehicle to learn mathematics: A case study. 157-177.

L Santaella (2019) Matrizes da linguagem e pensamento: sonora, visual e verbal: aplicações na hipermídia.

A Sfard (2008) Thinking as communicating: Human development, the growth of discourses and.

The Value of Little Things, Math Learnings and Hyperconnected Looks

Published

2023-07-10

How to Cite

The Value of Little Things, Math Learnings and Hyperconnected Looks. (2023). Global Journal of Human-Social Science, 23(G6), 1-13. https://doi.org/10.34257/GJHSSGVOL23IS6PG1