<b>E-learning mathematic course: report of an experience</b> - DOI: 10.4025/actascihumansoc.v29i1.139

  • João Artur de Souza UFPel
  • Gertrudes Aparecida Dandolini UFPel
  • João Carlos Roedel Hirdes UFPel
  • Mauricio Braga de Paula UFPel
DOI: https://doi.org/10.4025/actascihumansoc.v29i1.139

Abstract

This article presents the implementation of a graduation course in Mathematics offered in the modality of distance education by the Federal University of Pelotas, state of Rio Grande do Sul. It discusses aspects related to the participation of students and the course of the disciplines in the three cities where the course is held. Moreover, this report presents how students and tutors were qualified for the course and the way students were welcome aiming to motivate them for the collaborative learning experience. Finally, it presents aspects related to the administrative structure utilized to attend students needs, as well as the management of the course itself.

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Author Biography

João Artur de Souza, UFPel
Possui graduação em Matemática Licenciatura pela Universidade Federal de Santa Catarina (1989) , mestrado em Matemática e Computação Científica pela Universidade Federal de Santa Catarina (1993) , doutorado em Engenharia de Produção pela Universidade Federal de Santa Catarina (1999) e pos-doutorado pela Universidade Federal de Santa Catarina (2000) . Atualmente é Professor Adjunto da Universidade Federal de Pelotas. Tem experiência na área de Engenharia de Produção , com ênfase em Inteligência Aplicada. Atuando principalmente nos seguintes temas: Reconhecimento de padrões, Redução de Dimensionalidade, Indexação de Padrões, Redes Neurais Artificiais, Inteligência Aplicada Currículo Lattes
Published
2008-06-19
How to Cite
Souza, J. A. de, Dandolini, G. A., Hirdes, J. C. R., & Paula, M. B. de. (2008). <b>E-learning mathematic course: report of an experience</b&gt; - DOI: 10.4025/actascihumansoc.v29i1.139. Acta Scientiarum. Human and Social Sciences, 29(1), 69-76. https://doi.org/10.4025/actascihumansoc.v29i1.139
Issue
Vol 29 No 1 (2007)
Section
Philosophy and Education

 

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