Um estudo de caso sobre o conhecimento matemático para o planejamento de aulas de Educação Financeira
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/22534 |
Resumo: | The actual research aimed to investigate and identify what knowledge is mobilized by Elementary School teachers who teach mathematics when planning Financial Education classes and how they are mobilized, in order to answer the following question: which is the knowledge mobilized by teachers who teach classes in the final years of Elementary School and High School during the planning of classes that approach Financial Education, and how does this mobilization occur? Recent research has demonstrated the importance of developing work with Financial Education in Secondary Schools, including High School. In addition, the National Curricular Common Base (BNCC) claims the theme as a transversal and an integrating one, mentioning it in at least four years of Elementary School in the skills proposed to the Mathematics field. We understand that Financial Education is necessary so that a person can understand the importance of planning the finances and their implication in the contexts of human performance in life. At school, Financial Education must reach the way students are inserted into the field of money, making it possible for them to making the best decisions, consciously and critically. In this case study, we analyzed teachers' lesson plans that teach Mathematics in Elementary and High School. Sixteen teachers took part in the study, nine of them are pedagogues and teach in Primary School from 1st to 5th year, and seven are graduated in mathematics, who teach from the 6th to 9th grade of Elementary and High School. These teachers, participants of the research, are professionals participating in a specialization course in Mathematics teaching for Elementary School held in a private college in the city of São Paulo. Besides a general appreciation of the 16 plans, we analyzed in more detail the plan of the teacher P4, in who aimed to work with Financial Education along with the study of the rational numbers and percentages in a 7th year of a private school that belongs to the System of Education in which all the teachers of the study work. For this work we used the analysis of teacher activity levels proposed by Margolinas, as an extension of the didactic analysis proposed by Brousseau. In each of the 3 levels related to teacher planning (+3- ‘noospheric level’; +2- ‘level of construction’ and +1- ‘level of project’), it has been identified the mobilization of subdomains of mathematical knowledge for teaching, according to Ball et al. We verified that in the +3 - noospheric level, the teachers of this study mobilize common knowledge of content, horizontal knowledge of mathematics and content and school curriculum knowledge. At the +2- level of construction, the teachers of this study mobilize common and specialized knowledge of content and at the +1 - level of project, teachers mobilize predominantly content knowledge and students, recognizing the contexts in their classes |
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Coutinho, Cileda de Queiroz e SilvaMartins, Luis Paulo2019-09-04T10:21:42Z2019-06-12Martins, Luis Paulo. Um estudo de caso sobre o conhecimento matemático para o planejamento de aulas de Educação Financeira. 2019. 167 f. Dissertação (Mestrado em Educação Matemática) - Programa de Estudos Pós-Graduados em Educação Matemática, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019.https://tede2.pucsp.br/handle/handle/22534The actual research aimed to investigate and identify what knowledge is mobilized by Elementary School teachers who teach mathematics when planning Financial Education classes and how they are mobilized, in order to answer the following question: which is the knowledge mobilized by teachers who teach classes in the final years of Elementary School and High School during the planning of classes that approach Financial Education, and how does this mobilization occur? Recent research has demonstrated the importance of developing work with Financial Education in Secondary Schools, including High School. In addition, the National Curricular Common Base (BNCC) claims the theme as a transversal and an integrating one, mentioning it in at least four years of Elementary School in the skills proposed to the Mathematics field. We understand that Financial Education is necessary so that a person can understand the importance of planning the finances and their implication in the contexts of human performance in life. At school, Financial Education must reach the way students are inserted into the field of money, making it possible for them to making the best decisions, consciously and critically. In this case study, we analyzed teachers' lesson plans that teach Mathematics in Elementary and High School. Sixteen teachers took part in the study, nine of them are pedagogues and teach in Primary School from 1st to 5th year, and seven are graduated in mathematics, who teach from the 6th to 9th grade of Elementary and High School. These teachers, participants of the research, are professionals participating in a specialization course in Mathematics teaching for Elementary School held in a private college in the city of São Paulo. Besides a general appreciation of the 16 plans, we analyzed in more detail the plan of the teacher P4, in who aimed to work with Financial Education along with the study of the rational numbers and percentages in a 7th year of a private school that belongs to the System of Education in which all the teachers of the study work. For this work we used the analysis of teacher activity levels proposed by Margolinas, as an extension of the didactic analysis proposed by Brousseau. In each of the 3 levels related to teacher planning (+3- ‘noospheric level’; +2- ‘level of construction’ and +1- ‘level of project’), it has been identified the mobilization of subdomains of mathematical knowledge for teaching, according to Ball et al. We verified that in the +3 - noospheric level, the teachers of this study mobilize common knowledge of content, horizontal knowledge of mathematics and content and school curriculum knowledge. At the +2- level of construction, the teachers of this study mobilize common and specialized knowledge of content and at the +1 - level of project, teachers mobilize predominantly content knowledge and students, recognizing the contexts in their classesEsta pesquisa teve como objetivo investigar e identificar quais os conhecimentos são mobilizados por professores do Ensino Fundamental que ensinam matemática ao planejar aulas de Educação Financeira e como são mobilizados, buscando responder à seguinte questão: quais conhecimentos são mobilizados por professores que ministram aulas no Ensino Fundamental II e Ensino Médio durante o planejamento de aulas que abordam Educação Financeira, e como ocorre essa mobilização? Pesquisas recentes têm demonstrado a importância de se desenvolver o trabalho com Educação Financeira nas escolas da educação básica. Além disso, a Base Nacional Comum Curricular aponta a temática como um tema transversal e integrador, citando-o em pelo menos quatro anos escolares do Ensino Fundamental nas habilidades proposta para a área de Matemática. Entendemos que a Educação Financeira se faz necessária para que o cidadão entenda a importância de se planejar as finanças e sua implicação nos contextos de atuação do homem. Na escola, ela deve abranger a forma pela qual os estudantes são inseridos no universo do dinheiro, instrumentalizando-os a tomarem as melhores decisões, de maneira consciente e crítica. Neste estudo de caso, analisamos planos de aula de professores que ensinam matemática nos Ensinos Fundamental e Médio. Dezesseis professores participaram do estudo, sendo que nove são pedagogos e lecionam no Ensino Fundamental de 1º ao 5º ano e sete são licenciados em matemática e lecionam do 6º ao 9º ano do Ensino Fundamental e Ensino Médio. Esses professores, sujeitos da pesquisa, são profissionais participantes de um curso de especialização em docência de matemática para o Ensino Fundamental realizado em uma faculdade particular da cidade de São Paulo. Além de uma apreciação geral dos 16 planos, analisamos mais detalhadamente o plano da professora P4, que tinha como objetivo o trabalho de Educação Financeira associado ao estudo dos números racionais e porcentagens em um 7º ano de uma escola particular pertencente ao sistema de ensino no qual os professores do estudo lecionam. Para esse trabalho nos utilizamos da análise dos níveis de atividade do professor proposto por Margolinas, como ampliação da análise do meio didático proposto por Brousseau. Em cada um dos 3 níveis referentes ao planejamento do professor (+3 – noosferiano, +2-de construção e +1-de projeto) foram identificados a mobilização dos subdomínios do conhecimento matemático para o ensino nos termos de Ball et al. Verificamos que no nível +3 – noosferiano os professores deste estudo mobilizam conhecimentos comum de conteúdo, conhecimento horizontal da matemática e de conteúdo e currículo. No nível +2 – de construção, os professores deste estudo mobilizam conhecimentos comum e especializado de conteúdo e no nível +1 – de projeto mobilizam predominantemente conhecimentos de conteúdos e alunos, reconhecendo os contextos em suas aulasCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/50185/Luis%20Paulo%20Martins.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação MatemáticaPUC-SPBrasilFaculdade de Ciências Exatas e TecnologiaEducação financeiraProfessores - Formação profissionalProfessores - Prática profissionalFinancial literacyTeachers - Occupational trainingTeachers - Professional practiceCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICAUm estudo de caso sobre o conhecimento matemático para o planejamento de aulas de Educação Financeirainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTLuis Paulo Martins.pdf.txtLuis Paulo Martins.pdf.txtExtracted texttext/plain311793https://repositorio.pucsp.br/xmlui/bitstream/handle/22534/4/Luis%20Paulo%20Martins.pdf.txtbde3a086d8ee8b9eae454af03aade983MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Um estudo de caso sobre o conhecimento matemático para o planejamento de aulas de Educação Financeira |
title |
Um estudo de caso sobre o conhecimento matemático para o planejamento de aulas de Educação Financeira |
spellingShingle |
Um estudo de caso sobre o conhecimento matemático para o planejamento de aulas de Educação Financeira Martins, Luis Paulo Educação financeira Professores - Formação profissional Professores - Prática profissional Financial literacy Teachers - Occupational training Teachers - Professional practice CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
title_short |
Um estudo de caso sobre o conhecimento matemático para o planejamento de aulas de Educação Financeira |
title_full |
Um estudo de caso sobre o conhecimento matemático para o planejamento de aulas de Educação Financeira |
title_fullStr |
Um estudo de caso sobre o conhecimento matemático para o planejamento de aulas de Educação Financeira |
title_full_unstemmed |
Um estudo de caso sobre o conhecimento matemático para o planejamento de aulas de Educação Financeira |
title_sort |
Um estudo de caso sobre o conhecimento matemático para o planejamento de aulas de Educação Financeira |
author |
Martins, Luis Paulo |
author_facet |
Martins, Luis Paulo |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Coutinho, Cileda de Queiroz e Silva |
dc.contributor.author.fl_str_mv |
Martins, Luis Paulo |
contributor_str_mv |
Coutinho, Cileda de Queiroz e Silva |
dc.subject.por.fl_str_mv |
Educação financeira Professores - Formação profissional Professores - Prática profissional |
topic |
Educação financeira Professores - Formação profissional Professores - Prática profissional Financial literacy Teachers - Occupational training Teachers - Professional practice CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
dc.subject.eng.fl_str_mv |
Financial literacy Teachers - Occupational training Teachers - Professional practice |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
description |
The actual research aimed to investigate and identify what knowledge is mobilized by Elementary School teachers who teach mathematics when planning Financial Education classes and how they are mobilized, in order to answer the following question: which is the knowledge mobilized by teachers who teach classes in the final years of Elementary School and High School during the planning of classes that approach Financial Education, and how does this mobilization occur? Recent research has demonstrated the importance of developing work with Financial Education in Secondary Schools, including High School. In addition, the National Curricular Common Base (BNCC) claims the theme as a transversal and an integrating one, mentioning it in at least four years of Elementary School in the skills proposed to the Mathematics field. We understand that Financial Education is necessary so that a person can understand the importance of planning the finances and their implication in the contexts of human performance in life. At school, Financial Education must reach the way students are inserted into the field of money, making it possible for them to making the best decisions, consciously and critically. In this case study, we analyzed teachers' lesson plans that teach Mathematics in Elementary and High School. Sixteen teachers took part in the study, nine of them are pedagogues and teach in Primary School from 1st to 5th year, and seven are graduated in mathematics, who teach from the 6th to 9th grade of Elementary and High School. These teachers, participants of the research, are professionals participating in a specialization course in Mathematics teaching for Elementary School held in a private college in the city of São Paulo. Besides a general appreciation of the 16 plans, we analyzed in more detail the plan of the teacher P4, in who aimed to work with Financial Education along with the study of the rational numbers and percentages in a 7th year of a private school that belongs to the System of Education in which all the teachers of the study work. For this work we used the analysis of teacher activity levels proposed by Margolinas, as an extension of the didactic analysis proposed by Brousseau. In each of the 3 levels related to teacher planning (+3- ‘noospheric level’; +2- ‘level of construction’ and +1- ‘level of project’), it has been identified the mobilization of subdomains of mathematical knowledge for teaching, according to Ball et al. We verified that in the +3 - noospheric level, the teachers of this study mobilize common knowledge of content, horizontal knowledge of mathematics and content and school curriculum knowledge. At the +2- level of construction, the teachers of this study mobilize common and specialized knowledge of content and at the +1 - level of project, teachers mobilize predominantly content knowledge and students, recognizing the contexts in their classes |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-09-04T10:21:42Z |
dc.date.issued.fl_str_mv |
2019-06-12 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Martins, Luis Paulo. Um estudo de caso sobre o conhecimento matemático para o planejamento de aulas de Educação Financeira. 2019. 167 f. Dissertação (Mestrado em Educação Matemática) - Programa de Estudos Pós-Graduados em Educação Matemática, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/22534 |
identifier_str_mv |
Martins, Luis Paulo. Um estudo de caso sobre o conhecimento matemático para o planejamento de aulas de Educação Financeira. 2019. 167 f. Dissertação (Mestrado em Educação Matemática) - Programa de Estudos Pós-Graduados em Educação Matemática, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019. |
url |
https://tede2.pucsp.br/handle/handle/22534 |
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por |
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info:eu-repo/semantics/openAccess |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação Matemática |
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PUC-SP |
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Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Ciências Exatas e Tecnologia |
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Pontifícia Universidade Católica de São Paulo |
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