Investigation about the delopment of the deductive process in the formation of Mathematics teachers

Detalhes bibliográficos
Autor(a) principal: Nasser, Lilian
Data de Publicação: 2019
Outros Autores: Caldato, João
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2333
Resumo: This article reports part of a research with the purpose to investigate if the courses of formation of Mathematics teachers prepare the future teachers to explore, in their lessons, activities that promote the development of deductive thinking. The study was motivated by the observation that Mathematics teachers do not worry in developing the ability of argumentation of their pupils and do not value the presented informal justifications. This behavior can be justified by the previous formation of these teachers. Since the undergraduate students did not have the chance to face tasks that demand argumentation or proof in at Basic School, they must have this experience during the course of formation of teachers. However, the results of discursive questions of the ENADE which require deductive reasoning give evidence of a preoccupying performance of future teachers in this issue, since the averages had been very low and the majority of the answers was blank. On some questions, the presented answers were based on arguments of empirical nature, only testing the validity of the affirmation for few examples. The ENADE reports indicate that the students do not find in the undergraduate courses in Mathematics chances to surpass such difficulties.
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spelling Investigation about the delopment of the deductive process in the formation of Mathematics teachersInvestigação sobre o desenvolvimento do processo dedutivo nos cursos de Licenciatura em Matemáticaprocesso dedutivoformação de futuros professoresENADEdeductive processformation of future teachersENADEThis article reports part of a research with the purpose to investigate if the courses of formation of Mathematics teachers prepare the future teachers to explore, in their lessons, activities that promote the development of deductive thinking. The study was motivated by the observation that Mathematics teachers do not worry in developing the ability of argumentation of their pupils and do not value the presented informal justifications. This behavior can be justified by the previous formation of these teachers. Since the undergraduate students did not have the chance to face tasks that demand argumentation or proof in at Basic School, they must have this experience during the course of formation of teachers. However, the results of discursive questions of the ENADE which require deductive reasoning give evidence of a preoccupying performance of future teachers in this issue, since the averages had been very low and the majority of the answers was blank. On some questions, the presented answers were based on arguments of empirical nature, only testing the validity of the affirmation for few examples. The ENADE reports indicate that the students do not find in the undergraduate courses in Mathematics chances to surpass such difficulties.Este artigo relata parte de uma pesquisa que visa investigar se os cursos de Licenciatura em Matemática preparam os futuros professores para explorar, em suas aulas, atividades que promovam o desenvolvimento do pensamento dedutivo. O trabalho foi motivado pela observação de que, em geral, os professores de Matemática não se preocupam em desenvolver a habilidade de argumentação de seus alunos e não valorizam as justificativas informais apresentadas. Esse comportamento pode ser justificado pela formação prévia desses professores. Se o licenciando não teve oportunidade de vivenciar atividades que demandam argumentação ou provas na Escola Básica, é necessário que ele tenha essa experiência durante o curso de formação de professores. No entanto, os resultados de questões discursivas do ENADE que requerem raciocínio dedutivo evidenciam um desempenho preocupante dos licenciandos nesse quesito, pois as médias das notas são, em geral, muito baixas, sendo que a maioria das respostas ficou em branco. Em algumas questões, as respostas apresentadas se baseavam em argumento de natureza empírica, apenas experimentando a validade da afirmativa para poucos exemplos. Os relatórios indicam que os estudantes não encontram nos cursos de graduação em Matemática oportunidades para superarem tais dificuldades. Editora Cruzeiro do Sul2019-06-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/233310.26843/rencima.v10i2.2333Revista de Ensino de Ciências e Matemática; v. 10 n. 2 (2019): jun.; 80-962179-426X10.26843/rencima.v10i2reponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/2333/1115https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessNasser, LilianCaldato, João2023-04-21T01:57:36Zoai:ojs.pkp.sfu.ca:article/2333Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-04-21T01:57:36Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Investigation about the delopment of the deductive process in the formation of Mathematics teachers
Investigação sobre o desenvolvimento do processo dedutivo nos cursos de Licenciatura em Matemática
title Investigation about the delopment of the deductive process in the formation of Mathematics teachers
spellingShingle Investigation about the delopment of the deductive process in the formation of Mathematics teachers
Nasser, Lilian
processo dedutivo
formação de futuros professores
ENADE
deductive process
formation of future teachers
ENADE
title_short Investigation about the delopment of the deductive process in the formation of Mathematics teachers
title_full Investigation about the delopment of the deductive process in the formation of Mathematics teachers
title_fullStr Investigation about the delopment of the deductive process in the formation of Mathematics teachers
title_full_unstemmed Investigation about the delopment of the deductive process in the formation of Mathematics teachers
title_sort Investigation about the delopment of the deductive process in the formation of Mathematics teachers
author Nasser, Lilian
author_facet Nasser, Lilian
Caldato, João
author_role author
author2 Caldato, João
author2_role author
dc.contributor.author.fl_str_mv Nasser, Lilian
Caldato, João
dc.subject.por.fl_str_mv processo dedutivo
formação de futuros professores
ENADE
deductive process
formation of future teachers
ENADE
topic processo dedutivo
formação de futuros professores
ENADE
deductive process
formation of future teachers
ENADE
description This article reports part of a research with the purpose to investigate if the courses of formation of Mathematics teachers prepare the future teachers to explore, in their lessons, activities that promote the development of deductive thinking. The study was motivated by the observation that Mathematics teachers do not worry in developing the ability of argumentation of their pupils and do not value the presented informal justifications. This behavior can be justified by the previous formation of these teachers. Since the undergraduate students did not have the chance to face tasks that demand argumentation or proof in at Basic School, they must have this experience during the course of formation of teachers. However, the results of discursive questions of the ENADE which require deductive reasoning give evidence of a preoccupying performance of future teachers in this issue, since the averages had been very low and the majority of the answers was blank. On some questions, the presented answers were based on arguments of empirical nature, only testing the validity of the affirmation for few examples. The ENADE reports indicate that the students do not find in the undergraduate courses in Mathematics chances to surpass such difficulties.
publishDate 2019
dc.date.none.fl_str_mv 2019-06-03
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2333
10.26843/rencima.v10i2.2333
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2333
identifier_str_mv 10.26843/rencima.v10i2.2333
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2333/1115
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Cruzeiro do Sul
publisher.none.fl_str_mv Editora Cruzeiro do Sul
dc.source.none.fl_str_mv Revista de Ensino de Ciências e Matemática; v. 10 n. 2 (2019): jun.; 80-96
2179-426X
10.26843/rencima.v10i2
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
instacron:UCS
instname_str Universidade de Caxias do Sul (UCS)
instacron_str UCS
institution UCS
reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
repository.name.fl_str_mv Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)
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