Investigation about the delopment of the deductive process in the formation of Mathematics teachers
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Data de Publicação: | 2019 |
Outros Autores: | |
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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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 |
language |
por |
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) |
repository.mail.fl_str_mv |
||rencima@cruzeirodosul.edu.br |
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