Software educativos para o ensino de matemática: desenvolvimento e classificação com base em requisitos pedagógicos de práticas com materiais concretos
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFU |
Texto Completo: | https://repositorio.ufu.br/handle/123456789/14293 https://doi.org/10.14393/ufu.te.2012.2 |
Resumo: | In recent years, many educational practices have been based on constructivist principles which posit that learning is a process in which students build knowledge. Thus, it is common to use concrete materials to assist in the education of school children. Educational software is another resource that has led to important changes in the way mathematics is taught and learned. This study aimed to (1) contribute to the development of mathematics educational software by building a database of educational requirements that considers educational practices that employ concrete materials; (2) use the educational requirements of a "doublepan balance" to develop a computational tool (a virtual double-pan balance ) that would solve some of the material challenges facing Brazilian teachers and to observe the tool s affect on the computational aspects of the learning process; (3) conduct a survey to determine which educational practices employing concrete materials, educational software and software assessment methodologies are in use by mathematics teachers at the best schools in Brazil; and (4) create a model to classify mathematics educational software that considers the requirements of teaching geometry with concrete materials. In order to assist developers and evaluators of educational software, the database of educational requirements includes twentyseven requirements on the subject of "Numbers and Operations"; twenty-nine on "Space and Shape", twenty-three on "Quantities and Measurements" and six on "Data Processing". The computational tool fulfilled the requirements of Brazilian teachers and increased student motivation, accountability, dialogue, cooperation, discussion, reciprocity and reflection during the process of building procedures to solve linear equations. Regarding exploratory practices, all the mathematics teachers surveyed had adopted teaching strategies that used some kind of educational material. More specifically, twenty-nine types of concrete materials and twentytwo types of software were in use. Most of the teachers were using software that had been recommended by other teachers, found through internet searches or mentioned in textbooks. None of the teachers mentioned using evaluation methodologies for educational software. The classification model for mathematics education software was based on the participation of all involved stakeholders. Thus, the satisfaction (or dissatisfaction) with the presence (or absence) of a product s requirements was determined. An indicator was used to qualify the educational software as Basic, Advanced or Superior and each of these categories was subdivided into three levels of quality. The proposed classification system considers parameters specific to mathematics education in addition to general educational parameters. |
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2016-06-22T18:37:54Z2012-03-162016-06-22T18:37:54Z2012-01-20FIGUEIRA-SAMPAIO, Aleandra da Silva. Software educativos para o ensino de matemática: desenvolvimento e classificação com base em requisitos pedagógicos de práticas com materiais concretos. 2012. 227 f. Tese (Doutorado em Engenharias) - Universidade Federal de Uberlândia, Uberlândia, 2012. DOI https://doi.org/10.14393/ufu.te.2012.2https://repositorio.ufu.br/handle/123456789/14293https://doi.org/10.14393/ufu.te.2012.2In recent years, many educational practices have been based on constructivist principles which posit that learning is a process in which students build knowledge. Thus, it is common to use concrete materials to assist in the education of school children. Educational software is another resource that has led to important changes in the way mathematics is taught and learned. This study aimed to (1) contribute to the development of mathematics educational software by building a database of educational requirements that considers educational practices that employ concrete materials; (2) use the educational requirements of a "doublepan balance" to develop a computational tool (a virtual double-pan balance ) that would solve some of the material challenges facing Brazilian teachers and to observe the tool s affect on the computational aspects of the learning process; (3) conduct a survey to determine which educational practices employing concrete materials, educational software and software assessment methodologies are in use by mathematics teachers at the best schools in Brazil; and (4) create a model to classify mathematics educational software that considers the requirements of teaching geometry with concrete materials. In order to assist developers and evaluators of educational software, the database of educational requirements includes twentyseven requirements on the subject of "Numbers and Operations"; twenty-nine on "Space and Shape", twenty-three on "Quantities and Measurements" and six on "Data Processing". The computational tool fulfilled the requirements of Brazilian teachers and increased student motivation, accountability, dialogue, cooperation, discussion, reciprocity and reflection during the process of building procedures to solve linear equations. Regarding exploratory practices, all the mathematics teachers surveyed had adopted teaching strategies that used some kind of educational material. More specifically, twenty-nine types of concrete materials and twentytwo types of software were in use. Most of the teachers were using software that had been recommended by other teachers, found through internet searches or mentioned in textbooks. None of the teachers mentioned using evaluation methodologies for educational software. The classification model for mathematics education software was based on the participation of all involved stakeholders. Thus, the satisfaction (or dissatisfaction) with the presence (or absence) of a product s requirements was determined. An indicator was used to qualify the educational software as Basic, Advanced or Superior and each of these categories was subdivided into three levels of quality. The proposed classification system considers parameters specific to mathematics education in addition to general educational parameters.Nos últimos anos, muitas práticas pedagógicas têm sido fundamentadas em princípios construtivistas. Por esta concepção, a aprendizagem é um processo no qual o sujeito constrói seu conhecimento. Assim, é comum a utilização de materiais concretos para apoiar a aprendizagem de crianças em idade escolar. Os software educativos também são recursos didáticos que vêm provocando importantes mudanças na forma de ensinar e aprender matemática. Este estudo teve como objetivos (1) construir uma base de dados com requisitos pedagógicos considerando as práticas pedagógicas com materiais concretos para contribuir com o desenvolvimento de software educativos de matemática; (2) utilizar os requisitos pedagógicos definidos pela prática pedagógica com a Balança de Dois Pratos para desenvolver uma ferramenta computacional, visando solucionar alguns desafios materiais dos professores brasileiros e verificar como a ferramenta computacional afeta os aspectos inerentes ao processo de aprendizagem; (3) fazer um levantamento de práticas pedagógicas com materiais concretos, software educativos e metodologias de avaliação de software adotados pelos educadores de matemática em colégios de excelência no Brasil; e (4) criar um modelo para a classificação de software educativos de matemática, considerando os requisitos pedagógicos de práticas com materiais concretos para o conteúdo de geometria. A base de dados com requisitos pedagógicos foi construída com 27 requisitos para o bloco temático Números e Operações ; 29 para Espaço e Forma ; 23 requisitos para Grandezas e Medidas e seis para os conteúdos do Tratamento da Informação , servindo de apoio a desenvolvedores e avaliadores de software educativos. A ferramenta computacional atendeu aos desafios dos professores brasileiros e despertou a motivação, a responsabilidade, o diálogo, a cooperação, a discussão, a reciprocidade e a reflexão durante os procedimentos a serem construídos sobre a resolução de equações de 1º grau. Quanto ao cenário de práticas exploratórias, todos os professores de matemática adotam práticas com algum tipo de material didático. São 29 materiais concretos e 22 software educativos sendo utilizados pelos professores pesquisados. A maioria dos professores tem escolhido o software por indicação de outros professores, por buscas na internet ou por sugestões encontradas nos livros didáticos. Nenhum professor mencionou a utilização de metodologias de avaliação para software educativos. A base do modelo para a classificação de software educativos de matemática foi a classificação de requisitos pedagógicos com a participação dos atores educacionais envolvidos. Com isso, foi determinada a satisfação e insatisfação com a presença e a ausência dos requisitos no produto. Um indicador foi responsável por estimar o nível de qualidade do software educativo considerando as categorias: Básico, Avançado e Superior. Cada categoria foi referenciada por três níveis de qualidade. A proposta de classificação considera parâmetros específicos aos conteúdos da área e não apenas parâmetros gerais do ponto de vista educacional.Fundação de Amparo a Pesquisa do Estado de Minas GeraisDoutor em Ciênciasapplication/pdfporUniversidade Federal de UberlândiaPrograma de Pós-graduação em Engenharia ElétricaUFUBREngenhariasSoftware educativosMatemáticaClassificação de softwareEnsino auxiliado por computador - Programas de computadorSoftware - DesenvolvimentoEducational softwareMathematicsClassificationCNPQ::ENGENHARIAS::ENGENHARIA ELETRICASoftware educativos para o ensino de matemática: desenvolvimento e classificação com base em requisitos pedagógicos de práticas com materiais concretosSoftware for teaching mathematics: development and classification based on the educational requirements of practices that employ concrete materialsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisCarrijo, Gilberto Aranteshttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4781864Y0Cardoso, Alexandrehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4701222P0Quartiero, Elisa Mariahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4797660T5Alves, João Bosco da Motahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4788906D6Santos, Eliane Elias Ferreira doshttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4260991J0http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4706409H6Figueira-Sampaio, Aleandra da Silva81755829info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFUinstname:Universidade Federal de Uberlândia (UFU)instacron:UFUTHUMBNAILtese aleandra.pdf.jpgtese aleandra.pdf.jpgGenerated Thumbnailimage/jpeg1436https://repositorio.ufu.br/bitstream/123456789/14293/3/tese%20aleandra.pdf.jpga995eaa2cf82f910e478f648925455cbMD53SoftwareEducativosEnsino.pdf.jpgSoftwareEducativosEnsino.pdf.jpgGenerated Thumbnailimage/jpeg1436https://repositorio.ufu.br/bitstream/123456789/14293/5/SoftwareEducativosEnsino.pdf.jpga995eaa2cf82f910e478f648925455cbMD55ORIGINALSoftwareEducativosEnsino.pdfapplication/pdf1869643https://repositorio.ufu.br/bitstream/123456789/14293/1/SoftwareEducativosEnsino.pdfcdc2ed7145ddcbd9e238793a2734caf4MD51TEXTtese aleandra.pdf.txttese aleandra.pdf.txtExtracted texttext/plain544191https://repositorio.ufu.br/bitstream/123456789/14293/2/tese%20aleandra.pdf.txtbcfc69899ea1525f25647a1e9001e976MD52SoftwareEducativosEnsino.pdf.txtSoftwareEducativosEnsino.pdf.txtExtracted texttext/plain543268https://repositorio.ufu.br/bitstream/123456789/14293/4/SoftwareEducativosEnsino.pdf.txtf5bcbb6a498fd8cc2ef1a6e40b237b8eMD54123456789/142932022-09-28 18:47:15.844oai:repositorio.ufu.br:123456789/14293Repositório InstitucionalONGhttp://repositorio.ufu.br/oai/requestdiinf@dirbi.ufu.bropendoar:2024-04-26T14:56:03.054996Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU)false |
dc.title.por.fl_str_mv |
Software educativos para o ensino de matemática: desenvolvimento e classificação com base em requisitos pedagógicos de práticas com materiais concretos |
dc.title.alternative.eng.fl_str_mv |
Software for teaching mathematics: development and classification based on the educational requirements of practices that employ concrete materials |
title |
Software educativos para o ensino de matemática: desenvolvimento e classificação com base em requisitos pedagógicos de práticas com materiais concretos |
spellingShingle |
Software educativos para o ensino de matemática: desenvolvimento e classificação com base em requisitos pedagógicos de práticas com materiais concretos Figueira-Sampaio, Aleandra da Silva Software educativos Matemática Classificação de software Ensino auxiliado por computador - Programas de computador Software - Desenvolvimento Educational software Mathematics Classification CNPQ::ENGENHARIAS::ENGENHARIA ELETRICA |
title_short |
Software educativos para o ensino de matemática: desenvolvimento e classificação com base em requisitos pedagógicos de práticas com materiais concretos |
title_full |
Software educativos para o ensino de matemática: desenvolvimento e classificação com base em requisitos pedagógicos de práticas com materiais concretos |
title_fullStr |
Software educativos para o ensino de matemática: desenvolvimento e classificação com base em requisitos pedagógicos de práticas com materiais concretos |
title_full_unstemmed |
Software educativos para o ensino de matemática: desenvolvimento e classificação com base em requisitos pedagógicos de práticas com materiais concretos |
title_sort |
Software educativos para o ensino de matemática: desenvolvimento e classificação com base em requisitos pedagógicos de práticas com materiais concretos |
author |
Figueira-Sampaio, Aleandra da Silva |
author_facet |
Figueira-Sampaio, Aleandra da Silva |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Carrijo, Gilberto Arantes |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4781864Y0 |
dc.contributor.referee1.fl_str_mv |
Cardoso, Alexandre |
dc.contributor.referee1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4701222P0 |
dc.contributor.referee2.fl_str_mv |
Quartiero, Elisa Maria |
dc.contributor.referee2Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4797660T5 |
dc.contributor.referee3.fl_str_mv |
Alves, João Bosco da Mota |
dc.contributor.referee3Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4788906D6 |
dc.contributor.referee4.fl_str_mv |
Santos, Eliane Elias Ferreira dos |
dc.contributor.referee4Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4260991J0 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4706409H6 |
dc.contributor.author.fl_str_mv |
Figueira-Sampaio, Aleandra da Silva |
contributor_str_mv |
Carrijo, Gilberto Arantes Cardoso, Alexandre Quartiero, Elisa Maria Alves, João Bosco da Mota Santos, Eliane Elias Ferreira dos |
dc.subject.por.fl_str_mv |
Software educativos Matemática Classificação de software Ensino auxiliado por computador - Programas de computador Software - Desenvolvimento |
topic |
Software educativos Matemática Classificação de software Ensino auxiliado por computador - Programas de computador Software - Desenvolvimento Educational software Mathematics Classification CNPQ::ENGENHARIAS::ENGENHARIA ELETRICA |
dc.subject.eng.fl_str_mv |
Educational software Mathematics Classification |
dc.subject.cnpq.fl_str_mv |
CNPQ::ENGENHARIAS::ENGENHARIA ELETRICA |
description |
In recent years, many educational practices have been based on constructivist principles which posit that learning is a process in which students build knowledge. Thus, it is common to use concrete materials to assist in the education of school children. Educational software is another resource that has led to important changes in the way mathematics is taught and learned. This study aimed to (1) contribute to the development of mathematics educational software by building a database of educational requirements that considers educational practices that employ concrete materials; (2) use the educational requirements of a "doublepan balance" to develop a computational tool (a virtual double-pan balance ) that would solve some of the material challenges facing Brazilian teachers and to observe the tool s affect on the computational aspects of the learning process; (3) conduct a survey to determine which educational practices employing concrete materials, educational software and software assessment methodologies are in use by mathematics teachers at the best schools in Brazil; and (4) create a model to classify mathematics educational software that considers the requirements of teaching geometry with concrete materials. In order to assist developers and evaluators of educational software, the database of educational requirements includes twentyseven requirements on the subject of "Numbers and Operations"; twenty-nine on "Space and Shape", twenty-three on "Quantities and Measurements" and six on "Data Processing". The computational tool fulfilled the requirements of Brazilian teachers and increased student motivation, accountability, dialogue, cooperation, discussion, reciprocity and reflection during the process of building procedures to solve linear equations. Regarding exploratory practices, all the mathematics teachers surveyed had adopted teaching strategies that used some kind of educational material. More specifically, twenty-nine types of concrete materials and twentytwo types of software were in use. Most of the teachers were using software that had been recommended by other teachers, found through internet searches or mentioned in textbooks. None of the teachers mentioned using evaluation methodologies for educational software. The classification model for mathematics education software was based on the participation of all involved stakeholders. Thus, the satisfaction (or dissatisfaction) with the presence (or absence) of a product s requirements was determined. An indicator was used to qualify the educational software as Basic, Advanced or Superior and each of these categories was subdivided into three levels of quality. The proposed classification system considers parameters specific to mathematics education in addition to general educational parameters. |
publishDate |
2012 |
dc.date.available.fl_str_mv |
2012-03-16 2016-06-22T18:37:54Z |
dc.date.issued.fl_str_mv |
2012-01-20 |
dc.date.accessioned.fl_str_mv |
2016-06-22T18:37:54Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
FIGUEIRA-SAMPAIO, Aleandra da Silva. Software educativos para o ensino de matemática: desenvolvimento e classificação com base em requisitos pedagógicos de práticas com materiais concretos. 2012. 227 f. Tese (Doutorado em Engenharias) - Universidade Federal de Uberlândia, Uberlândia, 2012. DOI https://doi.org/10.14393/ufu.te.2012.2 |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufu.br/handle/123456789/14293 |
dc.identifier.doi.none.fl_str_mv |
https://doi.org/10.14393/ufu.te.2012.2 |
identifier_str_mv |
FIGUEIRA-SAMPAIO, Aleandra da Silva. Software educativos para o ensino de matemática: desenvolvimento e classificação com base em requisitos pedagógicos de práticas com materiais concretos. 2012. 227 f. Tese (Doutorado em Engenharias) - Universidade Federal de Uberlândia, Uberlândia, 2012. DOI https://doi.org/10.14393/ufu.te.2012.2 |
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https://repositorio.ufu.br/handle/123456789/14293 https://doi.org/10.14393/ufu.te.2012.2 |
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Universidade Federal de Uberlândia |
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Programa de Pós-graduação em Engenharia Elétrica |
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UFU |
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Engenharias |
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Universidade Federal de Uberlândia |
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