Um olhar para o EMAI sob a ótica da educação matemática crítica e da educação CTS
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório do Centro Universitário Braz Cubas |
Texto Completo: | https://repositorio.cruzeirodosul.edu.br/handle/123456789/4151 |
Resumo: | Mathematics has always played an important role in society, and this has been increasingly observed in school curricula. Thus, it is necessary to realize the importance of teaching Critical Mathematics from the Early Years of Elementary School, in order to allow students to use mathematical knowledge in their daily activities, that is, teaching needs to be contextualized and stimulate the development of critical thinking. In this research we seek to answer the following question: Do graph and table activities in EMAI contribute to the development of students' critical thinking, as proposed by Critical Mathematics Education and CTS Education? This investigation is justified from recent large-scale assessments, specifically the SARESP, in the 2019 edition, where the average score of the São Paulo State Network in the test of the 3rd Year of High School was equal to 212.9, being classified at the Adequate level; however, we can verify that in this edition, regarding the analysis of questions that involved the reading of tables and identification of data presented in them, the score was below 50%, indicating the need to strengthen this skill. The objective of this study was to verify how the graphs and tables activities proposed in the EMAI can promote the construction of critical thinking in students. The study was based on a qualitative, documental approach. We analyzed the activities of Charts and Tables proposed in the Mathematics Education in the Early Years of Elementary School (EMAI), specifically the booklets that comprise the Literacy Cycle (1st, 2nd, and 3rd years), used by the State Network of the City of São Paulo. The results show that in volumes 1 and 2 (1st to 3rd year of the Early Elementary School) there is evidence that the presented activities related to Graphs and Tables are contextualized and contemplate the approach of Critical Mathematics and STEM Education in all proposals. However, for these activities to favor the construction of critical thinking in students, it is necessary that the teacher follow the guidelines proposed in the teacher's notebook, since it is through these guidelines that the categories listed in the research were evidenced. Therefore, we need to reflect on why the Statistics Axis of the last external assessment (SARESP) of the Early Years, which dealt with graphs and tables, had the lowest performance, since the material used in the schools of the São Paulo State Network is in line with the BNCC and contemplates the approaches proposed by Critical Mathematics Education and CTS Education. It is believed that some aspects of this research may in the future help to build answers related to the theme and lead the teacher to appropriate knowledge that may contribute to the teaching of a Critical Mathematics in the Early Years and consider the principles of a CTS Education. |
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Um olhar para o EMAI sob a ótica da educação matemática crítica e da educação CTSEducação matemática críticaEducação CTSAnos iniciais e gráficosCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINOMathematics has always played an important role in society, and this has been increasingly observed in school curricula. Thus, it is necessary to realize the importance of teaching Critical Mathematics from the Early Years of Elementary School, in order to allow students to use mathematical knowledge in their daily activities, that is, teaching needs to be contextualized and stimulate the development of critical thinking. In this research we seek to answer the following question: Do graph and table activities in EMAI contribute to the development of students' critical thinking, as proposed by Critical Mathematics Education and CTS Education? This investigation is justified from recent large-scale assessments, specifically the SARESP, in the 2019 edition, where the average score of the São Paulo State Network in the test of the 3rd Year of High School was equal to 212.9, being classified at the Adequate level; however, we can verify that in this edition, regarding the analysis of questions that involved the reading of tables and identification of data presented in them, the score was below 50%, indicating the need to strengthen this skill. The objective of this study was to verify how the graphs and tables activities proposed in the EMAI can promote the construction of critical thinking in students. The study was based on a qualitative, documental approach. We analyzed the activities of Charts and Tables proposed in the Mathematics Education in the Early Years of Elementary School (EMAI), specifically the booklets that comprise the Literacy Cycle (1st, 2nd, and 3rd years), used by the State Network of the City of São Paulo. The results show that in volumes 1 and 2 (1st to 3rd year of the Early Elementary School) there is evidence that the presented activities related to Graphs and Tables are contextualized and contemplate the approach of Critical Mathematics and STEM Education in all proposals. However, for these activities to favor the construction of critical thinking in students, it is necessary that the teacher follow the guidelines proposed in the teacher's notebook, since it is through these guidelines that the categories listed in the research were evidenced. Therefore, we need to reflect on why the Statistics Axis of the last external assessment (SARESP) of the Early Years, which dealt with graphs and tables, had the lowest performance, since the material used in the schools of the São Paulo State Network is in line with the BNCC and contemplates the approaches proposed by Critical Mathematics Education and CTS Education. It is believed that some aspects of this research may in the future help to build answers related to the theme and lead the teacher to appropriate knowledge that may contribute to the teaching of a Critical Mathematics in the Early Years and consider the principles of a CTS Education.A Matemática sempre desempenhou importante papel na sociedade, e isso tem sido observado cada vez mais nos currículos escolares. Sendo assim, faz-se necessário perceber a relevância de ensinar uma Matemática Crítica desde os Anos Iniciais do Ensino Fundamental, a fim de permitir que o estudante possa utilizar os conhecimentos matemáticos em suas atividades diárias, ou seja, o ensino precisa ser contextualizado e estimular o desenvolvimento do pensamento crítico. Esta pesquisa procurou responder à seguinte questão: as atividades de gráficos e tabelas abordadas no EMAI contribuem para o desenvolvimento do pensamento crítico dos estudantes, como propõem a Educação Matemática Crítica e a Educação CTS? Esta investigação se justifica a partir das recentes avaliações em larga escala, em específico o SARESP1 , na edição de 2019, em que a média da Rede Estadual Paulista na prova do 3.º ano do EF foi igual a 212,9, sendo classificada no nível Adequado, no entanto nessa edição, no que se refere à análise das questões que envolveram a leitura de tabela e a identificação de dados nela apresentados, o índice de acerto ficou abaixo dos 50%, indicando a necessidade de fortalecimento dessa habilidade. Como objetivo buscou-se verificar de que forma as atividades de gráficos e tabelas, propostas no EMAI, podem favorecer a construção do pensamento crítico dos estudantes. O estudo pautou-se pela abordagem qualitativa do tipo documental. Analisaram-se as atividades de Gráficos e Tabelas propostas no Material Curricular EMAI (Educação Matemática nos Anos Iniciais do Ensino Fundamental), em específico os cadernos que compreendem ao Ciclo de Alfabetização (1.º, 2.º e 3.º anos), utilizados na Rede Estadual da cidade de São Paulo. Os resultados apontam que nos volumes 1 e 2 (1.º ao 3.º ano dos Anos Iniciais do EF) há evidências de que as atividades de Gráficos e Tabelas apresentadas estão contextualizadas e contemplam a abordagem da Matemática Crítica e da Educação CTS em todas as propostas. Entretanto, para que estas atividades favoreçam a construção do pensamento crítico dos estudantes, é preciso que o professor siga as orientações propostas no caderno do professor, já que é por meio dessas orientações que as categorias elencadas na pesquisa foram evidenciadas. Logo, cabe refletir sobre o motivo pelo qual o Eixo Estatística da última avaliação externa (SARESP) dos Anos Iniciais, que abordou gráficos e tabelas, teve o menor rendimento, uma vez que o material utilizado nas escolas da Rede Estadual de São Paulo está em consonância com a BNCC e contemplam as abordagens propostas pela Educação Matemática Crítica e Educação CTS. Acredita-se que alguns aspectos desta pesquisa futuramente poderão auxiliar a construir respostas relacionadas ao tema e levar o professor a apropriar-se de conhecimentos que poderão contribuir para o ensino de uma Matemática Crítica nos Anos Iniciais e considere os princípios de uma Educação CTS.Universidade Cruzeiro do SulBrasilPrograma de Pós Graduação em Ensino de CiênciasCruzeiro do SulMaciel , Maria Delourdeshttp://lattes.cnpq.br/9020895389257636Maciel, Maria Delourdeshttp://lattes.cnpq.br/9020895389257636Lopes, Celi Aparecida Spasandinhttp://lattes.cnpq.br/6069287623413362Lopes, Valdinéia Prates Ribeiro2022-11-22T22:07:55Z2022-022022-11-22T22:07:55Z2021-12info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfLOPES, V. R. P. Um olhar para o EMAI sob a ótica da educação matemática crítica e da educação CTS, 2021. 89 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) – Universidade Cruzeiro do Sul, São Paulo, 2022.https://repositorio.cruzeirodosul.edu.br/handle/123456789/4151porinfo:eu-repo/semantics/openAccessreponame:Repositório do Centro Universitário Braz Cubasinstname:Centro Universitário Braz Cubas (CUB)instacron:CUB2022-11-22T22:09:16Zoai:repositorio.cruzeirodosul.edu.br:123456789/4151Repositório InstitucionalPUBhttps://repositorio.brazcubas.edu.br/oai/requestbibli@brazcubas.edu.bropendoar:2022-11-22T22:09:16Repositório do Centro Universitário Braz Cubas - Centro Universitário Braz Cubas (CUB)false |
dc.title.none.fl_str_mv |
Um olhar para o EMAI sob a ótica da educação matemática crítica e da educação CTS |
title |
Um olhar para o EMAI sob a ótica da educação matemática crítica e da educação CTS |
spellingShingle |
Um olhar para o EMAI sob a ótica da educação matemática crítica e da educação CTS Lopes, Valdinéia Prates Ribeiro Educação matemática crítica Educação CTS Anos iniciais e gráficos CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO |
title_short |
Um olhar para o EMAI sob a ótica da educação matemática crítica e da educação CTS |
title_full |
Um olhar para o EMAI sob a ótica da educação matemática crítica e da educação CTS |
title_fullStr |
Um olhar para o EMAI sob a ótica da educação matemática crítica e da educação CTS |
title_full_unstemmed |
Um olhar para o EMAI sob a ótica da educação matemática crítica e da educação CTS |
title_sort |
Um olhar para o EMAI sob a ótica da educação matemática crítica e da educação CTS |
author |
Lopes, Valdinéia Prates Ribeiro |
author_facet |
Lopes, Valdinéia Prates Ribeiro |
author_role |
author |
dc.contributor.none.fl_str_mv |
Maciel , Maria Delourdes http://lattes.cnpq.br/9020895389257636 Maciel, Maria Delourdes http://lattes.cnpq.br/9020895389257636 Lopes, Celi Aparecida Spasandin http://lattes.cnpq.br/6069287623413362 |
dc.contributor.author.fl_str_mv |
Lopes, Valdinéia Prates Ribeiro |
dc.subject.por.fl_str_mv |
Educação matemática crítica Educação CTS Anos iniciais e gráficos CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO |
topic |
Educação matemática crítica Educação CTS Anos iniciais e gráficos CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO |
description |
Mathematics has always played an important role in society, and this has been increasingly observed in school curricula. Thus, it is necessary to realize the importance of teaching Critical Mathematics from the Early Years of Elementary School, in order to allow students to use mathematical knowledge in their daily activities, that is, teaching needs to be contextualized and stimulate the development of critical thinking. In this research we seek to answer the following question: Do graph and table activities in EMAI contribute to the development of students' critical thinking, as proposed by Critical Mathematics Education and CTS Education? This investigation is justified from recent large-scale assessments, specifically the SARESP, in the 2019 edition, where the average score of the São Paulo State Network in the test of the 3rd Year of High School was equal to 212.9, being classified at the Adequate level; however, we can verify that in this edition, regarding the analysis of questions that involved the reading of tables and identification of data presented in them, the score was below 50%, indicating the need to strengthen this skill. The objective of this study was to verify how the graphs and tables activities proposed in the EMAI can promote the construction of critical thinking in students. The study was based on a qualitative, documental approach. We analyzed the activities of Charts and Tables proposed in the Mathematics Education in the Early Years of Elementary School (EMAI), specifically the booklets that comprise the Literacy Cycle (1st, 2nd, and 3rd years), used by the State Network of the City of São Paulo. The results show that in volumes 1 and 2 (1st to 3rd year of the Early Elementary School) there is evidence that the presented activities related to Graphs and Tables are contextualized and contemplate the approach of Critical Mathematics and STEM Education in all proposals. However, for these activities to favor the construction of critical thinking in students, it is necessary that the teacher follow the guidelines proposed in the teacher's notebook, since it is through these guidelines that the categories listed in the research were evidenced. Therefore, we need to reflect on why the Statistics Axis of the last external assessment (SARESP) of the Early Years, which dealt with graphs and tables, had the lowest performance, since the material used in the schools of the São Paulo State Network is in line with the BNCC and contemplates the approaches proposed by Critical Mathematics Education and CTS Education. It is believed that some aspects of this research may in the future help to build answers related to the theme and lead the teacher to appropriate knowledge that may contribute to the teaching of a Critical Mathematics in the Early Years and consider the principles of a CTS Education. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-12 2022-11-22T22:07:55Z 2022-02 2022-11-22T22:07:55Z |
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.uri.fl_str_mv |
LOPES, V. R. P. Um olhar para o EMAI sob a ótica da educação matemática crítica e da educação CTS, 2021. 89 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) – Universidade Cruzeiro do Sul, São Paulo, 2022. https://repositorio.cruzeirodosul.edu.br/handle/123456789/4151 |
identifier_str_mv |
LOPES, V. R. P. Um olhar para o EMAI sob a ótica da educação matemática crítica e da educação CTS, 2021. 89 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) – Universidade Cruzeiro do Sul, São Paulo, 2022. |
url |
https://repositorio.cruzeirodosul.edu.br/handle/123456789/4151 |
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por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Universidade Cruzeiro do Sul Brasil Programa de Pós Graduação em Ensino de Ciências Cruzeiro do Sul |
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Universidade Cruzeiro do Sul Brasil Programa de Pós Graduação em Ensino de Ciências Cruzeiro do Sul |
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