The Teaching of Combinatorial Analysis as Curriculum References to Teacher Knowledge

Detalhes bibliográficos
Autor(a) principal: Kashimoto, Leonardo Kenji
Data de Publicação: 2015
Outros Autores: Gomes de Oliveira, Raquel
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educitec
Texto Completo: https://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/13
Resumo: This paper is about a research carried out by a Mathematics future teacher, which aimed toinvestigate the origin of a curriculum reference for teacher knowledge from the research andanalysis of obstacles, errors and difficulties presented by high school students when they learncontent Combinatorial Analysis. The results showed that the gap between the pedagogicalpractice in the classroom and the nature of the content implied unsatisfactory learning interms of significant abstract thinking. Awareness of the mathematics future teacher on theneed to relate the nature of the content and pedagogical practice took place under a processthat involved both development and reworkings of knowledge of the mathematical contentand its pedagogical knowledge. Therefore, it is concluded that this process can be considereda reference curriculum for the development of teacher knowledge from the initialMathematics Teacher Education.
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spelling The Teaching of Combinatorial Analysis as Curriculum References to Teacher KnowledgeO Ensino de análise combinatória como referências curriculares para saberes docentesmathematics teaching and learningteacher knowledgecombinatorial analysisEnsino e Aprendizagem de MatemáticaSaber DocenteAnálise Combinatória.This paper is about a research carried out by a Mathematics future teacher, which aimed toinvestigate the origin of a curriculum reference for teacher knowledge from the research andanalysis of obstacles, errors and difficulties presented by high school students when they learncontent Combinatorial Analysis. The results showed that the gap between the pedagogicalpractice in the classroom and the nature of the content implied unsatisfactory learning interms of significant abstract thinking. Awareness of the mathematics future teacher on theneed to relate the nature of the content and pedagogical practice took place under a processthat involved both development and reworkings of knowledge of the mathematical contentand its pedagogical knowledge. Therefore, it is concluded that this process can be considereda reference curriculum for the development of teacher knowledge from the initialMathematics Teacher Education.Para os Parâmetros Curriculares Nacionais, a área de Ciências da Natureza, Matemática e suas Tecnologias é caracterizada pela necessidade de oportunizar aos alunos a construção de sistemas de pensamentos mais abstratos e ressignificativos, atentando para isto a importância da compreensão de fenômenos físicos e sociais e de suas consequências. Este artigo é sobre uma pesquisa que objetivou realizar um levantamento de obstáculos, erros e dificuldades, apresentados por alunos do Ensino Médio quando se trabalhou em sala de aula o conteúdo Análise Combinatória, como meio para que competências e habilidades estruturantes do pensamento abstrato fossem desenvolvidas. De acordo com a análise dos dados, conclui-se que o distanciamento entre a prática pedagógica em sala de aula e a natureza deste conteúdo implicou insatisfatória aprendizagem dos alunos em termos de pensamento abstrato significativo em detrimento de produção simbólica com inconsistente significado matemático para os alunos. Instituto Federal de Educação, Ciência e Tecnologia do Amazonas2015-05-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/1310.31417/educitec.v1i01.13Educitec - Journal of Studies and Research on Technological Teaching ; Vol. 1 No. 01 (2015): Journal of Studies and Research on Technological Education - EDUCITEC; e1320Educitec - Revista de Estudios e Investigación sobre Enseñanza Tecnológica; Vol. 1 Núm. 01 (2015): Revista de Estudios e Investigaciones en Educación Tecnológica - EDUCITEC; e1320Educitec - Revista de Estudos e Pesquisas sobre Ensino Tecnológico; v. 1 n. 01 (2015): Revista de Estudos e Pesquisas sobre Ensino Tecnológico - EDUCITEC; e13202446-774X10.31417/educitec.v1i01reponame:Educitecinstname:Instituto Federal de Educação, Ciência e Tecnologia do Amazonas (IFAM)instacron:IFAMporhttps://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/13/7Kashimoto, Leonardo KenjiGomes de Oliveira, Raquelinfo:eu-repo/semantics/openAccess2022-10-25T17:23:20Zoai:sistemascmc.ifam.edu.br:article/13Revistahttps://sistemascmc.ifam.edu.br/educitec/index.php/educitecPUBhttps://sistemascmc.ifam.edu.br/educitec/index.php/educitec/oaieducitec.revista@ifam.edu.brhttps://doi.org/10.314172446-774X2446-774Xopendoar:2022-10-25T17:23:20Educitec - Instituto Federal de Educação, Ciência e Tecnologia do Amazonas (IFAM)false
dc.title.none.fl_str_mv The Teaching of Combinatorial Analysis as Curriculum References to Teacher Knowledge
O Ensino de análise combinatória como referências curriculares para saberes docentes
title The Teaching of Combinatorial Analysis as Curriculum References to Teacher Knowledge
spellingShingle The Teaching of Combinatorial Analysis as Curriculum References to Teacher Knowledge
Kashimoto, Leonardo Kenji
mathematics teaching and learning
teacher knowledge
combinatorial analysis
Ensino e Aprendizagem de Matemática
Saber Docente
Análise Combinatória.
title_short The Teaching of Combinatorial Analysis as Curriculum References to Teacher Knowledge
title_full The Teaching of Combinatorial Analysis as Curriculum References to Teacher Knowledge
title_fullStr The Teaching of Combinatorial Analysis as Curriculum References to Teacher Knowledge
title_full_unstemmed The Teaching of Combinatorial Analysis as Curriculum References to Teacher Knowledge
title_sort The Teaching of Combinatorial Analysis as Curriculum References to Teacher Knowledge
author Kashimoto, Leonardo Kenji
author_facet Kashimoto, Leonardo Kenji
Gomes de Oliveira, Raquel
author_role author
author2 Gomes de Oliveira, Raquel
author2_role author
dc.contributor.author.fl_str_mv Kashimoto, Leonardo Kenji
Gomes de Oliveira, Raquel
dc.subject.por.fl_str_mv mathematics teaching and learning
teacher knowledge
combinatorial analysis
Ensino e Aprendizagem de Matemática
Saber Docente
Análise Combinatória.
topic mathematics teaching and learning
teacher knowledge
combinatorial analysis
Ensino e Aprendizagem de Matemática
Saber Docente
Análise Combinatória.
description This paper is about a research carried out by a Mathematics future teacher, which aimed toinvestigate the origin of a curriculum reference for teacher knowledge from the research andanalysis of obstacles, errors and difficulties presented by high school students when they learncontent Combinatorial Analysis. The results showed that the gap between the pedagogicalpractice in the classroom and the nature of the content implied unsatisfactory learning interms of significant abstract thinking. Awareness of the mathematics future teacher on theneed to relate the nature of the content and pedagogical practice took place under a processthat involved both development and reworkings of knowledge of the mathematical contentand its pedagogical knowledge. Therefore, it is concluded that this process can be considereda reference curriculum for the development of teacher knowledge from the initialMathematics Teacher Education.
publishDate 2015
dc.date.none.fl_str_mv 2015-05-22
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/13
10.31417/educitec.v1i01.13
url https://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/13
identifier_str_mv 10.31417/educitec.v1i01.13
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/13/7
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Instituto Federal de Educação, Ciência e Tecnologia do Amazonas
publisher.none.fl_str_mv Instituto Federal de Educação, Ciência e Tecnologia do Amazonas
dc.source.none.fl_str_mv Educitec - Journal of Studies and Research on Technological Teaching ; Vol. 1 No. 01 (2015): Journal of Studies and Research on Technological Education - EDUCITEC; e1320
Educitec - Revista de Estudios e Investigación sobre Enseñanza Tecnológica; Vol. 1 Núm. 01 (2015): Revista de Estudios e Investigaciones en Educación Tecnológica - EDUCITEC; e1320
Educitec - Revista de Estudos e Pesquisas sobre Ensino Tecnológico; v. 1 n. 01 (2015): Revista de Estudos e Pesquisas sobre Ensino Tecnológico - EDUCITEC; e1320
2446-774X
10.31417/educitec.v1i01
reponame:Educitec
instname:Instituto Federal de Educação, Ciência e Tecnologia do Amazonas (IFAM)
instacron:IFAM
instname_str Instituto Federal de Educação, Ciência e Tecnologia do Amazonas (IFAM)
instacron_str IFAM
institution IFAM
reponame_str Educitec
collection Educitec
repository.name.fl_str_mv Educitec - Instituto Federal de Educação, Ciência e Tecnologia do Amazonas (IFAM)
repository.mail.fl_str_mv educitec.revista@ifam.edu.br
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