The Teaching of Combinatorial Analysis as Curriculum References to Teacher Knowledge
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Data de Publicação: | 2015 |
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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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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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1797047999303516160 |