Dificuldade do ensino de matemática: um estudo da formação docente para esta disciplina
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da METODISTA |
Texto Completo: | http://tede.metodista.br/jspui/handle/tede/2235 |
Resumo: | This dissertation addresses the difficulties that exist in the teaching of mathematics, since teaching this subject often represents a great challenge for teachers and for most students who consider it complex and difficult to learn. Based on a proposal of teacher training, it discusses the possible gaps that prevent the teacher from properly training the student for the learning of this subject. Thus, the questions of this research are: can a teacher who was not qualified and who did not have adequate pedagogical training perform and teach this subject in a satisfactory way? Can this affect or not the performance of this teacher and the development of students? As a hypothesis, it is understood that both in teacher training and student learning, it is possible to teach mathematics by working the students' logical-mathematical reasoning through games. In this way, it is possible to make some changes in behavior, ultimately generating an excellent application in the teacher's class, and therefore, interest and learning for the student. In this sense, the objectives of this study are: (i) to investigate which are the greatest difficulties for teaching and learning mathematics; (ii) understand and identify at what point in the teacher's training there may have been issues that caused their bad or inadequate training, and with that, be able to propose an improvement in the teacher's teaching; (iii) propose theoretical-pedagogical interventions, which will be made in approaches to teachers as an educational consultancy, after the results of the field research. The methodology is based on the considerations of Gil (2008) and Yin (2005). It is a qualitative research, with an interdisciplinary character, including studies in the area of mathematics, according to Boyer (1996), Parra and Saiz (1996), Vitti (1999), Garbi (1997), among other authors in the educational field. The investigation was carried out through bibliographic studies and field research, with the participation of four professors and 12 students. The analysis allowed us to infer that continuous training is essential to improve mathematics teacher didactics. With this, the teacher can improve his methods to teach this discipline, optimize his class time, develop his way of teaching and evaluate more effectively, because it is a discipline that needs a lot of training and also a lot of practice by the students, it ends up becoming tiring and/or exhausting. In this sense, with good training and specialization, the teacher can make learning easier for the student to understand and, consequently, also easier for him to teach.(AU) |
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D’Aurea-Tardeli, DeniseCoelho , Patrícia Margarida FariasVidigal , Sônia Maria PereiraMartinez, Ricardo Nogueira2022-10-17T19:36:45Z2022-08-30Martinez, Ricardo Nogueira. Dificuldade do ensino de matemática: um estudo da formação docente para esta disciplina. 2022. 56 folhas. Dissertação( Educacao) - Universidade Metodista de Sao Paulo, Sao Bernardo do Campo, 2022.http://tede.metodista.br/jspui/handle/tede/2235This dissertation addresses the difficulties that exist in the teaching of mathematics, since teaching this subject often represents a great challenge for teachers and for most students who consider it complex and difficult to learn. Based on a proposal of teacher training, it discusses the possible gaps that prevent the teacher from properly training the student for the learning of this subject. Thus, the questions of this research are: can a teacher who was not qualified and who did not have adequate pedagogical training perform and teach this subject in a satisfactory way? Can this affect or not the performance of this teacher and the development of students? As a hypothesis, it is understood that both in teacher training and student learning, it is possible to teach mathematics by working the students' logical-mathematical reasoning through games. In this way, it is possible to make some changes in behavior, ultimately generating an excellent application in the teacher's class, and therefore, interest and learning for the student. In this sense, the objectives of this study are: (i) to investigate which are the greatest difficulties for teaching and learning mathematics; (ii) understand and identify at what point in the teacher's training there may have been issues that caused their bad or inadequate training, and with that, be able to propose an improvement in the teacher's teaching; (iii) propose theoretical-pedagogical interventions, which will be made in approaches to teachers as an educational consultancy, after the results of the field research. The methodology is based on the considerations of Gil (2008) and Yin (2005). It is a qualitative research, with an interdisciplinary character, including studies in the area of mathematics, according to Boyer (1996), Parra and Saiz (1996), Vitti (1999), Garbi (1997), among other authors in the educational field. The investigation was carried out through bibliographic studies and field research, with the participation of four professors and 12 students. The analysis allowed us to infer that continuous training is essential to improve mathematics teacher didactics. With this, the teacher can improve his methods to teach this discipline, optimize his class time, develop his way of teaching and evaluate more effectively, because it is a discipline that needs a lot of training and also a lot of practice by the students, it ends up becoming tiring and/or exhausting. In this sense, with good training and specialization, the teacher can make learning easier for the student to understand and, consequently, also easier for him to teach.(AU)Esta dissertação aborda as dificuldades que existem no ensino de matemática, uma vez que ensinar essa disciplina, muitas vezes, representa um grande desafio para os professores e para a maioria dos alunos que a consideram complexa e de difícil aprendizagem. A partir de uma proposta da formação docente, discorre sobre as possíveis lacunas que impedem o professor de capacitar o aluno adequadamente para a aprendizagem desta disciplina. Assim, são questionamentos desta pesquisa: um professor que não foi habilitado e que não teve uma formação pedagógica adequada, pode executar e lecionar esta disciplina de uma forma satisfatória? Isto pode afetar ou não no desempenho deste professor e no desenvolvimento dos alunos? Como hipótese, entende-se que tanto na capacitação do docente como no aprendizado do aluno, é possível ensinar a matemática trabalhando o raciocínio lógico-matemático dos alunos por meio dos jogos. Desse modo, é possível conseguir realizar algumas mudanças de comportamentos, gerando enfim, uma aplicação excelente na aula do docente, e portanto, interesse e aprendizado para o aluno. Nesse sentido, são objetivos deste estudo: (i) investigar quais são as maiores dificuldades para o ensino e a aprendizagem da matemática; (ii) compreender e identificar em que momento da formação do professor possa ter havido questões que causaram sua má ou inadequada formação, e com isso conseguir propor uma melhoria neste ensinar do professor; (iii) propor intervenções teórico-pedagógicas, as quais serão feitas em abordagens aos professores como uma consultoria educacional, posteriormente aos resultados da pesquisa de campo. A metodologia fundamenta-se nas considerações de Gil (2008) e de Yin (2005). Trata-se de uma pesquisa qualitativa, de caráter interdisciplinar, acolhendo estudos da área de matemática, conforme Boyer (1996), Parra e Saiz (1996), Vitti (1999), Garbi (1997), dentre outros autores do campo educacional. A investigação foi realizada por meio de estudos bibliográficos e de uma pesquisa de campo, que contou com a participação de quatro professores e 12 alunos. A análise permitiu inferir que um treinamento contínuo é essencial para que se melhore a didática do professor de matemática. Com isso, o professor pode aperfeiçoar seus métodos para ensinar essa disciplina, otimizar seu tempo de aula, desenvolver sua maneira de ensinar e avaliar com mais eficácia, pois por se tratar de uma disciplina que precisa de muito treinamento e também de muita prática pelos alunos, ela acaba por se tornar cansativa e/ou desgastante. Nesse sentido, com uma boa formação e especialização, o professor poderá fazer o aprendizado ficar mais fácil para o aluno compreender e, consequentemente, mais fácil também para ele ensinar. (AU)Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2022-10-17T19:36:45Z No. of bitstreams: 1 Ricardo N. Martinez.pdf: 1166173 bytes, checksum: bd7a9d9ca1b725313d434747fcc170f3 (MD5)Made available in DSpace on 2022-10-17T19:36:45Z (GMT). No. of bitstreams: 1 Ricardo N. Martinez.pdf: 1166173 bytes, checksum: bd7a9d9ca1b725313d434747fcc170f3 (MD5) Previous issue date: 2022-08-30Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfporUniversidade Metodista de Sao PauloEducacaoIMSBrasilEducacao:Programa de Pos Graduacao em EducacaoEnsino da Matemática; Dificuldade ao ensinar; Formação de professores; Jogos; Aprendizagem SignificativaTeaching Mathematics; Difficulty teaching; Teacher training; Games; Meaningful LearningCIENCIAS HUMANAS::EDUCACAODificuldade do ensino de matemática: um estudo da formação docente para esta disciplinaDifficulty in teaching mathematics: a study of teacher training for this subjectinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis3487103482605030416500500600600-8275886333289955863-2403458189103523672075167498588264571info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da METODISTAinstname:Universidade Metodista de São Paulo (METODISTA)instacron:METODISTAORIGINALRicardo N. 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Martinez.pdfapplication/pdf1166173http://tede.metodista.br/jspui/bitstream/tede/2235/2/Ricardo+N.+Martinez.pdfbd7a9d9ca1b725313d434747fcc170f3MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://tede.metodista.br/jspui/bitstream/tede/2235/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/22352022-10-17 17:36:45.648oai:tahbit.umesp.edu.dti: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede.metodista.br/jspui/http://tede.metodista.br/oai/requestbiblioteca@metodista.br||erick.roberto@metodista.bropendoar:2022-10-17T19:36:45Biblioteca Digital de Teses e Dissertações da METODISTA - Universidade Metodista de São Paulo (METODISTA)false |
dc.title.por.fl_str_mv |
Dificuldade do ensino de matemática: um estudo da formação docente para esta disciplina |
dc.title.alternative.eng.fl_str_mv |
Difficulty in teaching mathematics: a study of teacher training for this subject |
title |
Dificuldade do ensino de matemática: um estudo da formação docente para esta disciplina |
spellingShingle |
Dificuldade do ensino de matemática: um estudo da formação docente para esta disciplina Martinez, Ricardo Nogueira Ensino da Matemática; Dificuldade ao ensinar; Formação de professores; Jogos; Aprendizagem Significativa Teaching Mathematics; Difficulty teaching; Teacher training; Games; Meaningful Learning CIENCIAS HUMANAS::EDUCACAO |
title_short |
Dificuldade do ensino de matemática: um estudo da formação docente para esta disciplina |
title_full |
Dificuldade do ensino de matemática: um estudo da formação docente para esta disciplina |
title_fullStr |
Dificuldade do ensino de matemática: um estudo da formação docente para esta disciplina |
title_full_unstemmed |
Dificuldade do ensino de matemática: um estudo da formação docente para esta disciplina |
title_sort |
Dificuldade do ensino de matemática: um estudo da formação docente para esta disciplina |
author |
Martinez, Ricardo Nogueira |
author_facet |
Martinez, Ricardo Nogueira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
D’Aurea-Tardeli, Denise |
dc.contributor.referee1.fl_str_mv |
Coelho , Patrícia Margarida Farias |
dc.contributor.referee2.fl_str_mv |
Vidigal , Sônia Maria Pereira |
dc.contributor.author.fl_str_mv |
Martinez, Ricardo Nogueira |
contributor_str_mv |
D’Aurea-Tardeli, Denise Coelho , Patrícia Margarida Farias Vidigal , Sônia Maria Pereira |
dc.subject.por.fl_str_mv |
Ensino da Matemática; Dificuldade ao ensinar; Formação de professores; Jogos; Aprendizagem Significativa |
topic |
Ensino da Matemática; Dificuldade ao ensinar; Formação de professores; Jogos; Aprendizagem Significativa Teaching Mathematics; Difficulty teaching; Teacher training; Games; Meaningful Learning CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teaching Mathematics; Difficulty teaching; Teacher training; Games; Meaningful Learning |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This dissertation addresses the difficulties that exist in the teaching of mathematics, since teaching this subject often represents a great challenge for teachers and for most students who consider it complex and difficult to learn. Based on a proposal of teacher training, it discusses the possible gaps that prevent the teacher from properly training the student for the learning of this subject. Thus, the questions of this research are: can a teacher who was not qualified and who did not have adequate pedagogical training perform and teach this subject in a satisfactory way? Can this affect or not the performance of this teacher and the development of students? As a hypothesis, it is understood that both in teacher training and student learning, it is possible to teach mathematics by working the students' logical-mathematical reasoning through games. In this way, it is possible to make some changes in behavior, ultimately generating an excellent application in the teacher's class, and therefore, interest and learning for the student. In this sense, the objectives of this study are: (i) to investigate which are the greatest difficulties for teaching and learning mathematics; (ii) understand and identify at what point in the teacher's training there may have been issues that caused their bad or inadequate training, and with that, be able to propose an improvement in the teacher's teaching; (iii) propose theoretical-pedagogical interventions, which will be made in approaches to teachers as an educational consultancy, after the results of the field research. The methodology is based on the considerations of Gil (2008) and Yin (2005). It is a qualitative research, with an interdisciplinary character, including studies in the area of mathematics, according to Boyer (1996), Parra and Saiz (1996), Vitti (1999), Garbi (1997), among other authors in the educational field. The investigation was carried out through bibliographic studies and field research, with the participation of four professors and 12 students. The analysis allowed us to infer that continuous training is essential to improve mathematics teacher didactics. With this, the teacher can improve his methods to teach this discipline, optimize his class time, develop his way of teaching and evaluate more effectively, because it is a discipline that needs a lot of training and also a lot of practice by the students, it ends up becoming tiring and/or exhausting. In this sense, with good training and specialization, the teacher can make learning easier for the student to understand and, consequently, also easier for him to teach.(AU) |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-10-17T19:36:45Z |
dc.date.issued.fl_str_mv |
2022-08-30 |
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info:eu-repo/semantics/masterThesis |
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dc.identifier.citation.fl_str_mv |
Martinez, Ricardo Nogueira. Dificuldade do ensino de matemática: um estudo da formação docente para esta disciplina. 2022. 56 folhas. Dissertação( Educacao) - Universidade Metodista de Sao Paulo, Sao Bernardo do Campo, 2022. |
dc.identifier.uri.fl_str_mv |
http://tede.metodista.br/jspui/handle/tede/2235 |
identifier_str_mv |
Martinez, Ricardo Nogueira. Dificuldade do ensino de matemática: um estudo da formação docente para esta disciplina. 2022. 56 folhas. Dissertação( Educacao) - Universidade Metodista de Sao Paulo, Sao Bernardo do Campo, 2022. |
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