A comunicação escrita matemática envolvendo o pensamento algébrico com futuras professoras dos anos iniciais do Ensino Fundamental
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/22865 |
Resumo: | The aim of this research was to investigate the mathematical written communication of future teachers of the Early Years of Elementary School in relation to algebraic thinking, through tasks aiming at the development of this thinking. As a research question we propose: In the development of a sequence of questions, what reveals the mathematical written communication of future teachers of the Early Years of Elementary School in relation to algebraic thinking? The materials chosen for analysis and interpretation are the records written by teachers participating in a workshop. The proposed sequence of questions involved two tasks. The choice of both tasks is due to the fact that it does not necessarily require the participant to present an algebraic symbolic language. The tasks were proposed in order to favor moments of autonomy and creativity to solve them. It is worth remembering that in the proposal we brought it was necessary to read, interpret and find a way to possible resolutions, which we generally request the use of the written record. For data organization and interpretation, we employed procedures in the light of Content Analysis, which is a qualitative research modality. Taking into account the adopted theoretical framework, we hope to identify the participants' performance levels in relation to the four dimensions of written mathematical communication: Clarity, Rationale, Logic and Depth. Regarding the Clarity dimension of mathematical written communication, there was a higher concentration at the medium level, indicating that although most records presented some coherence in thinking and organization of ideas, we did not identify a clear mathematical written communication, remaining only in context. of the task regarding the Rationale dimension, we consider that the records did not present formalized ideas, although we identified that even within the context of the tasks, some records have correct grounds’ the Logic dimension, we consider that the records, as well as in the Grounding dimension, had predominant concentrations in the low and medium levels, because they present a superficial or imprecise logical organization, which makes any understanding of the logic adopted unfeasible. Concerning the Depth of Mathematical Written Communication, we consider that there is nothing in the records that indicates a high level in this dimension of mathematical written communication. The data revealed that future teachers generally cannot accurately express algebraic constructs to explain certain situations, sometimes in the context of the tasks themselves they have no domain |
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Manrique, Ana LuciaGoma, Jane Lopes de Souza2020-01-29T11:30:13Z2019-10-11Goma, Jane Lopes de Souza. A comunicação escrita matemática envolvendo o pensamento algébrico com futuras professoras dos anos iniciais do Ensino Fundamental. 2019. 92 f. Dissertação (Mestrado em Educação Matemática) - Programa de Estudos Pós-Graduados em Educação Matemática, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019.https://tede2.pucsp.br/handle/handle/22865The aim of this research was to investigate the mathematical written communication of future teachers of the Early Years of Elementary School in relation to algebraic thinking, through tasks aiming at the development of this thinking. As a research question we propose: In the development of a sequence of questions, what reveals the mathematical written communication of future teachers of the Early Years of Elementary School in relation to algebraic thinking? The materials chosen for analysis and interpretation are the records written by teachers participating in a workshop. The proposed sequence of questions involved two tasks. The choice of both tasks is due to the fact that it does not necessarily require the participant to present an algebraic symbolic language. The tasks were proposed in order to favor moments of autonomy and creativity to solve them. It is worth remembering that in the proposal we brought it was necessary to read, interpret and find a way to possible resolutions, which we generally request the use of the written record. For data organization and interpretation, we employed procedures in the light of Content Analysis, which is a qualitative research modality. Taking into account the adopted theoretical framework, we hope to identify the participants' performance levels in relation to the four dimensions of written mathematical communication: Clarity, Rationale, Logic and Depth. Regarding the Clarity dimension of mathematical written communication, there was a higher concentration at the medium level, indicating that although most records presented some coherence in thinking and organization of ideas, we did not identify a clear mathematical written communication, remaining only in context. of the task regarding the Rationale dimension, we consider that the records did not present formalized ideas, although we identified that even within the context of the tasks, some records have correct grounds’ the Logic dimension, we consider that the records, as well as in the Grounding dimension, had predominant concentrations in the low and medium levels, because they present a superficial or imprecise logical organization, which makes any understanding of the logic adopted unfeasible. Concerning the Depth of Mathematical Written Communication, we consider that there is nothing in the records that indicates a high level in this dimension of mathematical written communication. The data revealed that future teachers generally cannot accurately express algebraic constructs to explain certain situations, sometimes in the context of the tasks themselves they have no domainO objetivo da presente pesquisa foi investigar a comunicação escrita matemática de futuras professoras dos Anos Iniciais do Ensino Fundamental, em relação ao pensamento algébrico, por meio de tarefas visando o desenvolvimento desse pensamento. Como questão de pesquisa se propôs: No desenvolvimento de uma sequência de questões, o que revela a comunicação escrita matemática de futuras professoras dos Anos Iniciais do Ensino Fundamental em relação ao pensamento algébrico? Os materiais escolhidos para análise e interpretação são os registros escritos por professoras participantes de uma oficina. A sequência de questões proposta envolveu duas tarefas. A escolha das duas tarefas se deve ao fato de não requerer, necessariamente, que a participante apresente uma linguagem simbólica algébrica. As tarefas foram propostas de modo a favorecer momentos de autonomia e criatividade para resolvê-las. Cabe lembrar que na proposta que trouxemos foi preciso ler, interpretar e encontrar um caminho para possíveis resoluções, que solicitamos de maneira geral a utilização do registro escrito. Para organização e interpretação dos dados, empregamos procedimentos à luz da Análise de Conteúdo, sendo esta uma modalidade de pesquisa qualitativa. Tendo em conta o referencial teórico adotado, esperamos identificar os níveis de desempenho das participantes em relação às quatro dimensões da comunicação escrita matemática: Clareza, Fundamentação, Lógica e Profundidade. Em relação à dimensão Clareza da comunicação escrita matemática, houve uma maior concentração no nível médio, indicando que, embora a maioria dos registros apresentasse certa coerência no raciocínio e organização das ideias, não identificamos uma comunicação escrita matemática clara, mantendo-se apenas no contexto da tarefa. Em relação à dimensão Fundamentação, consideramos que os registros não apresentaram ideias formalizadas, apesar de identificarmos que mesmo dentro do contexto das tarefas, alguns registros tenham fundamentações corretas. Na dimensão Lógica, consideramos que os registros, assim como na dimensão de Fundamentação, tiveram concentrações predominantes nos níveis baixo e médio, por apresentarem uma organização lógica superficial ou imprecisa, que inviabiliza qualquer compreensão da lógica adotada. No que tange à dimensão Profundidade da comunicação escrita matemática, consideramos que não se tem nos registros nada que indique um nível elevado nessa dimensão de comunicação escrita matemática, pelo contrário, nos registros, o que se observa é uma densa concentração no nível baixo. Os dados revelaram que as futuras professoras não conseguem, de modo geral, expressar com precisão construções algébricas para explicar determinadas situações, por vezes, no próprio contexto das tarefas elas revelaram não possuir nenhum domínioCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/51203/Jane%20Lopes%20de%20Souza%20Goma.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação MatemáticaPUC-SPBrasilFaculdade de Ciências Exatas e TecnologiaÁlgebra - Estudo e ensinoComunicação escrita matemáticaProfessores de matemática - Formação profissionalAlgebra - Study and teachingMathematical writing communicationMathematics teachers - Occupational trainingCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICAA comunicação escrita matemática envolvendo o pensamento algébrico com futuras professoras dos anos iniciais do Ensino Fundamentalinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTJane Lopes de Souza Goma.pdf.txtJane Lopes de Souza Goma.pdf.txtExtracted texttext/plain161108https://repositorio.pucsp.br/xmlui/bitstream/handle/22865/4/Jane%20Lopes%20de%20Souza%20Goma.pdf.txt917b65cb09a1ef636754578fd478a065MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
A comunicação escrita matemática envolvendo o pensamento algébrico com futuras professoras dos anos iniciais do Ensino Fundamental |
title |
A comunicação escrita matemática envolvendo o pensamento algébrico com futuras professoras dos anos iniciais do Ensino Fundamental |
spellingShingle |
A comunicação escrita matemática envolvendo o pensamento algébrico com futuras professoras dos anos iniciais do Ensino Fundamental Goma, Jane Lopes de Souza Álgebra - Estudo e ensino Comunicação escrita matemática Professores de matemática - Formação profissional Algebra - Study and teaching Mathematical writing communication Mathematics teachers - Occupational training CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
title_short |
A comunicação escrita matemática envolvendo o pensamento algébrico com futuras professoras dos anos iniciais do Ensino Fundamental |
title_full |
A comunicação escrita matemática envolvendo o pensamento algébrico com futuras professoras dos anos iniciais do Ensino Fundamental |
title_fullStr |
A comunicação escrita matemática envolvendo o pensamento algébrico com futuras professoras dos anos iniciais do Ensino Fundamental |
title_full_unstemmed |
A comunicação escrita matemática envolvendo o pensamento algébrico com futuras professoras dos anos iniciais do Ensino Fundamental |
title_sort |
A comunicação escrita matemática envolvendo o pensamento algébrico com futuras professoras dos anos iniciais do Ensino Fundamental |
author |
Goma, Jane Lopes de Souza |
author_facet |
Goma, Jane Lopes de Souza |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Manrique, Ana Lucia |
dc.contributor.author.fl_str_mv |
Goma, Jane Lopes de Souza |
contributor_str_mv |
Manrique, Ana Lucia |
dc.subject.por.fl_str_mv |
Álgebra - Estudo e ensino Comunicação escrita matemática Professores de matemática - Formação profissional |
topic |
Álgebra - Estudo e ensino Comunicação escrita matemática Professores de matemática - Formação profissional Algebra - Study and teaching Mathematical writing communication Mathematics teachers - Occupational training CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
dc.subject.eng.fl_str_mv |
Algebra - Study and teaching Mathematical writing communication Mathematics teachers - Occupational training |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
description |
The aim of this research was to investigate the mathematical written communication of future teachers of the Early Years of Elementary School in relation to algebraic thinking, through tasks aiming at the development of this thinking. As a research question we propose: In the development of a sequence of questions, what reveals the mathematical written communication of future teachers of the Early Years of Elementary School in relation to algebraic thinking? The materials chosen for analysis and interpretation are the records written by teachers participating in a workshop. The proposed sequence of questions involved two tasks. The choice of both tasks is due to the fact that it does not necessarily require the participant to present an algebraic symbolic language. The tasks were proposed in order to favor moments of autonomy and creativity to solve them. It is worth remembering that in the proposal we brought it was necessary to read, interpret and find a way to possible resolutions, which we generally request the use of the written record. For data organization and interpretation, we employed procedures in the light of Content Analysis, which is a qualitative research modality. Taking into account the adopted theoretical framework, we hope to identify the participants' performance levels in relation to the four dimensions of written mathematical communication: Clarity, Rationale, Logic and Depth. Regarding the Clarity dimension of mathematical written communication, there was a higher concentration at the medium level, indicating that although most records presented some coherence in thinking and organization of ideas, we did not identify a clear mathematical written communication, remaining only in context. of the task regarding the Rationale dimension, we consider that the records did not present formalized ideas, although we identified that even within the context of the tasks, some records have correct grounds’ the Logic dimension, we consider that the records, as well as in the Grounding dimension, had predominant concentrations in the low and medium levels, because they present a superficial or imprecise logical organization, which makes any understanding of the logic adopted unfeasible. Concerning the Depth of Mathematical Written Communication, we consider that there is nothing in the records that indicates a high level in this dimension of mathematical written communication. The data revealed that future teachers generally cannot accurately express algebraic constructs to explain certain situations, sometimes in the context of the tasks themselves they have no domain |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-10-11 |
dc.date.accessioned.fl_str_mv |
2020-01-29T11:30:13Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Goma, Jane Lopes de Souza. A comunicação escrita matemática envolvendo o pensamento algébrico com futuras professoras dos anos iniciais do Ensino Fundamental. 2019. 92 f. Dissertação (Mestrado em Educação Matemática) - Programa de Estudos Pós-Graduados em Educação Matemática, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/22865 |
identifier_str_mv |
Goma, Jane Lopes de Souza. A comunicação escrita matemática envolvendo o pensamento algébrico com futuras professoras dos anos iniciais do Ensino Fundamental. 2019. 92 f. Dissertação (Mestrado em Educação Matemática) - Programa de Estudos Pós-Graduados em Educação Matemática, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019. |
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https://tede2.pucsp.br/handle/handle/22865 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação Matemática |
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PUC-SP |
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Brasil |
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Faculdade de Ciências Exatas e Tecnologia |
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Pontifícia Universidade Católica de São Paulo |
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