O desenvolvimento profissional de professores do 1º ao 5º ano do ensino fundamental em um processo de formação para o ensino e a aprendizagem das medidas de tendência central
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/10879 |
Resumo: | The following review aims to investigate what comprehension and educational and didactical development of the content can be identified in teachers that operate in basic education from the first to the fifth school year on the Measures of Central Tendency, from the investigation of their professional development on a continuous graduation. For so, we structured the review in three theoretical moments that organise our bibliographical review: a review of the studies on Measures of Central Tendency that allowed us to identify the obstacles faced by the students and teachers, and a discussion about the teacher's professional development. The methodological process of the research was structured in five stages distributed as follows: the first stage is the settlement of a teaching sequence in a Statistics course arranged in five meetings; the second stage is the elaboration of a task; the third stage is the analysis of the task elaborated; the fourth stage is the implementation of the task in classroom; and the fifth stage is the completion of the analysis process and discussion about the implementation of the task in classroom and the whole process of intevention experienced. Six teachers who taught from the first to the fifth school year of the basic education in the city of São Paulo participated in this study in the period of the development of the project. The results showed that the initial difficulties identified in the protocols built with dialogues and productions of the teachers, in the comprehension of the concepts of median, mode and media and of their properties, were overcome during the process, though the global analysis showed graduation insufficiency to the achievement of this conceptual construction. With respect to the elaboration and analysis of the task, we realised that the teachers had trouble in enunciating the contents of median, mode and media, not identifying the properties, the kind of variant involved in the task and their influence in the development of the task in classroom. In the analysis of a task elaborated by them, the teachers also showed lack of articulation, master and knowledge of the content. The implementation of the task in classroom took place as a positive moment in which the teachers could see not only the good performance of the students, but also could reconsider their conceptions and attitudes towards the Statistics, which was reinforced in the stage destinated to the analysis and discussion about the whole process of intervention. We came to the realisation that the teachers could enlarge their professional development not only in what comes to the contents of the Measures of Central Tendency, but in their conceptions, attitudes and educational knowledge of the content, admitting their difficulties and realising the importance of a continuous graduation process |
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Coutinho, Cileda de Queiroz e Silvahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4768552T3Lemos, Maria Patrícia Freitas de2016-04-27T16:57:09Z2011-09-302011-08-24Lemos, Maria Patrícia Freitas de. The professional development of teachers from the 1st to the 5th grade of elementary school in a training process for teaching and learning measures of central tendency. 2011. 195 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2011.https://tede2.pucsp.br/handle/handle/10879The following review aims to investigate what comprehension and educational and didactical development of the content can be identified in teachers that operate in basic education from the first to the fifth school year on the Measures of Central Tendency, from the investigation of their professional development on a continuous graduation. For so, we structured the review in three theoretical moments that organise our bibliographical review: a review of the studies on Measures of Central Tendency that allowed us to identify the obstacles faced by the students and teachers, and a discussion about the teacher's professional development. The methodological process of the research was structured in five stages distributed as follows: the first stage is the settlement of a teaching sequence in a Statistics course arranged in five meetings; the second stage is the elaboration of a task; the third stage is the analysis of the task elaborated; the fourth stage is the implementation of the task in classroom; and the fifth stage is the completion of the analysis process and discussion about the implementation of the task in classroom and the whole process of intevention experienced. Six teachers who taught from the first to the fifth school year of the basic education in the city of São Paulo participated in this study in the period of the development of the project. The results showed that the initial difficulties identified in the protocols built with dialogues and productions of the teachers, in the comprehension of the concepts of median, mode and media and of their properties, were overcome during the process, though the global analysis showed graduation insufficiency to the achievement of this conceptual construction. With respect to the elaboration and analysis of the task, we realised that the teachers had trouble in enunciating the contents of median, mode and media, not identifying the properties, the kind of variant involved in the task and their influence in the development of the task in classroom. In the analysis of a task elaborated by them, the teachers also showed lack of articulation, master and knowledge of the content. The implementation of the task in classroom took place as a positive moment in which the teachers could see not only the good performance of the students, but also could reconsider their conceptions and attitudes towards the Statistics, which was reinforced in the stage destinated to the analysis and discussion about the whole process of intervention. We came to the realisation that the teachers could enlarge their professional development not only in what comes to the contents of the Measures of Central Tendency, but in their conceptions, attitudes and educational knowledge of the content, admitting their difficulties and realising the importance of a continuous graduation processO presente estudo tem por objetivo investigar que compreensão e desenvolvimento pedagógico e didático do conteúdo podem ser identificados em professores que atuam no Ensino Fundamental, do 1º ao 5º ano, sobre as Medidas de Tendência Central, a partir da investigação de seu desenvolvimento profissional numa formação continuada. Para tanto, estruturamos o estudo em dois momentos teóricos que organizaram nossa revisão bibliográfica: uma revisão dos estudos sobre Medidas de Tendência Central, que nos permitiu identificar as dificuldades enfrentadas pelos alunos e professores, e uma discussão sobre o desenvolvimento profissional do professor. O processo metodológico da pesquisa foi estruturado em cinco etapas distribuídas da seguinte forma: primeira etapa: aplicação de uma sequência de ensino em um curso de Estatística organizado em cinco encontros; segunda etapa: elaboração de uma tarefa; terceira etapa: análise da tarefa elaborada; quarta etapa: aplicação da tarefa em sala de aula, e quinta etapa: realização do processo de análise e discussão da aplicação da tarefa em sala de aula e sobre todo o processo de intervenção vivenciado. Participaram deste estudo seis professoras que lecionavam do 1º ao 5º ano do Ensino Fundamental na cidade de São Paulo, no período de desenvolvimento do projeto. Os resultados mostraram que as dificuldades iniciais identificadas nos protocolos construídos com diálogos e produções das professoras, na compreensão dos conceitos de média, moda e mediana e de suas propriedades, foram sendo superadas ao longo do processo, embora a análise global tenha mostrado a insuficiência da formação para a consolidação dessa construção conceitual. Em relação à elaboração e análise da tarefa, percebemos que as professoras tiveram dificuldades em articular os conteúdos de média, moda e mediana, não identificando as propriedades, o tipo de variável envolvida na tarefa e a influência destes no desenvolvimento da tarefa em sala de aula. Na análise de uma tarefa elaborada por elas, as professoras também demonstraram a falta de articulação, domínio e conhecimento do conteúdo. A aplicação dessa tarefa em sala de aula se configurou como um momento positivo em que as professoras puderam observar não apenas o bom desempenho dos alunos, mas repensaram em suas concepções e atitudes em relação à estatística, o que foi reforçado na etapa destinada à análise e discussão de todo o processo de intervenção. Pudemos constatar que as professoras conseguiram ampliar seu desenvolvimento profissional não apenas em relação aos conteúdos das medidas de tendência central, mas nas concepções, atitudes e conhecimento didático do conteúdo, assumindo suas dificuldades e percebendo a importância de um processo contínuo de formaçãoCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/23876/Maria%20Patricia%20Freitas%20de%20Lemos.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação MatemáticaPUC-SPBREducaçãoDesenvolvimento profissional do professorMedidas de tendência centralFormação de professoresMeasures of central tendencyCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICAO desenvolvimento profissional de professores do 1º ao 5º ano do ensino fundamental em um processo de formação para o ensino e a aprendizagem das medidas de tendência centralThe professional development of teachers from the 1st to the 5th grade of elementary school in a training process for teaching and learning measures of central tendencyinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTMaria Patricia Freitas de Lemos.pdf.txtMaria Patricia Freitas de Lemos.pdf.txtExtracted texttext/plain337926https://repositorio.pucsp.br/xmlui/bitstream/handle/10879/3/Maria%20Patricia%20Freitas%20de%20Lemos.pdf.txt99b5eb68bdbfb544b966b22da444833bMD53ORIGINALMaria Patricia Freitas de Lemos.pdfapplication/pdf12185071https://repositorio.pucsp.br/xmlui/bitstream/handle/10879/1/Maria%20Patricia%20Freitas%20de%20Lemos.pdf3e60c7f4aa9b9bc8bec5c4635965a5d4MD51THUMBNAILMaria Patricia Freitas de Lemos.pdf.jpgMaria Patricia Freitas de Lemos.pdf.jpgGenerated Thumbnailimage/jpeg4253https://repositorio.pucsp.br/xmlui/bitstream/handle/10879/2/Maria%20Patricia%20Freitas%20de%20Lemos.pdf.jpg89537db29b53ac1f7308f7d1659ec450MD52handle/108792022-04-27 12:51:40.263oai:repositorio.pucsp.br:handle/10879Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T15:51:40Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
O desenvolvimento profissional de professores do 1º ao 5º ano do ensino fundamental em um processo de formação para o ensino e a aprendizagem das medidas de tendência central |
dc.title.alternative.eng.fl_str_mv |
The professional development of teachers from the 1st to the 5th grade of elementary school in a training process for teaching and learning measures of central tendency |
title |
O desenvolvimento profissional de professores do 1º ao 5º ano do ensino fundamental em um processo de formação para o ensino e a aprendizagem das medidas de tendência central |
spellingShingle |
O desenvolvimento profissional de professores do 1º ao 5º ano do ensino fundamental em um processo de formação para o ensino e a aprendizagem das medidas de tendência central Lemos, Maria Patrícia Freitas de Desenvolvimento profissional do professor Medidas de tendência central Formação de professores Measures of central tendency CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
title_short |
O desenvolvimento profissional de professores do 1º ao 5º ano do ensino fundamental em um processo de formação para o ensino e a aprendizagem das medidas de tendência central |
title_full |
O desenvolvimento profissional de professores do 1º ao 5º ano do ensino fundamental em um processo de formação para o ensino e a aprendizagem das medidas de tendência central |
title_fullStr |
O desenvolvimento profissional de professores do 1º ao 5º ano do ensino fundamental em um processo de formação para o ensino e a aprendizagem das medidas de tendência central |
title_full_unstemmed |
O desenvolvimento profissional de professores do 1º ao 5º ano do ensino fundamental em um processo de formação para o ensino e a aprendizagem das medidas de tendência central |
title_sort |
O desenvolvimento profissional de professores do 1º ao 5º ano do ensino fundamental em um processo de formação para o ensino e a aprendizagem das medidas de tendência central |
author |
Lemos, Maria Patrícia Freitas de |
author_facet |
Lemos, Maria Patrícia Freitas de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Coutinho, Cileda de Queiroz e Silva |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4768552T3 |
dc.contributor.author.fl_str_mv |
Lemos, Maria Patrícia Freitas de |
contributor_str_mv |
Coutinho, Cileda de Queiroz e Silva |
dc.subject.por.fl_str_mv |
Desenvolvimento profissional do professor Medidas de tendência central Formação de professores |
topic |
Desenvolvimento profissional do professor Medidas de tendência central Formação de professores Measures of central tendency CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
dc.subject.eng.fl_str_mv |
Measures of central tendency |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
description |
The following review aims to investigate what comprehension and educational and didactical development of the content can be identified in teachers that operate in basic education from the first to the fifth school year on the Measures of Central Tendency, from the investigation of their professional development on a continuous graduation. For so, we structured the review in three theoretical moments that organise our bibliographical review: a review of the studies on Measures of Central Tendency that allowed us to identify the obstacles faced by the students and teachers, and a discussion about the teacher's professional development. The methodological process of the research was structured in five stages distributed as follows: the first stage is the settlement of a teaching sequence in a Statistics course arranged in five meetings; the second stage is the elaboration of a task; the third stage is the analysis of the task elaborated; the fourth stage is the implementation of the task in classroom; and the fifth stage is the completion of the analysis process and discussion about the implementation of the task in classroom and the whole process of intevention experienced. Six teachers who taught from the first to the fifth school year of the basic education in the city of São Paulo participated in this study in the period of the development of the project. The results showed that the initial difficulties identified in the protocols built with dialogues and productions of the teachers, in the comprehension of the concepts of median, mode and media and of their properties, were overcome during the process, though the global analysis showed graduation insufficiency to the achievement of this conceptual construction. With respect to the elaboration and analysis of the task, we realised that the teachers had trouble in enunciating the contents of median, mode and media, not identifying the properties, the kind of variant involved in the task and their influence in the development of the task in classroom. In the analysis of a task elaborated by them, the teachers also showed lack of articulation, master and knowledge of the content. The implementation of the task in classroom took place as a positive moment in which the teachers could see not only the good performance of the students, but also could reconsider their conceptions and attitudes towards the Statistics, which was reinforced in the stage destinated to the analysis and discussion about the whole process of intervention. We came to the realisation that the teachers could enlarge their professional development not only in what comes to the contents of the Measures of Central Tendency, but in their conceptions, attitudes and educational knowledge of the content, admitting their difficulties and realising the importance of a continuous graduation process |
publishDate |
2011 |
dc.date.available.fl_str_mv |
2011-09-30 |
dc.date.issued.fl_str_mv |
2011-08-24 |
dc.date.accessioned.fl_str_mv |
2016-04-27T16:57:09Z |
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info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Lemos, Maria Patrícia Freitas de. The professional development of teachers from the 1st to the 5th grade of elementary school in a training process for teaching and learning measures of central tendency. 2011. 195 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2011. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/10879 |
identifier_str_mv |
Lemos, Maria Patrícia Freitas de. The professional development of teachers from the 1st to the 5th grade of elementary school in a training process for teaching and learning measures of central tendency. 2011. 195 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2011. |
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https://tede2.pucsp.br/handle/handle/10879 |
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Educação |
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Pontifícia Universidade Católica de São Paulo |
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