Docência de inequações no ensino fundamental da Cidade de Indaiatuba
Autor(a) principal: | |
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Data de Publicação: | 2007 |
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/11250 |
Resumo: | This study discusses the teaching of Inequalities in the elementary school system of Indaiatuba, a town located in the state of São Paulo. Our main goal was to investigate whether the issue of inequalities was being developed in this segment of education and, if so, the way it is being approached. Based on DUVAL s theory of Semiotic Representation Registers and taking into account the prevailing mathematics teaching practices, including the ones described by FIORENTINI in 1995, as well as other practices that have been currently endorsed by mathematics teachers, we drew up a questionnaire filled out by twenty-seven out of thirty-two mathematics teachers working in ten out of forty-two schools in the town of Indaiatuba; the schools were chosen according to the criterion of representativeness. Besides the answers provided through the questionnaire, we also analyzed textbooks used by the assessed teachers in the topics related to inequalities. In assessing the teacher s answers and the textbooks used by them, we noticed the predominance of the algebraic symbolic register approach in the teaching of the mentioned issue. Few conversions are made in class, most of which are the examples shown in the textbooks, leaving the students no alternative but to imitate the schemes already devised. According to existing cognitive analysis, conversion is the activity that best supports the process of understanding; however, if it is conducted by the teacher or by the textbook s author, it accounts very little for the student s learning. As far as teaching methods are concerned, we found a regular occurrence of two of them: the classical formalist and the technicist perspectives, both of which were present in the teachers answers and in the textbooks they use in the classroom. Signs of practices related to more recent approaches can be found in the teachers speech, but not in the textbooks they use. Taking into account both the role of the textbook in the teacher s performance and the analysis conducted, we came to the conclusion that the methods already mentioned and the use of conversions between registers of semiotic representation are not put into practice in the teaching of inequalities in the elementary schools of the town. The teachers adopt teaching methods rather censured in researches related to Mathematics education and merely emphasize the subject of semiotic representation registers, which are not suitable for the students adequate learning. With this in mind, we strongly advise the teachers of this town to take updating training courses on the mentioned issue, aiming to improve the teaching and the learning of the subject in the schools of Indaiatuba. Studies about other subjects based on different theoretical frameworks are also suggested |
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Maranhão, Maria Cristina Souza de Albuquerquehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4131073H2Melo, José João de2016-04-27T16:58:24Z2008-01-102007-08-10Melo, José João de. Docência de inequações no ensino fundamental da Cidade de Indaiatuba. 2007. 135 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2007.https://tede2.pucsp.br/handle/handle/11250This study discusses the teaching of Inequalities in the elementary school system of Indaiatuba, a town located in the state of São Paulo. Our main goal was to investigate whether the issue of inequalities was being developed in this segment of education and, if so, the way it is being approached. Based on DUVAL s theory of Semiotic Representation Registers and taking into account the prevailing mathematics teaching practices, including the ones described by FIORENTINI in 1995, as well as other practices that have been currently endorsed by mathematics teachers, we drew up a questionnaire filled out by twenty-seven out of thirty-two mathematics teachers working in ten out of forty-two schools in the town of Indaiatuba; the schools were chosen according to the criterion of representativeness. Besides the answers provided through the questionnaire, we also analyzed textbooks used by the assessed teachers in the topics related to inequalities. In assessing the teacher s answers and the textbooks used by them, we noticed the predominance of the algebraic symbolic register approach in the teaching of the mentioned issue. Few conversions are made in class, most of which are the examples shown in the textbooks, leaving the students no alternative but to imitate the schemes already devised. According to existing cognitive analysis, conversion is the activity that best supports the process of understanding; however, if it is conducted by the teacher or by the textbook s author, it accounts very little for the student s learning. As far as teaching methods are concerned, we found a regular occurrence of two of them: the classical formalist and the technicist perspectives, both of which were present in the teachers answers and in the textbooks they use in the classroom. Signs of practices related to more recent approaches can be found in the teachers speech, but not in the textbooks they use. Taking into account both the role of the textbook in the teacher s performance and the analysis conducted, we came to the conclusion that the methods already mentioned and the use of conversions between registers of semiotic representation are not put into practice in the teaching of inequalities in the elementary schools of the town. The teachers adopt teaching methods rather censured in researches related to Mathematics education and merely emphasize the subject of semiotic representation registers, which are not suitable for the students adequate learning. With this in mind, we strongly advise the teachers of this town to take updating training courses on the mentioned issue, aiming to improve the teaching and the learning of the subject in the schools of Indaiatuba. Studies about other subjects based on different theoretical frameworks are also suggestedEste trabalho trata da docência de Inequações no Ensino Fundamental da cidade de Indaiatuba localizada no interior do estado de São Paulo. Nosso principal objetivo foi investigar se o tema inequações estava sendo desenvolvido nesse segmento de ensino e, em caso positivo, de que forma o assunto é abordado. Fundamentados na teoria dos Registros de Representação Semiótica de DUVAL e observando, também, Tendências de Ensino da Matemática, fossem as descritas por FIORENTINI em 1995 ou outras atualmente propugnadas por Educadores Matemáticos, elaboramos um questionário que foi aplicado a vinte e sete dos trinta e dois professores de Matemática de dez das quarenta e duas escolas da cidade de Indaiatuba, escolas estas selecionadas por critérios relativos à representatividade. Além das respostas ao questionário, analisamos livros didáticos utilizados pelos professores consultados, nos trechos em que tratam das inequações. Nas análises das respostas dos professores e dos livros didáticos adotados por parte dos professores, notamos a predominância do tratamento no registro simbólico algébrico, no ensino do tema. As conversões, quando observadas, na maioria das vezes são realizadas para os alunos como exemplos pelos autores dos livros, restando ao aluno o papel de imitar os procedimentos que lhes foram apresentados. Do ponto de vista cognitivo é a atividade de conversão que conduz aos mecanismos subjacentes à compreensão, no entanto, se elas são realizadas pelo professor ou pelo autor do livro, isso pouco contribuiu para a aprendizagem do aluno. Em relação às tendências de ensino, encontramos fortes características de duas: a formalista clássica e a tecnicista, tanto nas respostas dos professores ao questionário quanto nos livros didáticos adotados por eles. Indícios de práticas relacionadas a outras tendências mais recentes aparecem no discurso dos professores, mas não nos livros didáticos adotados. Dado o papel do livro didático na prática do professor e as analises realizadas, concluímos que estas tendências e o uso de conversões de registros de representação semiótica não são características da docência de inequações no segmento de Ensino Fundamental da cidade, que enfatiza tendências de ensino bastante criticadas em pesquisas de Educação Matemática e se reduz ao tratamento de registros de representação semiótica o que não é adequado à aprendizagem dos estudantes. Desta forma, indicamos a atualização de professores da cidade, nos aspectos investigados visando à melhoria do ensino e aprendizagem do tema na cidade de Indaiatuba. Pesquisas em outros temas e com base em outras referencias teóricas também são indicadasCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/23258/Jose%20Joao%20de%20Melo.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação MatemáticaPUC-SPBREducaçãoInequaçõesEnsino fundamentalRegistros de representaçãoTendências de ensino da matemáticaEducacao matematicaMatematica -- Estudo e ensinoMatematica (Fundamental) -- Estudo e ensinoInequalitiesElementary school systemRepresentation registersPrevailing mathematics teaching practicesCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICADocência de inequações no ensino fundamental da Cidade de Indaiatubainfo: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_SPTEXTJose Joao de Melo.pdf.txtJose Joao de Melo.pdf.txtExtracted texttext/plain223980https://repositorio.pucsp.br/xmlui/bitstream/handle/11250/3/Jose%20Joao%20de%20Melo.pdf.txt2af262381cd922ff028932ca5e6fae64MD53ORIGINALJose Joao de Melo.pdfapplication/pdf974281https://repositorio.pucsp.br/xmlui/bitstream/handle/11250/1/Jose%20Joao%20de%20Melo.pdf43f60f31d2ac1eb47af7311e771fc75eMD51THUMBNAILJose Joao de Melo.pdf.jpgJose Joao de Melo.pdf.jpgGenerated Thumbnailimage/jpeg3357https://repositorio.pucsp.br/xmlui/bitstream/handle/11250/2/Jose%20Joao%20de%20Melo.pdf.jpg49b4cb3a19e4854b2735591b07067b23MD52handle/112502022-04-28 05:48:59.347oai:repositorio.pucsp.br:handle/11250Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T08:48:59Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Docência de inequações no ensino fundamental da Cidade de Indaiatuba |
title |
Docência de inequações no ensino fundamental da Cidade de Indaiatuba |
spellingShingle |
Docência de inequações no ensino fundamental da Cidade de Indaiatuba Melo, José João de Inequações Ensino fundamental Registros de representação Tendências de ensino da matemática Educacao matematica Matematica -- Estudo e ensino Matematica (Fundamental) -- Estudo e ensino Inequalities Elementary school system Representation registers Prevailing mathematics teaching practices CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
title_short |
Docência de inequações no ensino fundamental da Cidade de Indaiatuba |
title_full |
Docência de inequações no ensino fundamental da Cidade de Indaiatuba |
title_fullStr |
Docência de inequações no ensino fundamental da Cidade de Indaiatuba |
title_full_unstemmed |
Docência de inequações no ensino fundamental da Cidade de Indaiatuba |
title_sort |
Docência de inequações no ensino fundamental da Cidade de Indaiatuba |
author |
Melo, José João de |
author_facet |
Melo, José João de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Maranhão, Maria Cristina Souza de Albuquerque |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4131073H2 |
dc.contributor.author.fl_str_mv |
Melo, José João de |
contributor_str_mv |
Maranhão, Maria Cristina Souza de Albuquerque |
dc.subject.por.fl_str_mv |
Inequações Ensino fundamental Registros de representação Tendências de ensino da matemática Educacao matematica Matematica -- Estudo e ensino Matematica (Fundamental) -- Estudo e ensino |
topic |
Inequações Ensino fundamental Registros de representação Tendências de ensino da matemática Educacao matematica Matematica -- Estudo e ensino Matematica (Fundamental) -- Estudo e ensino Inequalities Elementary school system Representation registers Prevailing mathematics teaching practices CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
dc.subject.eng.fl_str_mv |
Inequalities Elementary school system Representation registers Prevailing mathematics teaching practices |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
description |
This study discusses the teaching of Inequalities in the elementary school system of Indaiatuba, a town located in the state of São Paulo. Our main goal was to investigate whether the issue of inequalities was being developed in this segment of education and, if so, the way it is being approached. Based on DUVAL s theory of Semiotic Representation Registers and taking into account the prevailing mathematics teaching practices, including the ones described by FIORENTINI in 1995, as well as other practices that have been currently endorsed by mathematics teachers, we drew up a questionnaire filled out by twenty-seven out of thirty-two mathematics teachers working in ten out of forty-two schools in the town of Indaiatuba; the schools were chosen according to the criterion of representativeness. Besides the answers provided through the questionnaire, we also analyzed textbooks used by the assessed teachers in the topics related to inequalities. In assessing the teacher s answers and the textbooks used by them, we noticed the predominance of the algebraic symbolic register approach in the teaching of the mentioned issue. Few conversions are made in class, most of which are the examples shown in the textbooks, leaving the students no alternative but to imitate the schemes already devised. According to existing cognitive analysis, conversion is the activity that best supports the process of understanding; however, if it is conducted by the teacher or by the textbook s author, it accounts very little for the student s learning. As far as teaching methods are concerned, we found a regular occurrence of two of them: the classical formalist and the technicist perspectives, both of which were present in the teachers answers and in the textbooks they use in the classroom. Signs of practices related to more recent approaches can be found in the teachers speech, but not in the textbooks they use. Taking into account both the role of the textbook in the teacher s performance and the analysis conducted, we came to the conclusion that the methods already mentioned and the use of conversions between registers of semiotic representation are not put into practice in the teaching of inequalities in the elementary schools of the town. The teachers adopt teaching methods rather censured in researches related to Mathematics education and merely emphasize the subject of semiotic representation registers, which are not suitable for the students adequate learning. With this in mind, we strongly advise the teachers of this town to take updating training courses on the mentioned issue, aiming to improve the teaching and the learning of the subject in the schools of Indaiatuba. Studies about other subjects based on different theoretical frameworks are also suggested |
publishDate |
2007 |
dc.date.issued.fl_str_mv |
2007-08-10 |
dc.date.available.fl_str_mv |
2008-01-10 |
dc.date.accessioned.fl_str_mv |
2016-04-27T16:58:24Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Melo, José João de. Docência de inequações no ensino fundamental da Cidade de Indaiatuba. 2007. 135 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2007. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/11250 |
identifier_str_mv |
Melo, José João de. Docência de inequações no ensino fundamental da Cidade de Indaiatuba. 2007. 135 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2007. |
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https://tede2.pucsp.br/handle/handle/11250 |
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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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