O erro no ensino de Matemática: reflexões a respeito de ações docentes no processo de ensino

Detalhes bibliográficos
Autor(a) principal: Sousa, Valdirene da Silva de
Data de Publicação: 2017
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/20523
Resumo: The present study has started on the will to investigate the ways teachers on elementary levels, while teaching Math, deal with situations when students make errors when performing tasks. Seeing that, it was built the following question: which characteristics can be identified in the teacher’s speech about their practice in using the error as a resource for learning? It was expected with this question to identify convergences and/or divergences among theoretical instances and teacher’s reports about their practices. The theoretical support was found specially on the ideas of Cury and Brousseau in order to analyze the assumptions teachers have on students errors. In order to focus on teacher’s views we added to the consideration teacher’s backgrounds and the error and obstacles concept, aiming to narrow the ideas adopted although the research. A qualitative approach or research was chosen in which six people took part, all elementary teachers of 4th and 5th grades from private and public schools in the city of São Paulo. The data were collected through semi-structured questionnaires. As a result of this process of reflection, we can infer that teachers use student’s errors in their Math classes in different possibilities inherent to the teaching process. As strategies, the teachers affirmed to use, in most cases, collective corrections in which the students participate by showing their reasoning in carrying out the activities, sometimes going to the blackboard to register them, or participating orally. Teachers have stated that they rarely use individualized correction because there is not enough time to realize this dynamic. All of them ask students to erase the resolution when they miss an activity, and to redo copying from the blackboard. It is expected from this paper to contribute to the thinking of errors students make as part of what they understand of what is taught
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spelling Bianchini, Barbara Lutaifhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4292242T6Sousa, Valdirene da Silva de2017-10-20T14:04:18Z2017-08-16Sousa, Valdirene da Silva de. O erro no ensino de Matemática: reflexões a respeito de ações docentes no processo de ensino. 2017. 130 f. Dissertação (Mestrado em Educação Matemática) - Programa de Estudos Pós-Graduados em Educação Matemática, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017.https://tede2.pucsp.br/handle/handle/20523The present study has started on the will to investigate the ways teachers on elementary levels, while teaching Math, deal with situations when students make errors when performing tasks. Seeing that, it was built the following question: which characteristics can be identified in the teacher’s speech about their practice in using the error as a resource for learning? It was expected with this question to identify convergences and/or divergences among theoretical instances and teacher’s reports about their practices. The theoretical support was found specially on the ideas of Cury and Brousseau in order to analyze the assumptions teachers have on students errors. In order to focus on teacher’s views we added to the consideration teacher’s backgrounds and the error and obstacles concept, aiming to narrow the ideas adopted although the research. A qualitative approach or research was chosen in which six people took part, all elementary teachers of 4th and 5th grades from private and public schools in the city of São Paulo. The data were collected through semi-structured questionnaires. As a result of this process of reflection, we can infer that teachers use student’s errors in their Math classes in different possibilities inherent to the teaching process. As strategies, the teachers affirmed to use, in most cases, collective corrections in which the students participate by showing their reasoning in carrying out the activities, sometimes going to the blackboard to register them, or participating orally. Teachers have stated that they rarely use individualized correction because there is not enough time to realize this dynamic. All of them ask students to erase the resolution when they miss an activity, and to redo copying from the blackboard. It is expected from this paper to contribute to the thinking of errors students make as part of what they understand of what is taughtO presente estudo teve a intenção de investigar de que forma os professores que ensinam Matemática dos anos finais do Ensino Fundamental I lidam com as situações em que os alunos apresentam erros nas atividades. Diante dessa inquietação, construiu-se o seguinte questionamento: Quais características podem ser identificadas no discurso de professores sobre sua prática na utilização do erro como ferramenta para a aprendizagem? Com essa pergunta esperou-se identificar convergências e/ou divergências entre instâncias teóricas e relatos de professores sobre sua prática. Buscou-se aportes teóricos que permitissem analisar as visões que os professores têm sobre os erros dos alunos, com base, principalmente, nas ideias de Cury e Brousseau. Para tratar a perspectiva dos profissionais, agregamos a essa reflexão, a formação de professores e os conceitos erro e obstáculo, visando delimitar a concepção adotada ao longo da investigação. Desenvolveu-se uma pesquisa de abordagem qualitativa, em que participaram seis sujeitos, professoras de 4º ou 5º ano do Ensino Fundamental I, que lecionam em escolas da rede pública ou privada do município de São Paulo. A coleta de dados foi efetuada por meio de entrevistas semiestruturadas. Como resultado, constata-se que as professoras aproveitam os erros dos alunos em suas aulas de Matemática, utilizando diferentes possibilidades inerentes ao processo de ensino. Como estratégias, elas afirmaram realizar, na maioria das vezes, correções coletivas, em que os alunos participam mostrando seu raciocínio ao realizar as atividades, às vezes indo até a lousa para registrá-los, ou então participando oralmente. As professoras declararam que raramente utilizam a correção individualizada, porque não há tempo suficiente para realizar essa dinâmica. Todas pedem que os alunos apaguem a resolução quando erram alguma atividade, e que refaçam copiando da lousa. Com esse trabalho, espera-se contribuir com uma reflexão sobre a análise dos erros que os alunos cometem nas aulas, como reflexo do que eles compreendem dos conteúdosapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/43693/Valdirene%20da%20Silva%20de%20Sousa.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação MatemáticaPUC-SPBrasilFaculdade de Ciências Exatas e TecnologiaMatemática (Ensino fundamental)Professores de MatemáticaErroMathematics (Elementary)Mathematics teachersObstacleCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICAO erro no ensino de Matemática: reflexões a respeito de ações docentes no processo de ensinoThe error when teaching Math: reflections on teacher’s practice during educational processinfo: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_SPTEXTValdirene da Silva de Sousa.pdf.txtValdirene da Silva de Sousa.pdf.txtExtracted texttext/plain244075https://repositorio.pucsp.br/xmlui/bitstream/handle/20523/5/Valdirene%20da%20Silva%20de%20Sousa.pdf.txtd75cdd9405ff52ac14814b43226b5177MD55ORIGINALValdirene da Silva de Sousa.pdfValdirene da Silva de Sousa.pdfapplication/pdf1750710https://repositorio.pucsp.br/xmlui/bitstream/handle/20523/2/Valdirene%20da%20Silva%20de%20Sousa.pdf0a8bc028b9358699f47ec528cab9ffbaMD52LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv O erro no ensino de Matemática: reflexões a respeito de ações docentes no processo de ensino
dc.title.alternative.eng.fl_str_mv The error when teaching Math: reflections on teacher’s practice during educational process
title O erro no ensino de Matemática: reflexões a respeito de ações docentes no processo de ensino
spellingShingle O erro no ensino de Matemática: reflexões a respeito de ações docentes no processo de ensino
Sousa, Valdirene da Silva de
Matemática (Ensino fundamental)
Professores de Matemática
Erro
Mathematics (Elementary)
Mathematics teachers
Obstacle
CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
title_short O erro no ensino de Matemática: reflexões a respeito de ações docentes no processo de ensino
title_full O erro no ensino de Matemática: reflexões a respeito de ações docentes no processo de ensino
title_fullStr O erro no ensino de Matemática: reflexões a respeito de ações docentes no processo de ensino
title_full_unstemmed O erro no ensino de Matemática: reflexões a respeito de ações docentes no processo de ensino
title_sort O erro no ensino de Matemática: reflexões a respeito de ações docentes no processo de ensino
author Sousa, Valdirene da Silva de
author_facet Sousa, Valdirene da Silva de
author_role author
dc.contributor.advisor1.fl_str_mv Bianchini, Barbara Lutaif
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4292242T6
dc.contributor.author.fl_str_mv Sousa, Valdirene da Silva de
contributor_str_mv Bianchini, Barbara Lutaif
dc.subject.por.fl_str_mv Matemática (Ensino fundamental)
Professores de Matemática
Erro
topic Matemática (Ensino fundamental)
Professores de Matemática
Erro
Mathematics (Elementary)
Mathematics teachers
Obstacle
CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
dc.subject.eng.fl_str_mv Mathematics (Elementary)
Mathematics teachers
Obstacle
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
description The present study has started on the will to investigate the ways teachers on elementary levels, while teaching Math, deal with situations when students make errors when performing tasks. Seeing that, it was built the following question: which characteristics can be identified in the teacher’s speech about their practice in using the error as a resource for learning? It was expected with this question to identify convergences and/or divergences among theoretical instances and teacher’s reports about their practices. The theoretical support was found specially on the ideas of Cury and Brousseau in order to analyze the assumptions teachers have on students errors. In order to focus on teacher’s views we added to the consideration teacher’s backgrounds and the error and obstacles concept, aiming to narrow the ideas adopted although the research. A qualitative approach or research was chosen in which six people took part, all elementary teachers of 4th and 5th grades from private and public schools in the city of São Paulo. The data were collected through semi-structured questionnaires. As a result of this process of reflection, we can infer that teachers use student’s errors in their Math classes in different possibilities inherent to the teaching process. As strategies, the teachers affirmed to use, in most cases, collective corrections in which the students participate by showing their reasoning in carrying out the activities, sometimes going to the blackboard to register them, or participating orally. Teachers have stated that they rarely use individualized correction because there is not enough time to realize this dynamic. All of them ask students to erase the resolution when they miss an activity, and to redo copying from the blackboard. It is expected from this paper to contribute to the thinking of errors students make as part of what they understand of what is taught
publishDate 2017
dc.date.accessioned.fl_str_mv 2017-10-20T14:04:18Z
dc.date.issued.fl_str_mv 2017-08-16
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
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dc.identifier.citation.fl_str_mv Sousa, Valdirene da Silva de. O erro no ensino de Matemática: reflexões a respeito de ações docentes no processo de ensino. 2017. 130 f. Dissertação (Mestrado em Educação Matemática) - Programa de Estudos Pós-Graduados em Educação Matemática, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/20523
identifier_str_mv Sousa, Valdirene da Silva de. O erro no ensino de Matemática: reflexões a respeito de ações docentes no processo de ensino. 2017. 130 f. Dissertação (Mestrado em Educação Matemática) - Programa de Estudos Pós-Graduados em Educação Matemática, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017.
url https://tede2.pucsp.br/handle/handle/20523
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dc.publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
dc.publisher.program.fl_str_mv Programa de Estudos Pós-Graduados em Educação Matemática
dc.publisher.initials.fl_str_mv PUC-SP
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Faculdade de Ciências Exatas e Tecnologia
publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
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