Os reflexos de uma formação continuada na prática profissional de professores que ensinam matemática

Detalhes bibliográficos
Autor(a) principal: Gualandi, Jorge Henrique
Data de Publicação: 2019
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/22510
Resumo: Mathematics teaching is a field that encompasses both teacher education and professional practices, representing a key activity in the professional development of teachers. This study investigated the impact of a continued education intervention on the professional practice of teachers who teach mathematics. The theoretical focus addressed five aspects: a) continued education of the teacher; b) professional development; c) knowledge held by the teacher; d) professional practice; and e) algebraic thinking. A qualitative approach was adopted based on the stages of didactic engineering (as construed by Artigue), applying this to the steps in a mathematics investigation (as defined by Ponte, Brocardo, and Oliveira). The study involved 20 teachers who taught mathematics at municipal schools within a county of Espírito Santo State, Southeast Brazil. Data were collected via semi-structured interviews and by observing teachers while they solved tasks on pattern generalization, and were also drawn from their records, compiled texts on the subject, and written or sound-recorded reports of the tasks produced or adapted by the teachers for use with students. The results showed that the continued education intervention allowed the teachers to explore a wide variety of elements, demonstrating changes in their professional practice: a) change in lesson organization and planning; b) change in classroom organization; c) change in approach to tasks involving pattern generalization; d) change in interest for reading material related to mathematics education; e) change in approach to posing and solving problems in the classroom; f) change by adopting an active role in the teaching and learning process. Also, the results of the investagion yield a positive assessment of the role that continuing education can play in teacher learning
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spelling Bianchini, Barbara Lutaifhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4255571T8Gualandi, Jorge Henrique2019-09-03T12:13:01Z2019-03-27Gualandi, Jorge Henrique. Os reflexos de uma formação continuada na prática profissional de professores que ensinam matemática. 2019. 169 f. Tese (Doutorado 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/22510Mathematics teaching is a field that encompasses both teacher education and professional practices, representing a key activity in the professional development of teachers. This study investigated the impact of a continued education intervention on the professional practice of teachers who teach mathematics. The theoretical focus addressed five aspects: a) continued education of the teacher; b) professional development; c) knowledge held by the teacher; d) professional practice; and e) algebraic thinking. A qualitative approach was adopted based on the stages of didactic engineering (as construed by Artigue), applying this to the steps in a mathematics investigation (as defined by Ponte, Brocardo, and Oliveira). The study involved 20 teachers who taught mathematics at municipal schools within a county of Espírito Santo State, Southeast Brazil. Data were collected via semi-structured interviews and by observing teachers while they solved tasks on pattern generalization, and were also drawn from their records, compiled texts on the subject, and written or sound-recorded reports of the tasks produced or adapted by the teachers for use with students. The results showed that the continued education intervention allowed the teachers to explore a wide variety of elements, demonstrating changes in their professional practice: a) change in lesson organization and planning; b) change in classroom organization; c) change in approach to tasks involving pattern generalization; d) change in interest for reading material related to mathematics education; e) change in approach to posing and solving problems in the classroom; f) change by adopting an active role in the teaching and learning process. Also, the results of the investagion yield a positive assessment of the role that continuing education can play in teacher learningO ensino de matemática constitui um campo que integra a formação docente e as práticas profissionais, sendo portanto um espaço decisivo para promover o desenvolvimento profissional de professores. Este estudo investigou os reflexos de uma formação continuada na prática profissional de professores que ensinam matemática. O quadro teórico abrangeu cinco temas: a) a formação continuada do professor; b) o desenvolvimento profissional; c) o conhecimento do professor; d) a prática profissional; e) o pensamento algébrico. Adotou-se abordagem qualitativa, embasada nas fases da engenharia didática (na acepção de Artigue), articulando-a com os momentos de uma investigação matemática (na conceituação de Ponte, Brocardo e Oliveira). Os sujeitos da pesquisa foram 20 professores que ensinam matemática em uma rede municipal do Espírito Santo. Os dados foram obtidos de entrevistas semiestruturadas e da observação dos sujeitos enquanto resolviam tarefas envolvendo generalização de padrões, bem como de seus registros, fichamentos de textos relacionados à temática e relatos escritos ou gravados em áudio acerca das tarefas que elaboraram ou adaptaram para aplicarem a seus alunos. Os resultados obtidos permitem concluir que a formação continuada que os sujeitos vivenciaram permitiu-lhes explorar grande diversidade de elementos que evidenciam mudanças na prática profissional desses professores: a) mudança na organização e planejamento de suas aulas; b) mudança na organização do ambiente de sala de aula; c) mudança na forma de trabalhar tarefas envolvendo generalização de padrões; d) mudança nos interesses por leituras relacionadas à educação matemática; e) mudança na forma de aplicar e estimular a resolução de tarefas em sala de aula; f) mudança ao assumir um papel ativo no processo de ensino e aprendizagem. Os resultados da investigação conduzem ainda a uma avaliação positiva do papel que uma formação continuada pode desempenhar na aprendizagem de professoresapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/50120/Jorge%20Henrique%20Gualandi.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação MatemáticaPUC-SPBrasilFaculdade de Ciências Exatas e TecnologiaProfessores de matemática - Formação profissionalProfessores - Prática profissionalEducação permanenteMathematics teachers - Occupational trainingTeachers - Professional practiceContinuing educationCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICAOs reflexos de uma formação continuada na prática profissional de professores que ensinam matemáticainfo: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_SPTEXTJorge Henrique Gualandi.pdf.txtJorge Henrique Gualandi.pdf.txtExtracted texttext/plain327614https://repositorio.pucsp.br/xmlui/bitstream/handle/22510/4/Jorge%20Henrique%20Gualandi.pdf.txtc20ab42c37aa35bf7900cd27e2eb0b8eMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv Os reflexos de uma formação continuada na prática profissional de professores que ensinam matemática
title Os reflexos de uma formação continuada na prática profissional de professores que ensinam matemática
spellingShingle Os reflexos de uma formação continuada na prática profissional de professores que ensinam matemática
Gualandi, Jorge Henrique
Professores de matemática - Formação profissional
Professores - Prática profissional
Educação permanente
Mathematics teachers - Occupational training
Teachers - Professional practice
Continuing education
CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
title_short Os reflexos de uma formação continuada na prática profissional de professores que ensinam matemática
title_full Os reflexos de uma formação continuada na prática profissional de professores que ensinam matemática
title_fullStr Os reflexos de uma formação continuada na prática profissional de professores que ensinam matemática
title_full_unstemmed Os reflexos de uma formação continuada na prática profissional de professores que ensinam matemática
title_sort Os reflexos de uma formação continuada na prática profissional de professores que ensinam matemática
author Gualandi, Jorge Henrique
author_facet Gualandi, Jorge Henrique
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=K4255571T8
dc.contributor.author.fl_str_mv Gualandi, Jorge Henrique
contributor_str_mv Bianchini, Barbara Lutaif
dc.subject.por.fl_str_mv Professores de matemática - Formação profissional
Professores - Prática profissional
Educação permanente
topic Professores de matemática - Formação profissional
Professores - Prática profissional
Educação permanente
Mathematics teachers - Occupational training
Teachers - Professional practice
Continuing education
CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
dc.subject.eng.fl_str_mv Mathematics teachers - Occupational training
Teachers - Professional practice
Continuing education
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
description Mathematics teaching is a field that encompasses both teacher education and professional practices, representing a key activity in the professional development of teachers. This study investigated the impact of a continued education intervention on the professional practice of teachers who teach mathematics. The theoretical focus addressed five aspects: a) continued education of the teacher; b) professional development; c) knowledge held by the teacher; d) professional practice; and e) algebraic thinking. A qualitative approach was adopted based on the stages of didactic engineering (as construed by Artigue), applying this to the steps in a mathematics investigation (as defined by Ponte, Brocardo, and Oliveira). The study involved 20 teachers who taught mathematics at municipal schools within a county of Espírito Santo State, Southeast Brazil. Data were collected via semi-structured interviews and by observing teachers while they solved tasks on pattern generalization, and were also drawn from their records, compiled texts on the subject, and written or sound-recorded reports of the tasks produced or adapted by the teachers for use with students. The results showed that the continued education intervention allowed the teachers to explore a wide variety of elements, demonstrating changes in their professional practice: a) change in lesson organization and planning; b) change in classroom organization; c) change in approach to tasks involving pattern generalization; d) change in interest for reading material related to mathematics education; e) change in approach to posing and solving problems in the classroom; f) change by adopting an active role in the teaching and learning process. Also, the results of the investagion yield a positive assessment of the role that continuing education can play in teacher learning
publishDate 2019
dc.date.accessioned.fl_str_mv 2019-09-03T12:13:01Z
dc.date.issued.fl_str_mv 2019-03-27
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
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dc.identifier.citation.fl_str_mv Gualandi, Jorge Henrique. Os reflexos de uma formação continuada na prática profissional de professores que ensinam matemática. 2019. 169 f. Tese (Doutorado 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/22510
identifier_str_mv Gualandi, Jorge Henrique. Os reflexos de uma formação continuada na prática profissional de professores que ensinam matemática. 2019. 169 f. Tese (Doutorado em Educação Matemática) - Programa de Estudos Pós-Graduados em Educação Matemática, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019.
url https://tede2.pucsp.br/handle/handle/22510
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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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