Investigação sobre competências numéricas reveladas por estudantes egressos da Educação Básica
Autor(a) principal: | |
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Data de Publicação: | 2014 |
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/10999 |
Resumo: | Our research aims to identify and analyze the different meanings that the terms Literacy and Mathematics Literacy appear in the Mathematics Education literature. From these notions, we aimed to: identify their presence in prescribed curricula and curricular materials presented; identify competences related to the use of numerical concepts and skills focusing on some critical capacity regarding its use; characterizing content and basic procedures that have involved the ability to use mathematical knowledge and procedures in real contexts. This study is guided by the following question-guideline: What are the skills numerical concepts presented by the graduating students of Basic Education? Seeking to answer it, we have organized our research in two complementary phases. At first we have conducted an exploratory study involving literature review and document analysis. The documents analyzed were from the National Curriculum Parameters II Elementary Education and Secondary Education, as well as two collections of textbooks referring to these two levels of education. In the second phase, we have developed a semi-structured interview guide. The subjects in this phase consisted of High School students from São Paulo district. For the understanding of the terms Literacy and Mathematics Literacy and their presence in the curriculum for Primary and Secondary Education, we have taken as reference the work of researchers such as: D'Ambrosio, Ole Skovsmose, Merrilyn Goos, Vince Geiger and Shelley Dole, João Pedro da Ponte, Lynn Arthur Steen and Joaquín Giménez. From these studies, we have concluded that although the approaches of different authors have specific nuances, they have common elements in order to translate into skills to be developed/enhanced by humans. Upon review of the documents, we have noticed that, when proposing and defending proposals titled as Mathematics literacy, numeracy, literacy, among others, the authors of textbooks have addressed learning situations that little have converged with the concepts presented. We have identified through interviews that most students can perceive the presence of Mathematics and some of its concepts in their daily lives. In relation to the numerical competence situations, it was found that generally students solve problems using mathematical operations but concerning the critical capacity of students, we have observed some uncertainty on making process decision in solving the proposed situations |
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Pires, Celia Maria Carolinohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4358763Y3Salgado, Maria do Carmo2016-04-27T16:57:31Z2014-08-072014-06-09Salgado, Maria do Carmo. Research on numerical competencies revealed by former students of Elementary School. 2014. 157 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2014.https://tede2.pucsp.br/handle/handle/10999Our research aims to identify and analyze the different meanings that the terms Literacy and Mathematics Literacy appear in the Mathematics Education literature. From these notions, we aimed to: identify their presence in prescribed curricula and curricular materials presented; identify competences related to the use of numerical concepts and skills focusing on some critical capacity regarding its use; characterizing content and basic procedures that have involved the ability to use mathematical knowledge and procedures in real contexts. This study is guided by the following question-guideline: What are the skills numerical concepts presented by the graduating students of Basic Education? Seeking to answer it, we have organized our research in two complementary phases. At first we have conducted an exploratory study involving literature review and document analysis. The documents analyzed were from the National Curriculum Parameters II Elementary Education and Secondary Education, as well as two collections of textbooks referring to these two levels of education. In the second phase, we have developed a semi-structured interview guide. The subjects in this phase consisted of High School students from São Paulo district. For the understanding of the terms Literacy and Mathematics Literacy and their presence in the curriculum for Primary and Secondary Education, we have taken as reference the work of researchers such as: D'Ambrosio, Ole Skovsmose, Merrilyn Goos, Vince Geiger and Shelley Dole, João Pedro da Ponte, Lynn Arthur Steen and Joaquín Giménez. From these studies, we have concluded that although the approaches of different authors have specific nuances, they have common elements in order to translate into skills to be developed/enhanced by humans. Upon review of the documents, we have noticed that, when proposing and defending proposals titled as Mathematics literacy, numeracy, literacy, among others, the authors of textbooks have addressed learning situations that little have converged with the concepts presented. We have identified through interviews that most students can perceive the presence of Mathematics and some of its concepts in their daily lives. In relation to the numerical competence situations, it was found that generally students solve problems using mathematical operations but concerning the critical capacity of students, we have observed some uncertainty on making process decision in solving the proposed situationsNesta pesquisa tivemos por objetivo identificar e analisar as diferentes acepções com que os termos Literacia e Alfabetização Matemática aparecem na literatura em Educação Matemática. A partir dessas concepções, objetivamos: identificar sua presença em currículos prescritos e apresentados em materiais curriculares; identificar competências relacionadas ao uso de conceitos numéricos e focalizar a utilização desses conceitos envolvendo também a capacidade crítica relativamente ao seu uso; caracterizar conhecimentos e procedimentos básicos que envolvem a capacidade de usar conhecimentos e procedimentos em contextos reais. Este estudo pauta-se pela seguinte questão-diretriz: Quais competências relacionadas ao uso de conceitos numéricos apresentam os alunos egressos da Educação Básica? Em busca de respondê-la, organizamos nossa pesquisa em duas fases complementares. Na primeira, realizamos um estudo exploratório envolvendo levantamento bibliográfico e análise documental. Os documentos analisados foram os Parâmetros Curriculares Nacionais do Ensino Fundamental II e do Ensino Médio, além de duas coleções de livros didáticos referentes a esses dois níveis de ensino. Na segunda fase, elaboramos um roteiro de entrevista semiestruturada. Os sujeitos da pesquisa nessa fase foram constituídos por alunos egressos do Ensino Médio de escolas paulistanas. Para a compreensão dos termos Literacia e Alfabetização Matemática, e sua presença nos currículos do Ensino Fundamental e do Ensino Médio, tomamos como referência os trabalhos dos pesquisadores Ubiratan D Ambrosio, Ole Skovsmose, Merrilyn Goos, Vince Geiger e Shelley Dole, João Pedro da Ponte, Lynn Arthur Steen e Joaquín Giménez. A partir desses estudos, concluímos que, embora as abordagens de diferentes autores tenham nuances específicas, elas possuem elementos comuns no sentido de se traduzirem em competências a serem desenvolvidas/potencializadas pelo ser humano. Mediante análise dos documentos, percebemos que, ao proporem e defenderem propostas intituladas como de alfabetização matemática, numeracia, literacia, entre outras, os autores de livros didáticos abordam situações de aprendizagem que pouco convergem com as concepções apresentadas. Foi possível identificar com as entrevistas que a maioria dos alunos consegue perceber a presença da Matemática e algumas de suas ideias presentes em seu cotidiano. Com a proposição das situações relacionadas às competências numéricas, foi possível constatar que geralmente os alunos resolvem os problemas recorrendo a técnicas operatórias, e, no que diz respeito à capacidade crítica dos alunos, observamos certa insegurança por parte deles na tomada de decisões no processo de resolução das situações propostasConselho Nacional de Desenvolvimento Científico e Tecnológicoapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/24260/Maria%20do%20Carmo%20Salgado.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação MatemáticaPUC-SPBREducaçãoLiteraciaNumeraciaAlfabetização matemáticaCompetência numéricaCurrículos de matemáticaLiteracyNumeracyMathematics literacyNumerical competenciesMathematics curriculumCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICAInvestigação sobre competências numéricas reveladas por estudantes egressos da Educação BásicaResearch on numerical competencies revealed by former students of Elementary Schoolinfo: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_SPTEXTMaria do Carmo Salgado.pdf.txtMaria do Carmo Salgado.pdf.txtExtracted texttext/plain281861https://repositorio.pucsp.br/xmlui/bitstream/handle/10999/3/Maria%20do%20Carmo%20Salgado.pdf.txtad77686b362606c44056974bd515a3ffMD53ORIGINALMaria do Carmo Salgado.pdfapplication/pdf4233888https://repositorio.pucsp.br/xmlui/bitstream/handle/10999/1/Maria%20do%20Carmo%20Salgado.pdfd579b2a53a6648a175102026ea7f8287MD51THUMBNAILMaria do Carmo Salgado.pdf.jpgMaria do Carmo Salgado.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/10999/2/Maria%20do%20Carmo%20Salgado.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/109992022-04-27 13:16:28.808oai:repositorio.pucsp.br:handle/10999Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T16:16:28Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Investigação sobre competências numéricas reveladas por estudantes egressos da Educação Básica |
dc.title.alternative.eng.fl_str_mv |
Research on numerical competencies revealed by former students of Elementary School |
title |
Investigação sobre competências numéricas reveladas por estudantes egressos da Educação Básica |
spellingShingle |
Investigação sobre competências numéricas reveladas por estudantes egressos da Educação Básica Salgado, Maria do Carmo Literacia Numeracia Alfabetização matemática Competência numérica Currículos de matemática Literacy Numeracy Mathematics literacy Numerical competencies Mathematics curriculum CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
title_short |
Investigação sobre competências numéricas reveladas por estudantes egressos da Educação Básica |
title_full |
Investigação sobre competências numéricas reveladas por estudantes egressos da Educação Básica |
title_fullStr |
Investigação sobre competências numéricas reveladas por estudantes egressos da Educação Básica |
title_full_unstemmed |
Investigação sobre competências numéricas reveladas por estudantes egressos da Educação Básica |
title_sort |
Investigação sobre competências numéricas reveladas por estudantes egressos da Educação Básica |
author |
Salgado, Maria do Carmo |
author_facet |
Salgado, Maria do Carmo |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Pires, Celia Maria Carolino |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4358763Y3 |
dc.contributor.author.fl_str_mv |
Salgado, Maria do Carmo |
contributor_str_mv |
Pires, Celia Maria Carolino |
dc.subject.por.fl_str_mv |
Literacia Numeracia Alfabetização matemática Competência numérica Currículos de matemática |
topic |
Literacia Numeracia Alfabetização matemática Competência numérica Currículos de matemática Literacy Numeracy Mathematics literacy Numerical competencies Mathematics curriculum CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
dc.subject.eng.fl_str_mv |
Literacy Numeracy Mathematics literacy Numerical competencies Mathematics curriculum |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
description |
Our research aims to identify and analyze the different meanings that the terms Literacy and Mathematics Literacy appear in the Mathematics Education literature. From these notions, we aimed to: identify their presence in prescribed curricula and curricular materials presented; identify competences related to the use of numerical concepts and skills focusing on some critical capacity regarding its use; characterizing content and basic procedures that have involved the ability to use mathematical knowledge and procedures in real contexts. This study is guided by the following question-guideline: What are the skills numerical concepts presented by the graduating students of Basic Education? Seeking to answer it, we have organized our research in two complementary phases. At first we have conducted an exploratory study involving literature review and document analysis. The documents analyzed were from the National Curriculum Parameters II Elementary Education and Secondary Education, as well as two collections of textbooks referring to these two levels of education. In the second phase, we have developed a semi-structured interview guide. The subjects in this phase consisted of High School students from São Paulo district. For the understanding of the terms Literacy and Mathematics Literacy and their presence in the curriculum for Primary and Secondary Education, we have taken as reference the work of researchers such as: D'Ambrosio, Ole Skovsmose, Merrilyn Goos, Vince Geiger and Shelley Dole, João Pedro da Ponte, Lynn Arthur Steen and Joaquín Giménez. From these studies, we have concluded that although the approaches of different authors have specific nuances, they have common elements in order to translate into skills to be developed/enhanced by humans. Upon review of the documents, we have noticed that, when proposing and defending proposals titled as Mathematics literacy, numeracy, literacy, among others, the authors of textbooks have addressed learning situations that little have converged with the concepts presented. We have identified through interviews that most students can perceive the presence of Mathematics and some of its concepts in their daily lives. In relation to the numerical competence situations, it was found that generally students solve problems using mathematical operations but concerning the critical capacity of students, we have observed some uncertainty on making process decision in solving the proposed situations |
publishDate |
2014 |
dc.date.available.fl_str_mv |
2014-08-07 |
dc.date.issued.fl_str_mv |
2014-06-09 |
dc.date.accessioned.fl_str_mv |
2016-04-27T16:57:31Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Salgado, Maria do Carmo. Research on numerical competencies revealed by former students of Elementary School. 2014. 157 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2014. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/10999 |
identifier_str_mv |
Salgado, Maria do Carmo. Research on numerical competencies revealed by former students of Elementary School. 2014. 157 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2014. |
url |
https://tede2.pucsp.br/handle/handle/10999 |
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Programa de Estudos Pós-Graduados em Educação Matemática |
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