O sentido da matemática ou a matemática do sentido: um estudo com alunos do ensino fundamental II
Autor(a) principal: | |
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Data de Publicação: | 2016 |
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/18975 |
Resumo: | The present research aimed to investigate how students relate to mathematical knowledge and what influences their approach / interest or removal / disinterest of the contents taught in school, from the point of view of them, and was guided by the question what is the meaning of mathematics for students of II cycle of elementary school? In order to achieve the goal and to solve the starting problem was used as a qualitative research method. The participants were two schools of Baixada Fluminense in the State of Rio de Janeiro. In schools, it fell to the direction the selection of the participating classes in a total of eight classes from the sixth to ninth grade, as well as math teachers. To collect the survey data were created, for the students, two instruments using projective technique. The first was a questionnaire containing six items covering math, math class, teaching strategies, teachers, tasks and evaluation. The second instrument, continued stories, focused on the same items. For teachers, we used another questionnaire also focusing the same items. Participated in the first stage of the research 171 students and 12 mathematics teachers who responded to the questionnaires. Moreover, at the second, 12 students, who have created stories about mathematics. The main theoretical framework used in this research were from Wallon (2008, 2005, 1989, 1986, 1975b, 1975a, 1971, 1969) on the affectivity and Charlot (2011, 2007, 2000, 1996) on meaning in relation to knowledge. The main findings were: the relationship between teacher and students is impregnated by a complex emotional charge, covering aspects that go beyond the didactic and pedagogical relationship. There is a vicious cycle that pierces the curriculum conducted in the classroom, in which a student is committed, the expectation of the teacher tend to the ability he has to learn any mathematical school content, and focus knowledge and practices in their culture. A teacher, on the other hand, assumes a favorable position to significant education when teaching students interested and motivated to learn and have their efforts recognized by the presented learning. The meaning of school mathematics turns into school mathematical sense when it is able to affect the students, to impregnate them to the point that the meaning of the mathematical content to be reconstructed and applied to any other situations |
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Almeida, Laurinda Ramalho dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4137830P7Mattos, Sandra Maria Nascimento de2016-08-31T18:08:21Z2016-03-07Mattos, Sandra Maria Nascimento de. O sentido da matemática ou a matemática do sentido: um estudo com alunos do ensino fundamental II. 2016. 274 f. Tese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016.https://tede2.pucsp.br/handle/handle/18975The present research aimed to investigate how students relate to mathematical knowledge and what influences their approach / interest or removal / disinterest of the contents taught in school, from the point of view of them, and was guided by the question what is the meaning of mathematics for students of II cycle of elementary school? In order to achieve the goal and to solve the starting problem was used as a qualitative research method. The participants were two schools of Baixada Fluminense in the State of Rio de Janeiro. In schools, it fell to the direction the selection of the participating classes in a total of eight classes from the sixth to ninth grade, as well as math teachers. To collect the survey data were created, for the students, two instruments using projective technique. The first was a questionnaire containing six items covering math, math class, teaching strategies, teachers, tasks and evaluation. The second instrument, continued stories, focused on the same items. For teachers, we used another questionnaire also focusing the same items. Participated in the first stage of the research 171 students and 12 mathematics teachers who responded to the questionnaires. Moreover, at the second, 12 students, who have created stories about mathematics. The main theoretical framework used in this research were from Wallon (2008, 2005, 1989, 1986, 1975b, 1975a, 1971, 1969) on the affectivity and Charlot (2011, 2007, 2000, 1996) on meaning in relation to knowledge. The main findings were: the relationship between teacher and students is impregnated by a complex emotional charge, covering aspects that go beyond the didactic and pedagogical relationship. There is a vicious cycle that pierces the curriculum conducted in the classroom, in which a student is committed, the expectation of the teacher tend to the ability he has to learn any mathematical school content, and focus knowledge and practices in their culture. A teacher, on the other hand, assumes a favorable position to significant education when teaching students interested and motivated to learn and have their efforts recognized by the presented learning. The meaning of school mathematics turns into school mathematical sense when it is able to affect the students, to impregnate them to the point that the meaning of the mathematical content to be reconstructed and applied to any other situationsA presente pesquisa teve como objetivo geral investigar o modo como os alunos se relacionam com os conhecimentos matemáticos e o que influencia sua aproximação/interesse ou afastamento/desinteresse dos conteúdos ensinados na escola, a partir do ponto de vista dos mesmos e norteou-se pela questão qual o sentido da matemática para alunos do ciclo II do ensino fundamental? Visando alcançar o objetivo e dar solução à questão de partida foi utilizado como método de pesquisa a abordagem qualitativa. Fizeram parte da pesquisa duas escolas da baixada fluminense do Estado do Rio de Janeiro. Nas escolas, coube à direção fazer a seleção das turmas participantes, em um total de oito turmas do sexto ao nono ano, bem como, professores de matemática. Para recolher os dados de pesquisa foram criados, para os alunos, dois instrumentos, utilizando a técnica projetiva. O primeiro foi um questionário contendo seis itens englobando a matemática, a aula de matemática, as estratégias de ensino, o professor, as tarefas e a avaliação. O segundo instrumento, continuação de histórias, focava os mesmos itens. Para os professores utilizou-se outro questionário, também, focando os mesmos itens. Participaram da primeira etapa da pesquisa 171 alunos e 12 professores de matemática, que responderam aos questionários aplicados. E da segunda, 12 alunos, que criaram histórias sobre a matemática. Os principais aportes teóricos utilizados nesta pesquisa foram Wallon (2008, 2005, 1989, 1986, 1975b, 1975a, 1971, 1969) sobre a afetividade e Charlot (2011, 2007, 2000, 1996) sobre sentido em relação ao saber. Os principais resultados encontrados foram: a relação professor e alunos é impregnada por uma carga afetiva complexa, abrangendo aspectos que vão além da relação didático-pedagógica. Há um ciclo vicioso que transpassa o currículo realizado em sala de aula, em que um aluno se empenha, se a expectativa do professor tender para a capacidade que ele tem em aprender qualquer conteúdo matemático escolar, e enfocar saberes e fazeres na sua cultura. Um professor, em contrapartida, assume postura favorável ao ensino significativo quando percebe alunos interessados e motivados para aprender e tem seu esforço reconhecido pela aprendizagem apresentada. O sentido da matemática escolar transforma-se em matemática escolar do sentido quando é capaz de afetar os alunos, de impregná-los a tal ponto que o sentido dado aos conteúdos matemáticos sejam reconstruídos e aplicados em quaisquer outras situaçõesCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/38709/Sandra%20Maria%20Nascimento%20de%20Mattos.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBrasilFaculdade de EducaçãoPsicologia da educaçãoEnsino da matemáticaModificação do comportamentoEducational psychologyMathematics teachingBehavior modificationCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEMO sentido da matemática ou a matemática do sentido: um estudo com alunos do ensino fundamental IIThe meaning of mathematics or the mathematics of sense: a study with students of elementary school IIinfo: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_SPTEXTSandra Maria Nascimento de Mattos.pdf.txtSandra Maria Nascimento de Mattos.pdf.txtExtracted texttext/plain568041https://repositorio.pucsp.br/xmlui/bitstream/handle/18975/4/Sandra%20Maria%20Nascimento%20de%20Mattos.pdf.txtb1d75dc58289632f52dd8f19682043afMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
O sentido da matemática ou a matemática do sentido: um estudo com alunos do ensino fundamental II |
dc.title.alternative.eng.fl_str_mv |
The meaning of mathematics or the mathematics of sense: a study with students of elementary school II |
title |
O sentido da matemática ou a matemática do sentido: um estudo com alunos do ensino fundamental II |
spellingShingle |
O sentido da matemática ou a matemática do sentido: um estudo com alunos do ensino fundamental II Mattos, Sandra Maria Nascimento de Psicologia da educação Ensino da matemática Modificação do comportamento Educational psychology Mathematics teaching Behavior modification CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM |
title_short |
O sentido da matemática ou a matemática do sentido: um estudo com alunos do ensino fundamental II |
title_full |
O sentido da matemática ou a matemática do sentido: um estudo com alunos do ensino fundamental II |
title_fullStr |
O sentido da matemática ou a matemática do sentido: um estudo com alunos do ensino fundamental II |
title_full_unstemmed |
O sentido da matemática ou a matemática do sentido: um estudo com alunos do ensino fundamental II |
title_sort |
O sentido da matemática ou a matemática do sentido: um estudo com alunos do ensino fundamental II |
author |
Mattos, Sandra Maria Nascimento de |
author_facet |
Mattos, Sandra Maria Nascimento de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Almeida, Laurinda Ramalho de |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4137830P7 |
dc.contributor.author.fl_str_mv |
Mattos, Sandra Maria Nascimento de |
contributor_str_mv |
Almeida, Laurinda Ramalho de |
dc.subject.por.fl_str_mv |
Psicologia da educação Ensino da matemática Modificação do comportamento |
topic |
Psicologia da educação Ensino da matemática Modificação do comportamento Educational psychology Mathematics teaching Behavior modification CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Educational psychology Mathematics teaching Behavior modification |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM |
description |
The present research aimed to investigate how students relate to mathematical knowledge and what influences their approach / interest or removal / disinterest of the contents taught in school, from the point of view of them, and was guided by the question what is the meaning of mathematics for students of II cycle of elementary school? In order to achieve the goal and to solve the starting problem was used as a qualitative research method. The participants were two schools of Baixada Fluminense in the State of Rio de Janeiro. In schools, it fell to the direction the selection of the participating classes in a total of eight classes from the sixth to ninth grade, as well as math teachers. To collect the survey data were created, for the students, two instruments using projective technique. The first was a questionnaire containing six items covering math, math class, teaching strategies, teachers, tasks and evaluation. The second instrument, continued stories, focused on the same items. For teachers, we used another questionnaire also focusing the same items. Participated in the first stage of the research 171 students and 12 mathematics teachers who responded to the questionnaires. Moreover, at the second, 12 students, who have created stories about mathematics. The main theoretical framework used in this research were from Wallon (2008, 2005, 1989, 1986, 1975b, 1975a, 1971, 1969) on the affectivity and Charlot (2011, 2007, 2000, 1996) on meaning in relation to knowledge. The main findings were: the relationship between teacher and students is impregnated by a complex emotional charge, covering aspects that go beyond the didactic and pedagogical relationship. There is a vicious cycle that pierces the curriculum conducted in the classroom, in which a student is committed, the expectation of the teacher tend to the ability he has to learn any mathematical school content, and focus knowledge and practices in their culture. A teacher, on the other hand, assumes a favorable position to significant education when teaching students interested and motivated to learn and have their efforts recognized by the presented learning. The meaning of school mathematics turns into school mathematical sense when it is able to affect the students, to impregnate them to the point that the meaning of the mathematical content to be reconstructed and applied to any other situations |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-08-31T18:08:21Z |
dc.date.issued.fl_str_mv |
2016-03-07 |
dc.type.status.fl_str_mv |
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 |
Mattos, Sandra Maria Nascimento de. O sentido da matemática ou a matemática do sentido: um estudo com alunos do ensino fundamental II. 2016. 274 f. Tese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/18975 |
identifier_str_mv |
Mattos, Sandra Maria Nascimento de. O sentido da matemática ou a matemática do sentido: um estudo com alunos do ensino fundamental II. 2016. 274 f. Tese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016. |
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Pontifícia Universidade Católica de São Paulo |
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PUC-SP |
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Pontifícia Universidade Católica de São Paulo |
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