Ensino da matemática na educação infantil : uma análise das percepções de professores e dos jogos de linguagem presentes em sua prática docente
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_RS |
Texto Completo: | http://tede2.pucrs.br/tede2/handle/tede/8348 |
Resumo: | This research aims to analyze the language games used in the teaching practice of Mathematics teachers in Children's Education. Therefore, it seeks to identify the motivations of certain teachers to teach Mathematics in Children's Education and their relationships with mathematics and the language used in the classroom. The survey participants were fifteen teachers from a municipal school in the metropolitan area of Porto Alegre, Rio Grande do Sul. As data collection instruments, a questionnaire answered by the teachers and observations occurred at a time when mathematics activities were being carried out in the classes of the researched teachers. The answers given by the teachers were analyzed qualitatively with inspiration in the method of Discursive Textual Analysis (MORAES; GALIAZZI, 2011), relating them to the issues observed in the classroom. The theoretical contributions that served as the basis for this research were authors such as Fazolo (2014), Kramer (1994; 2006); Duhalde and Cuberes (1998), Smole (2000), Smole, Diniz e Cândido (2000), Lorenzato (2011), Dante (1996; 1998; 2010), Azevedo and Passos (2014), Nacarato, Mengali and Passos (2009), Garcia (1999) among others. Theoretically, for the realization of this analysis, it was sought to address some essential concepts from the studies of Wittgenstein (2014), Condé (1998), Gottschalk (2004; 2007), Bello (2010), Bannel (2013), D‟Ambrosio (2001), Lara (2001; 2011) among others. From the analysis of perceptions and feelings in relation to Mathematics and teaching in the Children's Education of the teachers participating in the research, seven categories emerged: Feelings involving family; Necessity to work; Experience of the teacher before, during and after training; Children's Education: the phase of discoveries and their enchantments; Playful activities such as Mathematics teaching strategies; Characteristics of the teacher of Children's Education; Teaching passion for Children's Education. In relation to the language games used in the teaching of Mathematics in Children's Education is portrayed the Mathematical approach, the Mathematical languages accessible to children and the language used during the classes, being possible to verify that the language that It has been used by teachers who teach Mathematics in Children's Education is the language used in the daily school, often at specific times of routine, like for example on the rounds of conversation. Moreover, it shows that the training of teachers who teach Mathematics in Children's Education does not approach mathematical concepts profoundly. In addition, I concluded through the analysis of this data that the play, the jokes and the games, at this stage of child development, are the strategies most used by these teachers to teach Mathematics in Children's Education. Stands out the importance that the teacher shall be attentive when using language games that they think are appropriate for Children's Education, because in some cases may be appropriating incorrect terms or constituting an infantilized idea that can be considered fragile in the following years. |
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Lara, Isabel Cristina Machado dehttp://lattes.cnpq.br/8350544815405059http://lattes.cnpq.br/4564902796581453Fredrich, Luciane Santorum2018-11-12T19:13:49Z2018-07-31http://tede2.pucrs.br/tede2/handle/tede/8348This research aims to analyze the language games used in the teaching practice of Mathematics teachers in Children's Education. Therefore, it seeks to identify the motivations of certain teachers to teach Mathematics in Children's Education and their relationships with mathematics and the language used in the classroom. The survey participants were fifteen teachers from a municipal school in the metropolitan area of Porto Alegre, Rio Grande do Sul. As data collection instruments, a questionnaire answered by the teachers and observations occurred at a time when mathematics activities were being carried out in the classes of the researched teachers. The answers given by the teachers were analyzed qualitatively with inspiration in the method of Discursive Textual Analysis (MORAES; GALIAZZI, 2011), relating them to the issues observed in the classroom. The theoretical contributions that served as the basis for this research were authors such as Fazolo (2014), Kramer (1994; 2006); Duhalde and Cuberes (1998), Smole (2000), Smole, Diniz e Cândido (2000), Lorenzato (2011), Dante (1996; 1998; 2010), Azevedo and Passos (2014), Nacarato, Mengali and Passos (2009), Garcia (1999) among others. Theoretically, for the realization of this analysis, it was sought to address some essential concepts from the studies of Wittgenstein (2014), Condé (1998), Gottschalk (2004; 2007), Bello (2010), Bannel (2013), D‟Ambrosio (2001), Lara (2001; 2011) among others. From the analysis of perceptions and feelings in relation to Mathematics and teaching in the Children's Education of the teachers participating in the research, seven categories emerged: Feelings involving family; Necessity to work; Experience of the teacher before, during and after training; Children's Education: the phase of discoveries and their enchantments; Playful activities such as Mathematics teaching strategies; Characteristics of the teacher of Children's Education; Teaching passion for Children's Education. In relation to the language games used in the teaching of Mathematics in Children's Education is portrayed the Mathematical approach, the Mathematical languages accessible to children and the language used during the classes, being possible to verify that the language that It has been used by teachers who teach Mathematics in Children's Education is the language used in the daily school, often at specific times of routine, like for example on the rounds of conversation. Moreover, it shows that the training of teachers who teach Mathematics in Children's Education does not approach mathematical concepts profoundly. In addition, I concluded through the analysis of this data that the play, the jokes and the games, at this stage of child development, are the strategies most used by these teachers to teach Mathematics in Children's Education. Stands out the importance that the teacher shall be attentive when using language games that they think are appropriate for Children's Education, because in some cases may be appropriating incorrect terms or constituting an infantilized idea that can be considered fragile in the following years.Esta pesquisa tem como objetivo analisar os jogos de linguagem utilizados na prática docente de professoras que ensinam Matemática na Educação Infantil. Para tanto, busca identificar quais as motivações de determinadas professoras para ensinar Matemática na Educação Infantil e suas relações com a Matemática e a linguagem utilizada em sala de aula. Os participantes da pesquisa foram quinze professoras de uma escola municipal da região metropolitana de Porto Alegre, Rio Grande do Sul. Como instrumentos de coleta de dados foram utilizados um questionário respondido pelos professores e observações ocorridas em alguns momentos que estavam sendo realizadas atividades de Matemática nas aulas das professoras participantes da pesquisa. As respostas dadas pelos professores foram analisadas qualitativamente com inspiração no método de Análise Textual Discursiva (MORAES; GALIAZZI, 2011), relacionando-as às questões observadas em sala de aula. Os aportes teóricos que serviram como base para esta pesquisa foram autores como Fazolo (2014), Kramer (1994; 2006); Duhalde e Cuberes (1998), Smole, Diniz e Cândido (2000), Lorenzato (2011), Dante (1996; 1998; 2010), Azevedo e Passos (2014), Nacarato, Mengali e Passos (2009), Garcia (1999) entre outros. Teoricamente, para realização desta análise, buscou-se abordar alguns conceitos essenciais a partir dos estudos de Wittgenstein (2014), Condé (1998), Gottschalk (2004; 2007), Bello (2010), Bannel (2013), D‟Ambrosio (2001), Lara (2001; 2011) entre outros. A partir da análise das percepções e sentimentos em relação à Matemática e à docência na Educação Infantil dos professores participantes da pesquisa, emergiram sete categorias: Sentimentos envolvendo família; Necessidade de trabalhar; Experiência do docente antes, durante e depois da formação; Educação Infantil: a fase das descobertas e seus encantamentos; Atividades lúdicas como estratégias do ensino da Matemática; Características do professor de Educação Infantil; Paixão docente pela Educação Infantil. Em relação aos jogos de linguagem utilizados no ensino da Matemática na Educação Infantil é retratada a abordagem Matemática, as linguagens Matemáticas acessíveis às crianças e a linguagem utilizada durante as aulas, sendo possível verificar que a linguagem que vem sendo utilizada pelos professores que ensinam Matemática na Educação Infantil é a linguagem utilizada no cotidiano escolar, muitas vezes em momentos específicos da rotina, como por exemplo, nas rodas de conversa. Ademais, mostra que a formação dos professores que ensinam Matemática na Educação Infantil não aborda os conceitos matemáticos com profundidade. Além disso, concluí por meio da análise desses dados que o brincar, as brincadeiras e os jogos, nesta fase do desenvolvimento infantil, são as estratégias mais utilizadas por essas docentes para o ensino da Matemática na Educação Infantil. Ressalta a importância de que o professor deve estar atento ao utilizar jogos de linguagem que julgue serem adequados para a Educação Infantil, pois, em alguns casos pode estar se apropriando de termos incorretos ou constituindo uma ideia infantilizada que poderá ser considerada frágil nos anos seguintes.Submitted by PPG Educação em Ciências e Matemática (educem-pg@pucrs.br) on 2018-11-09T10:25:03Z No. of bitstreams: 1 DISSERTAÇÃO_LUCIANE_FINAL_PUC_19_09-homologada.pdf: 2683735 bytes, checksum: b2b8ca95ca9dafa7e43ec301b2716650 (MD5)Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-11-12T19:00:25Z (GMT) No. of bitstreams: 1 DISSERTAÇÃO_LUCIANE_FINAL_PUC_19_09-homologada.pdf: 2683735 bytes, checksum: b2b8ca95ca9dafa7e43ec301b2716650 (MD5)Made available in DSpace on 2018-11-12T19:13:49Z (GMT). No. of bitstreams: 1 DISSERTAÇÃO_LUCIANE_FINAL_PUC_19_09-homologada.pdf: 2683735 bytes, checksum: b2b8ca95ca9dafa7e43ec301b2716650 (MD5) Previous issue date: 2018-07-31Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucrs.br:80/tede2/retrieve/173529/DISSERTA%c3%87%c3%83O_LUCIANE_FINAL_PUC_19_09-homologada.pdf.jpgporPontifícia Universidade Católica do Rio Grande do SulPrograma de Pós-Graduação em Educação em Ciências e MatemáticaPUCRSBrasilEscola de CiênciasEducação InfantilJogos de LinguagemMatemáticaFormas de UsoCIENCIAS HUMANAS::EDUCACAOEnsino da matemática na educação infantil : uma análise das percepções de professores e dos jogos de linguagem presentes em sua prática docenteinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisTrabalho não apresenta restrição para publicação6185324025101002610500500600-2403458189103523673590462550136975366info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAILDISSERTAÇÃO_LUCIANE_FINAL_PUC_19_09-homologada.pdf.jpgDISSERTAÇÃO_LUCIANE_FINAL_PUC_19_09-homologada.pdf.jpgimage/jpeg5043http://tede2.pucrs.br/tede2/bitstream/tede/8348/4/DISSERTA%C3%87%C3%83O_LUCIANE_FINAL_PUC_19_09-homologada.pdf.jpg56296845538aa1b37b9b2363d81ff7cdMD54TEXTDISSERTAÇÃO_LUCIANE_FINAL_PUC_19_09-homologada.pdf.txtDISSERTAÇÃO_LUCIANE_FINAL_PUC_19_09-homologada.pdf.txttext/plain317479http://tede2.pucrs.br/tede2/bitstream/tede/8348/3/DISSERTA%C3%87%C3%83O_LUCIANE_FINAL_PUC_19_09-homologada.pdf.txt0a105cbbf62296c6beb8797ee3ce432cMD53ORIGINALDISSERTAÇÃO_LUCIANE_FINAL_PUC_19_09-homologada.pdfDISSERTAÇÃO_LUCIANE_FINAL_PUC_19_09-homologada.pdfapplication/pdf2683735http://tede2.pucrs.br/tede2/bitstream/tede/8348/2/DISSERTA%C3%87%C3%83O_LUCIANE_FINAL_PUC_19_09-homologada.pdfb2b8ca95ca9dafa7e43ec301b2716650MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8590http://tede2.pucrs.br/tede2/bitstream/tede/8348/1/license.txt220e11f2d3ba5354f917c7035aadef24MD51tede/83482018-11-12 20:00:30.81oai:tede2.pucrs.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2018-11-12T22:00:30Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
Ensino da matemática na educação infantil : uma análise das percepções de professores e dos jogos de linguagem presentes em sua prática docente |
title |
Ensino da matemática na educação infantil : uma análise das percepções de professores e dos jogos de linguagem presentes em sua prática docente |
spellingShingle |
Ensino da matemática na educação infantil : uma análise das percepções de professores e dos jogos de linguagem presentes em sua prática docente Fredrich, Luciane Santorum Educação Infantil Jogos de Linguagem Matemática Formas de Uso CIENCIAS HUMANAS::EDUCACAO |
title_short |
Ensino da matemática na educação infantil : uma análise das percepções de professores e dos jogos de linguagem presentes em sua prática docente |
title_full |
Ensino da matemática na educação infantil : uma análise das percepções de professores e dos jogos de linguagem presentes em sua prática docente |
title_fullStr |
Ensino da matemática na educação infantil : uma análise das percepções de professores e dos jogos de linguagem presentes em sua prática docente |
title_full_unstemmed |
Ensino da matemática na educação infantil : uma análise das percepções de professores e dos jogos de linguagem presentes em sua prática docente |
title_sort |
Ensino da matemática na educação infantil : uma análise das percepções de professores e dos jogos de linguagem presentes em sua prática docente |
author |
Fredrich, Luciane Santorum |
author_facet |
Fredrich, Luciane Santorum |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Lara, Isabel Cristina Machado de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8350544815405059 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4564902796581453 |
dc.contributor.author.fl_str_mv |
Fredrich, Luciane Santorum |
contributor_str_mv |
Lara, Isabel Cristina Machado de |
dc.subject.por.fl_str_mv |
Educação Infantil Jogos de Linguagem Matemática Formas de Uso |
topic |
Educação Infantil Jogos de Linguagem Matemática Formas de Uso CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This research aims to analyze the language games used in the teaching practice of Mathematics teachers in Children's Education. Therefore, it seeks to identify the motivations of certain teachers to teach Mathematics in Children's Education and their relationships with mathematics and the language used in the classroom. The survey participants were fifteen teachers from a municipal school in the metropolitan area of Porto Alegre, Rio Grande do Sul. As data collection instruments, a questionnaire answered by the teachers and observations occurred at a time when mathematics activities were being carried out in the classes of the researched teachers. The answers given by the teachers were analyzed qualitatively with inspiration in the method of Discursive Textual Analysis (MORAES; GALIAZZI, 2011), relating them to the issues observed in the classroom. The theoretical contributions that served as the basis for this research were authors such as Fazolo (2014), Kramer (1994; 2006); Duhalde and Cuberes (1998), Smole (2000), Smole, Diniz e Cândido (2000), Lorenzato (2011), Dante (1996; 1998; 2010), Azevedo and Passos (2014), Nacarato, Mengali and Passos (2009), Garcia (1999) among others. Theoretically, for the realization of this analysis, it was sought to address some essential concepts from the studies of Wittgenstein (2014), Condé (1998), Gottschalk (2004; 2007), Bello (2010), Bannel (2013), D‟Ambrosio (2001), Lara (2001; 2011) among others. From the analysis of perceptions and feelings in relation to Mathematics and teaching in the Children's Education of the teachers participating in the research, seven categories emerged: Feelings involving family; Necessity to work; Experience of the teacher before, during and after training; Children's Education: the phase of discoveries and their enchantments; Playful activities such as Mathematics teaching strategies; Characteristics of the teacher of Children's Education; Teaching passion for Children's Education. In relation to the language games used in the teaching of Mathematics in Children's Education is portrayed the Mathematical approach, the Mathematical languages accessible to children and the language used during the classes, being possible to verify that the language that It has been used by teachers who teach Mathematics in Children's Education is the language used in the daily school, often at specific times of routine, like for example on the rounds of conversation. Moreover, it shows that the training of teachers who teach Mathematics in Children's Education does not approach mathematical concepts profoundly. In addition, I concluded through the analysis of this data that the play, the jokes and the games, at this stage of child development, are the strategies most used by these teachers to teach Mathematics in Children's Education. Stands out the importance that the teacher shall be attentive when using language games that they think are appropriate for Children's Education, because in some cases may be appropriating incorrect terms or constituting an infantilized idea that can be considered fragile in the following years. |
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2018 |
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2018-11-12T19:13:49Z |
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2018-07-31 |
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