Percepções de professores e estudantes acerca do ensino da matemática por meio de atividades contextualizadas
Autor(a) principal: | |
---|---|
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/8111 |
Resumo: | This study has as aim to comprehend how contextualized activities, by means of education and research, and guided by the Conceptual Fields Theory can contribute to the student learning in Mathematics teaching. Took part in the research ten teachers who teach Mathematics in middle, high school and college; and, they were selected in public and private schools and at PPGDUCEM – located in the city of Porto Alegre, in Rio Grande do Sul state – RS, also participated in the research twenty-six students of the 8th grade of elementary school of a private school in the city of Porto Alegre. For the data collect, it was used as instruments: questionnaires answered by teachers and students, a daily map in which the students registered their activities and a field diary whereby the researcher took notes his observations. The answers given by the teachers and by the students were analyzed through a qualitative method, via Discursive Textual Analysis, connecting categories a priori and emerging subcategories. The theoretical input used as the basis of this study were related to authors like Vigotsky (1998), Vergnaud (1990), Moran (2000), Demo (2000), D’Ambrosio (2014), Machado (2014), among others. For the rationale of the analysis, it was used the results of Demo’s studies (2000) about the assumptions of teaching by research. The analysis had three categories a priori, among them: reconstructive questioning, everyday attitude survey and competence constitution. Stem from these categories, it was possible to describe the collected data analysis, emerging, this way, into subcategories. It was possible, either, to affirm that problem solving is the most used strategy to teach mathematics and, focusing on technology, teachers still choose much older softwares such as Geogebra and Graphmath. The teacher perceives the Mathematics teaching articulated with contextualized activities involving technology as part of people’s everyday lives. Therefore, it was noticed that students find difficulties in solving contextualized activities, although it is confirmed, through this study, that web research eases the learning processes, the learners cannot identify the Mathematics knowledge used in this kind of task. |
id |
P_RS_9f5ee1d79d634aab2a13cfbc2277692d |
---|---|
oai_identifier_str |
oai:tede2.pucrs.br:tede/8111 |
network_acronym_str |
P_RS |
network_name_str |
Biblioteca Digital de Teses e Dissertações da PUC_RS |
repository_id_str |
|
spelling |
Muller, Thaísa Jacinthohttp://lattes.cnpq.br/9841564835844236http://lattes.cnpq.br/9052381179356089Silva, Carla Martins da2018-06-07T13:33:45Z2018-03-02http://tede2.pucrs.br/tede2/handle/tede/8111This study has as aim to comprehend how contextualized activities, by means of education and research, and guided by the Conceptual Fields Theory can contribute to the student learning in Mathematics teaching. Took part in the research ten teachers who teach Mathematics in middle, high school and college; and, they were selected in public and private schools and at PPGDUCEM – located in the city of Porto Alegre, in Rio Grande do Sul state – RS, also participated in the research twenty-six students of the 8th grade of elementary school of a private school in the city of Porto Alegre. For the data collect, it was used as instruments: questionnaires answered by teachers and students, a daily map in which the students registered their activities and a field diary whereby the researcher took notes his observations. The answers given by the teachers and by the students were analyzed through a qualitative method, via Discursive Textual Analysis, connecting categories a priori and emerging subcategories. The theoretical input used as the basis of this study were related to authors like Vigotsky (1998), Vergnaud (1990), Moran (2000), Demo (2000), D’Ambrosio (2014), Machado (2014), among others. For the rationale of the analysis, it was used the results of Demo’s studies (2000) about the assumptions of teaching by research. The analysis had three categories a priori, among them: reconstructive questioning, everyday attitude survey and competence constitution. Stem from these categories, it was possible to describe the collected data analysis, emerging, this way, into subcategories. It was possible, either, to affirm that problem solving is the most used strategy to teach mathematics and, focusing on technology, teachers still choose much older softwares such as Geogebra and Graphmath. The teacher perceives the Mathematics teaching articulated with contextualized activities involving technology as part of people’s everyday lives. Therefore, it was noticed that students find difficulties in solving contextualized activities, although it is confirmed, through this study, that web research eases the learning processes, the learners cannot identify the Mathematics knowledge used in this kind of task.Esta pesquisa tem como objetivo compreender como as atividades contextualizadas, por meio da educação pela pesquisa, e guiadas pela Teoria dos Campos Conceituais podem contribuir para a aprendizagem dos estudantes no ensino da Matemática. Participaram da pesquisa dez professores que ensinam Matemática nos anos finais do ensino fundamental, médio e superior; selecionados em escolas públicas, privadas e no PPGDUCEM - da cidade de Porto Alegre, localizada no Estado do Rio Grande do Sul – RS, também participaram da pesquisa 26 estudantes do 8º ano do ensino fundamental de uma escola privada da cidade de Porto Alegre. Para coleta de dados, foram utilizados como instrumentos: questionários respondidos pelos professores e pelos estudantes, um mapa diário no qual os estudantes registravam suas atividades e um diário de campo em que o pesquisador anotava suas observações. As respostas dadas pelos professores e pelos estudantes foram analisadas através de método qualitativo, por meio de Análise Textual Discursiva, relacionando categorias à priori e subcategorias emergentes. Os aportes teóricos que embasaram este estudo foram autores como Vigotsky (1998), Vergnaud (1990), Moran (2000), Demo (2000), D’Ambrosio (2014), Machado (2014), entre outros. Para a fundamentação da análise, foram utilizados os resultados dos estudos de Demo (2000) acerca dos pressupostos da proposta sobre o educar pela pesquisa. A análise dos dados teve três categorias à priori, dentre elas: questionamento reconstrutivo, pesquisa de atitude cotidiana e formação da competência. A partir dessas categorias, foi possível descrever a análise dos dados coletados, emergindo, assim, em subcategorias. Foi possível, também, afirmar que a resolução de problemas é a estratégia mais utilizada para ensinar Matemática e, se tratando da tecnologia, professores ainda optam por softwares bastante antigos como Geogebra e Graphmath. O docente percebe o ensino da Matemática articulado com atividades contextualizadas envolvendo as tecnologias como uma parte do dia a dia das pessoas. Dessa forma, pôde-se notar que os estudantes encontram dificuldades na resolução de atividades contextualizadas, embora se confirme, por meio desse estudo, que a pesquisa na web facilita a aprendizagem, os alunos não conseguem identificar os conhecimentos Matemáticos utilizados nesse tipo de tarefa.Submitted by PPG Educação em Ciências e Matemática (educem-pg@pucrs.br) on 2018-05-29T13:31:10Z No. of bitstreams: 1 DISSERTAÇÃO CATALOGADA entrega final2-Carla-Martins-homologada.pdf: 1650701 bytes, checksum: 92dac14ddfd0ea1498ad9e72bb282a05 (MD5)Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-06-07T13:21:01Z (GMT) No. of bitstreams: 1 DISSERTAÇÃO CATALOGADA entrega final2-Carla-Martins-homologada.pdf: 1650701 bytes, checksum: 92dac14ddfd0ea1498ad9e72bb282a05 (MD5)Made available in DSpace on 2018-06-07T13:33:45Z (GMT). No. of bitstreams: 1 DISSERTAÇÃO CATALOGADA entrega final2-Carla-Martins-homologada.pdf: 1650701 bytes, checksum: 92dac14ddfd0ea1498ad9e72bb282a05 (MD5) Previous issue date: 2018-03-02Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucrs.br:80/tede2/retrieve/172362/DISSERTA%c3%87%c3%83O%20CATALOGADA%20entrega%20final2-Carla-Martins-homologada.pdf.jpgporPontifícia Universidade Católica do Rio Grande do SulPrograma de Pós-Graduação em Educação em Ciências e MatemáticaPUCRSBrasilEscola de CiênciasEnsino de MatemáticaAtividades ContextualizadasTecnologiaCIENCIAS HUMANAS::EDUCACAOPercepções de professores e estudantes acerca do ensino da matemática por meio de atividades contextualizadasinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisTrabalho não apresenta restrição para publicação3565627554998330423500500600-2403458189103523672075167498588264571info: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 CATALOGADA entrega final2-Carla-Martins-homologada.pdf.jpgDISSERTAÇÃO CATALOGADA entrega final2-Carla-Martins-homologada.pdf.jpgimage/jpeg5677http://tede2.pucrs.br/tede2/bitstream/tede/8111/4/DISSERTA%C3%87%C3%83O+CATALOGADA+entrega+final2-Carla-Martins-homologada.pdf.jpg0e1999431a8629243a9e18eb46738064MD54TEXTDISSERTAÇÃO CATALOGADA entrega final2-Carla-Martins-homologada.pdf.txtDISSERTAÇÃO CATALOGADA entrega final2-Carla-Martins-homologada.pdf.txttext/plain353622http://tede2.pucrs.br/tede2/bitstream/tede/8111/3/DISSERTA%C3%87%C3%83O+CATALOGADA+entrega+final2-Carla-Martins-homologada.pdf.txt8d20d848f9ed66dbe8ee0b8ddccaaac5MD53ORIGINALDISSERTAÇÃO CATALOGADA entrega final2-Carla-Martins-homologada.pdfDISSERTAÇÃO CATALOGADA entrega final2-Carla-Martins-homologada.pdfapplication/pdf1650701http://tede2.pucrs.br/tede2/bitstream/tede/8111/2/DISSERTA%C3%87%C3%83O+CATALOGADA+entrega+final2-Carla-Martins-homologada.pdf92dac14ddfd0ea1498ad9e72bb282a05MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8610http://tede2.pucrs.br/tede2/bitstream/tede/8111/1/license.txt5a9d6006225b368ef605ba16b4f6d1beMD51tede/81112018-06-07 12:01:11.198oai: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:2018-06-07T15:01:11Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
Percepções de professores e estudantes acerca do ensino da matemática por meio de atividades contextualizadas |
title |
Percepções de professores e estudantes acerca do ensino da matemática por meio de atividades contextualizadas |
spellingShingle |
Percepções de professores e estudantes acerca do ensino da matemática por meio de atividades contextualizadas Silva, Carla Martins da Ensino de Matemática Atividades Contextualizadas Tecnologia CIENCIAS HUMANAS::EDUCACAO |
title_short |
Percepções de professores e estudantes acerca do ensino da matemática por meio de atividades contextualizadas |
title_full |
Percepções de professores e estudantes acerca do ensino da matemática por meio de atividades contextualizadas |
title_fullStr |
Percepções de professores e estudantes acerca do ensino da matemática por meio de atividades contextualizadas |
title_full_unstemmed |
Percepções de professores e estudantes acerca do ensino da matemática por meio de atividades contextualizadas |
title_sort |
Percepções de professores e estudantes acerca do ensino da matemática por meio de atividades contextualizadas |
author |
Silva, Carla Martins da |
author_facet |
Silva, Carla Martins da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Muller, Thaísa Jacintho |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9841564835844236 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9052381179356089 |
dc.contributor.author.fl_str_mv |
Silva, Carla Martins da |
contributor_str_mv |
Muller, Thaísa Jacintho |
dc.subject.por.fl_str_mv |
Ensino de Matemática Atividades Contextualizadas Tecnologia |
topic |
Ensino de Matemática Atividades Contextualizadas Tecnologia CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This study has as aim to comprehend how contextualized activities, by means of education and research, and guided by the Conceptual Fields Theory can contribute to the student learning in Mathematics teaching. Took part in the research ten teachers who teach Mathematics in middle, high school and college; and, they were selected in public and private schools and at PPGDUCEM – located in the city of Porto Alegre, in Rio Grande do Sul state – RS, also participated in the research twenty-six students of the 8th grade of elementary school of a private school in the city of Porto Alegre. For the data collect, it was used as instruments: questionnaires answered by teachers and students, a daily map in which the students registered their activities and a field diary whereby the researcher took notes his observations. The answers given by the teachers and by the students were analyzed through a qualitative method, via Discursive Textual Analysis, connecting categories a priori and emerging subcategories. The theoretical input used as the basis of this study were related to authors like Vigotsky (1998), Vergnaud (1990), Moran (2000), Demo (2000), D’Ambrosio (2014), Machado (2014), among others. For the rationale of the analysis, it was used the results of Demo’s studies (2000) about the assumptions of teaching by research. The analysis had three categories a priori, among them: reconstructive questioning, everyday attitude survey and competence constitution. Stem from these categories, it was possible to describe the collected data analysis, emerging, this way, into subcategories. It was possible, either, to affirm that problem solving is the most used strategy to teach mathematics and, focusing on technology, teachers still choose much older softwares such as Geogebra and Graphmath. The teacher perceives the Mathematics teaching articulated with contextualized activities involving technology as part of people’s everyday lives. Therefore, it was noticed that students find difficulties in solving contextualized activities, although it is confirmed, through this study, that web research eases the learning processes, the learners cannot identify the Mathematics knowledge used in this kind of task. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-06-07T13:33:45Z |
dc.date.issued.fl_str_mv |
2018-03-02 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://tede2.pucrs.br/tede2/handle/tede/8111 |
url |
http://tede2.pucrs.br/tede2/handle/tede/8111 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
3565627554998330423 |
dc.relation.confidence.fl_str_mv |
500 500 600 |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
dc.relation.sponsorship.fl_str_mv |
2075167498588264571 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Pontifícia Universidade Católica do Rio Grande do Sul |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação em Ciências e Matemática |
dc.publisher.initials.fl_str_mv |
PUCRS |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Escola de Ciências |
publisher.none.fl_str_mv |
Pontifícia Universidade Católica do Rio Grande do Sul |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) instacron:PUC_RS |
instname_str |
Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
instacron_str |
PUC_RS |
institution |
PUC_RS |
reponame_str |
Biblioteca Digital de Teses e Dissertações da PUC_RS |
collection |
Biblioteca Digital de Teses e Dissertações da PUC_RS |
bitstream.url.fl_str_mv |
http://tede2.pucrs.br/tede2/bitstream/tede/8111/4/DISSERTA%C3%87%C3%83O+CATALOGADA+entrega+final2-Carla-Martins-homologada.pdf.jpg http://tede2.pucrs.br/tede2/bitstream/tede/8111/3/DISSERTA%C3%87%C3%83O+CATALOGADA+entrega+final2-Carla-Martins-homologada.pdf.txt http://tede2.pucrs.br/tede2/bitstream/tede/8111/2/DISSERTA%C3%87%C3%83O+CATALOGADA+entrega+final2-Carla-Martins-homologada.pdf http://tede2.pucrs.br/tede2/bitstream/tede/8111/1/license.txt |
bitstream.checksum.fl_str_mv |
0e1999431a8629243a9e18eb46738064 8d20d848f9ed66dbe8ee0b8ddccaaac5 92dac14ddfd0ea1498ad9e72bb282a05 5a9d6006225b368ef605ba16b4f6d1be |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
repository.mail.fl_str_mv |
biblioteca.central@pucrs.br|| |
_version_ |
1799765333788065792 |