Mathematics classes in the initial years: numbers and operations in a beginning of integration of digital technologies…
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Data de Publicação: | 2021 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista de Educação Matemática (Online) |
Texto Completo: | https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/464 |
Resumo: | This article presents some results of a research developed in a public school in Campo Grande/MS, that had the participation of researchers from a public university and five teachers who work with students in the early years of elementary school, in this school, where they continuous in-service training was carried out with/for the integration of digital technologies into the curriculum. The research aimed to analyze the construction of technological pedagogical content knowledge of teachers, when participating in a training process, in the space of the school that they work. In this article, guided by the research objective and the theoretical frame, we will analyze the data produced in planning meetings for Mathematics classes, held with a teacher, during the first semester of 2017. For data analysis, some movements from these meetings were transcribed from the audio recording and are rewritten here in the form of a narrative. The results of the analysis point that the teacher training process in the model made it possible/enhanced that the construction of knowledge for the integration of digital technologies in the curriculum happened by the teacher, when experiencing the challenges, uncertainties and disorders that are present in the school context. |
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Mathematics classes in the initial years: numbers and operations in a beginning of integration of digital technologies…Clases de matemáticas en los primeros años: números y operaciones en un comienzo de integración de tecnologías digitales ...Aulas de Matemática nos anos iniciais: números e operações em um início de integração de tecnologias digitais...Teacher trainingBase BlocksFundamental operationsFormación docenteBase BlocksOperaciones fundamentalesFormação de professoresBase BlocksNúmeros e OperaçõesThis article presents some results of a research developed in a public school in Campo Grande/MS, that had the participation of researchers from a public university and five teachers who work with students in the early years of elementary school, in this school, where they continuous in-service training was carried out with/for the integration of digital technologies into the curriculum. The research aimed to analyze the construction of technological pedagogical content knowledge of teachers, when participating in a training process, in the space of the school that they work. In this article, guided by the research objective and the theoretical frame, we will analyze the data produced in planning meetings for Mathematics classes, held with a teacher, during the first semester of 2017. For data analysis, some movements from these meetings were transcribed from the audio recording and are rewritten here in the form of a narrative. The results of the analysis point that the teacher training process in the model made it possible/enhanced that the construction of knowledge for the integration of digital technologies in the curriculum happened by the teacher, when experiencing the challenges, uncertainties and disorders that are present in the school context.Este artículo presenta algunos resultados de una investigación desarrollada en una escuela pública de Campo Grande/MS, que contó con la participación de investigadores de una universidad pública y cinco docentes que trabajan con estudiantes en los primeros años de la escuela primaria. En esta escuela se llevó a cabo una formación continua en servicio con/para la integración de tecnologías digitales en el plan de estudios. La investigación tuvo como objetivo analizar la construcción del conocimiento tecnológico y pedagógico del contenido de los docentes, al participar de un proceso de formación, en el espacio de la escuela en que trabajaban. En este artículo, guiados por el objetivo de investigación y por el referencial teórico, nos detendremos a analizar los datos producidos en las reuniones de planificación de las clases de Matemáticas, realizadas con un docente, durante el primer semestre de 2017. Para el análisis de datos, algunos movimientos de estos encuentros se transcribieron de la grabación de audio y se reescriben aquí en forma de narración. Los resultados del análisis muestran que el proceso de formación docente en el modelo realizado posibilitó/potenció que la construcción del conocimiento para la integración de las tecnologías digitales en el currículo aconteciera por parte del docente, al experimentar los desafíos, las incertidumbres y confusiones que se hicieron presentes en el contexto escolar.Este artigo apresenta alguns resultados de uma pesquisa desenvolvida em uma escola pública de Campo Grande/MS, que teve a participação de pesquisadores de uma universidade pública e de cinco professoras que atuam com alunos dos anos iniciais do Ensino Fundamental, nesta escola, em que foram realizadas ações de formação continuada em serviço com/para a integração de tecnologias digitais ao currículo. A pesquisa teve como objetivo analisar a construção de conhecimentos tecnológicos e pedagógicos de conteúdo das professoras, ao participarem de um processo de formação, no espaço da escola em que atuam. Nesse artigo, orientados pelo objetivo da pesquisa e pelo referencial teórico, nos deteremos a analisar dados produzidos em reuniões de planejamentos para aulas de Matemática, realizadas com uma professora, durante o primeiro semestre de 2017. Para a análise dos dados, alguns movimentos dessas reuniões foram transcritos a partir da gravação em áudio, e são reescritos aqui em forma de narrativa. Os resultados da análise apontam que o processo de formação de professores no modelo realizado possibilitou/potencializou que a construção de conhecimentos para a integração de tecnologias digitais ao currículo acontecesse pela professora, ao vivenciar os desafios, as incertezas e as desordens que se fizeram presentes no contexto escolar.Sociedade Brasileira de Educação Matemática (SBEM)2021-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/ziphttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/46410.37001/remat25269062v17id464Revista de Educação Matemática; Vol. 18 (2021): Publicação contínua; E020001Revista de Educação Matemática; ##issue.vol## 18 (2021): Publicação contínua; E020001Revista de Educação Matemática; Vol. 18 (2021): Publicação contínua; E020001Revista de Educação Matemática; v. 18 (2021): Publicação contínua; E0200012526-9062reponame:Revista de Educação Matemática (Online)instname:Sociedade Brasileira de Educação Matemática (SBEM)instacron:SBEMporhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/464/232https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/464/355https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/464/356https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/464/357https://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessBlauth, Ivanete FátimaScherer, Suely2022-03-12T14:16:17ZRevistahttps://www.revistasbemsp.com.br/index.php/REMat-SPONG |
dc.title.none.fl_str_mv |
Mathematics classes in the initial years: numbers and operations in a beginning of integration of digital technologies… Clases de matemáticas en los primeros años: números y operaciones en un comienzo de integración de tecnologías digitales ... Aulas de Matemática nos anos iniciais: números e operações em um início de integração de tecnologias digitais... |
title |
Mathematics classes in the initial years: numbers and operations in a beginning of integration of digital technologies… |
spellingShingle |
Mathematics classes in the initial years: numbers and operations in a beginning of integration of digital technologies… Blauth, Ivanete Fátima Teacher training Base Blocks Fundamental operations Formación docente Base Blocks Operaciones fundamentales Formação de professores Base Blocks Números e Operações |
title_short |
Mathematics classes in the initial years: numbers and operations in a beginning of integration of digital technologies… |
title_full |
Mathematics classes in the initial years: numbers and operations in a beginning of integration of digital technologies… |
title_fullStr |
Mathematics classes in the initial years: numbers and operations in a beginning of integration of digital technologies… |
title_full_unstemmed |
Mathematics classes in the initial years: numbers and operations in a beginning of integration of digital technologies… |
title_sort |
Mathematics classes in the initial years: numbers and operations in a beginning of integration of digital technologies… |
author |
Blauth, Ivanete Fátima |
author_facet |
Blauth, Ivanete Fátima Scherer, Suely |
author_role |
author |
author2 |
Scherer, Suely |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Blauth, Ivanete Fátima Scherer, Suely |
dc.subject.por.fl_str_mv |
Teacher training Base Blocks Fundamental operations Formación docente Base Blocks Operaciones fundamentales Formação de professores Base Blocks Números e Operações |
topic |
Teacher training Base Blocks Fundamental operations Formación docente Base Blocks Operaciones fundamentales Formação de professores Base Blocks Números e Operações |
description |
This article presents some results of a research developed in a public school in Campo Grande/MS, that had the participation of researchers from a public university and five teachers who work with students in the early years of elementary school, in this school, where they continuous in-service training was carried out with/for the integration of digital technologies into the curriculum. The research aimed to analyze the construction of technological pedagogical content knowledge of teachers, when participating in a training process, in the space of the school that they work. In this article, guided by the research objective and the theoretical frame, we will analyze the data produced in planning meetings for Mathematics classes, held with a teacher, during the first semester of 2017. For data analysis, some movements from these meetings were transcribed from the audio recording and are rewritten here in the form of a narrative. The results of the analysis point that the teacher training process in the model made it possible/enhanced that the construction of knowledge for the integration of digital technologies in the curriculum happened by the teacher, when experiencing the challenges, uncertainties and disorders that are present in the school context. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/464 10.37001/remat25269062v17id464 |
url |
https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/464 |
identifier_str_mv |
10.37001/remat25269062v17id464 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/464/232 https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/464/355 https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/464/356 https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/464/357 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by-nc/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by-nc/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/zip |
dc.publisher.none.fl_str_mv |
Sociedade Brasileira de Educação Matemática (SBEM) |
publisher.none.fl_str_mv |
Sociedade Brasileira de Educação Matemática (SBEM) |
dc.source.none.fl_str_mv |
Revista de Educação Matemática; Vol. 18 (2021): Publicação contínua; E020001 Revista de Educação Matemática; ##issue.vol## 18 (2021): Publicação contínua; E020001 Revista de Educação Matemática; Vol. 18 (2021): Publicação contínua; E020001 Revista de Educação Matemática; v. 18 (2021): Publicação contínua; E020001 2526-9062 reponame:Revista de Educação Matemática (Online) instname:Sociedade Brasileira de Educação Matemática (SBEM) instacron:SBEM |
instname_str |
Sociedade Brasileira de Educação Matemática (SBEM) |
instacron_str |
SBEM |
institution |
SBEM |
reponame_str |
Revista de Educação Matemática (Online) |
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Revista de Educação Matemática (Online) |
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1730542053627002880 |