Monitoring as an auxiliary tool for the learning of Mathematical discipline: an analysis of its implementation in Elementary Education
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Data de Publicação: | 2018 |
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/89 |
Resumo: | This work was motivated at first by our professional practice in teaching in Basic Education and, later, in the search to solve the difficulties with the teaching of mathematics in Elementary School. The main objective is to propose an analysis of the contribution made by monitoring to the teaching and learning of mathematics and its importance in the experience acquired by the participation of 9 th grade students in Maceió / AL. The research was classified as exploratory-descriptive, with a quantitative approach, where we sought to understand and define our monitoring project as an object of investigation. A questionnaire was used as an instrument of data collection in obtaining answers together to students and students-monitors. From the descriptive analysis of the data, it was possible to verify that the insertion of this pedagogical proposal demonstrated that a great part of the students present difficulties in the understanding of the discipline and that the majority attends the monitoring only in the days previous to the tests, but creates an environment of participation and Interaction on the part of the students in a service of pedagogical support that aims at the development of skills and theoretical depths for the learning of the discipline. The monitors agree that monitoring contributes to learning, but stresses the importance of regular attendance of students to monitoring. The monitoring activities are a tool that facilitates a stimulus of theoretical-practical study to the students and, also, it stimulates to the monitors an awakening of the posture of the voluntarism and professional vocation. Therefore, this practice of monitoring provides great benefits that can be enjoyed by students, monitor and teacher in order to assist and contribute to the development of a more meaningful and enjoyable learning of Mathematics. |
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Monitoring as an auxiliary tool for the learning of Mathematical discipline: an analysis of its implementation in Elementary EducationMonitoría como herramienta auxiliar para aprendizaje de la disciplina Matemática: un análisis de su implementación en la enseñanza fundamentalMonitoria como ferramenta auxiliar para aprendizagem da disciplina Matemática: uma análise de sua implementação no Ensino FundamentalElementary educationTeaching mathematicsMonitoringEnseñanza fundamentalEnseñanza de las matemáticasMonitoreoEnsino fundamentalEnsino da matemáticaMonitoriaThis work was motivated at first by our professional practice in teaching in Basic Education and, later, in the search to solve the difficulties with the teaching of mathematics in Elementary School. The main objective is to propose an analysis of the contribution made by monitoring to the teaching and learning of mathematics and its importance in the experience acquired by the participation of 9 th grade students in Maceió / AL. The research was classified as exploratory-descriptive, with a quantitative approach, where we sought to understand and define our monitoring project as an object of investigation. A questionnaire was used as an instrument of data collection in obtaining answers together to students and students-monitors. From the descriptive analysis of the data, it was possible to verify that the insertion of this pedagogical proposal demonstrated that a great part of the students present difficulties in the understanding of the discipline and that the majority attends the monitoring only in the days previous to the tests, but creates an environment of participation and Interaction on the part of the students in a service of pedagogical support that aims at the development of skills and theoretical depths for the learning of the discipline. The monitors agree that monitoring contributes to learning, but stresses the importance of regular attendance of students to monitoring. The monitoring activities are a tool that facilitates a stimulus of theoretical-practical study to the students and, also, it stimulates to the monitors an awakening of the posture of the voluntarism and professional vocation. Therefore, this practice of monitoring provides great benefits that can be enjoyed by students, monitor and teacher in order to assist and contribute to the development of a more meaningful and enjoyable learning of Mathematics.Este trabajo fue motivado en un primer momento por nuestra práctica profesional en la docencia en Educación Básica y, posteriormente, en la búsqueda de solucionar las dificultades con la enseñanza de las matemáticas en la Enseñanza Fundamental. El objetivo principal es proponer un análisis de la contribución ejercida por el monitoreo para la enseñanza y aprendizaje de la disciplina de matemáticas y su importancia en la experiencia adquirida por la participación de los alumnos de los 9º años en el Municipio de Maceió / AL. La investigación realizada se clasificó como exploratorio-descriptivo, con un abordaje cuantitativo, donde buscamos entender y definir nuestro proyecto de monitoría como objeto de investigación. Un cuestionario fue empleado como instrumento de recolección de datos en la obtención de respuestas junto a los alumnos y alumnos-monitores. A partir del análisis descriptivo de los datos, fue posible verificar que la inserción de esta propuesta pedagógica demostró que gran parte de los alumnos presentan dificultades en el entendimiento de la disciplina y que la mayoría frecuentan los monitoreos solamente en los días anteriores a las pruebas, pero crea un ambiente de participación y la interacción por parte de los alumnos en un servicio de apoyo pedagógico que busca el desarrollo de habilidades y profundidades teóricas para el aprendizaje de la disciplina. Los monitores concaten que los monitoreos contribuyen al aprendizaje, sin embargo, resaltan la importancia de la frecuencia regular de los alumnos a los monitoreos. Las actividades de monitoreo constituyen una herramienta que facilita un estímulo de estudio teórico-práctico a los alumnos y, también, fomenta a los monitores un despertar de la postura del voluntariado y vocación profesional. Por lo tanto, esta práctica del monitoreo proporciona grandes beneficios que pueden ser disfrutados por discentes, monitor y docente con el propósito de auxiliar y contribuir en el desarrollo de un aprendizaje más significativo y placentero de las Matemáticas.Este trabalho foi motivado num primeiro momento por nossa prática profissional na docência em Educação Básica e, posteriormente, na procura de solucionar as dificuldades com o ensino da matemática no Ensino Fundamental. O objetivo principal é propor uma análise da contribuição exercida pela monitoria para o ensino e aprendizagem da disciplina de matemática e sua importância na experiência adquirida pela participação dos alunos dos 9º anos, no Município de Maceió/AL. A pesquisa realizada se classificada como exploratório-descritiva, com uma abordagem quantitativa, onde buscamos entender e definir nosso projeto de monitoria como objeto de investigação. Um questionário foi empregado como instrumento de coleta de dados na obtenção de respostas juntos aos alunos e alunos-monitores. A partir da análise descritiva dos dados, foi possível verificar que a inserção desta proposta pedagógica demonstrou que grande parte dos alunos apresentam dificuldades no entendimento da disciplina e que a maioria frequenta as monitorias somente nos dias anteriores às provas, mas cria um ambiente de participação e interação por parte dos alunos num serviço de apoio pedagógico que visa o desenvolvimento de habilidades e aprofundamentos teórico para a aprendizagem da disciplina. Os monitores concordam que as monitorias contribuem para a aprendizagem, porém, ressaltam a importância da frequência regular dos alunos às monitorias. As atividades de monitoria constituem uma ferramenta que facilita um estímulo de estudo teórico-prático aos alunos e, também, fomenta aos monitores um despertar da postura do voluntariarismo e vocação profissional. Portanto, essa prática da monitoria proporciona grandes benefícios que podem ser desfrutados por discentes, monitor e docente com o intuito de auxiliar e contribuir no desenvolvimento de um aprendizado mais significativo e prazeroso da Matemática.Sociedade Brasileira de Educação Matemática (SBEM)2018-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/8910.25090/remat25269062v15n182018p84a101Revista de Educação Matemática; Vol. 15 No. 18: jan. /abr. 2018; 84 - 101Revista de Educação Matemática; ##issue.vol## 15 ##issue.no## 18: jan. /abr. 2018; 84 - 101Revista de Educação Matemática; Vol. 15 Núm. 18: jan. /abr. 2018; 84 - 101Revista de Educação Matemática; v. 15 n. 18: jan. /abr. 2018; 84 - 1012526-906210.25090/remat25269062v15n182018reponame:Revista de Educação Matemática (Online)instname:Sociedade Brasileira de Educação Matemática (SBEM)instacron:SBEMporhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/89/pdfCopyright (c) 2018 Allan Gomes Santosinfo:eu-repo/semantics/openAccessSantos, Allan Gomes2021-05-06T16:11:50ZRevistahttps://www.revistasbemsp.com.br/index.php/REMat-SPONG |
dc.title.none.fl_str_mv |
Monitoring as an auxiliary tool for the learning of Mathematical discipline: an analysis of its implementation in Elementary Education Monitoría como herramienta auxiliar para aprendizaje de la disciplina Matemática: un análisis de su implementación en la enseñanza fundamental Monitoria como ferramenta auxiliar para aprendizagem da disciplina Matemática: uma análise de sua implementação no Ensino Fundamental |
title |
Monitoring as an auxiliary tool for the learning of Mathematical discipline: an analysis of its implementation in Elementary Education |
spellingShingle |
Monitoring as an auxiliary tool for the learning of Mathematical discipline: an analysis of its implementation in Elementary Education Santos, Allan Gomes Elementary education Teaching mathematics Monitoring Enseñanza fundamental Enseñanza de las matemáticas Monitoreo Ensino fundamental Ensino da matemática Monitoria |
title_short |
Monitoring as an auxiliary tool for the learning of Mathematical discipline: an analysis of its implementation in Elementary Education |
title_full |
Monitoring as an auxiliary tool for the learning of Mathematical discipline: an analysis of its implementation in Elementary Education |
title_fullStr |
Monitoring as an auxiliary tool for the learning of Mathematical discipline: an analysis of its implementation in Elementary Education |
title_full_unstemmed |
Monitoring as an auxiliary tool for the learning of Mathematical discipline: an analysis of its implementation in Elementary Education |
title_sort |
Monitoring as an auxiliary tool for the learning of Mathematical discipline: an analysis of its implementation in Elementary Education |
author |
Santos, Allan Gomes |
author_facet |
Santos, Allan Gomes |
author_role |
author |
dc.contributor.author.fl_str_mv |
Santos, Allan Gomes |
dc.subject.por.fl_str_mv |
Elementary education Teaching mathematics Monitoring Enseñanza fundamental Enseñanza de las matemáticas Monitoreo Ensino fundamental Ensino da matemática Monitoria |
topic |
Elementary education Teaching mathematics Monitoring Enseñanza fundamental Enseñanza de las matemáticas Monitoreo Ensino fundamental Ensino da matemática Monitoria |
description |
This work was motivated at first by our professional practice in teaching in Basic Education and, later, in the search to solve the difficulties with the teaching of mathematics in Elementary School. The main objective is to propose an analysis of the contribution made by monitoring to the teaching and learning of mathematics and its importance in the experience acquired by the participation of 9 th grade students in Maceió / AL. The research was classified as exploratory-descriptive, with a quantitative approach, where we sought to understand and define our monitoring project as an object of investigation. A questionnaire was used as an instrument of data collection in obtaining answers together to students and students-monitors. From the descriptive analysis of the data, it was possible to verify that the insertion of this pedagogical proposal demonstrated that a great part of the students present difficulties in the understanding of the discipline and that the majority attends the monitoring only in the days previous to the tests, but creates an environment of participation and Interaction on the part of the students in a service of pedagogical support that aims at the development of skills and theoretical depths for the learning of the discipline. The monitors agree that monitoring contributes to learning, but stresses the importance of regular attendance of students to monitoring. The monitoring activities are a tool that facilitates a stimulus of theoretical-practical study to the students and, also, it stimulates to the monitors an awakening of the posture of the voluntarism and professional vocation. Therefore, this practice of monitoring provides great benefits that can be enjoyed by students, monitor and teacher in order to assist and contribute to the development of a more meaningful and enjoyable learning of Mathematics. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-01-01 |
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/89 10.25090/remat25269062v15n182018p84a101 |
url |
https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/89 |
identifier_str_mv |
10.25090/remat25269062v15n182018p84a101 |
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/89/pdf |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Allan Gomes Santos info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 Allan Gomes Santos |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
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. 15 No. 18: jan. /abr. 2018; 84 - 101 Revista de Educação Matemática; ##issue.vol## 15 ##issue.no## 18: jan. /abr. 2018; 84 - 101 Revista de Educação Matemática; Vol. 15 Núm. 18: jan. /abr. 2018; 84 - 101 Revista de Educação Matemática; v. 15 n. 18: jan. /abr. 2018; 84 - 101 2526-9062 10.25090/remat25269062v15n182018 reponame:Revista de Educação Matemática (Online) instname:Sociedade Brasileira de Educação Matemática (SBEM) instacron:SBEM |
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Sociedade Brasileira de Educação Matemática (SBEM) |
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SBEM |
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SBEM |
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Revista de Educação Matemática (Online) |
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Revista de Educação Matemática (Online) |
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