Analysis of the knowledge of newly graduated teachers about mathematics teaching via problem solving

Detalhes bibliográficos
Autor(a) principal: Proença, Marcelo Carlos de
Data de Publicação: 2020
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/232
Resumo: The article aims to analyze the knowledge of newly graduated teachers of Mathematics Degree courses on Mathematics teaching via problem solving. The participants were 10 newly trained teachers from three public universities in the state of Paraná, who answered an online questionnaire. The results showed that, in general, the participants have adequate knowledge about solving a problem and identifying a work that does not correspond to teaching via problem solving. However, only four participants were able to describe what teaching would be via problem solving. In addition, the results showed that only 43% (n = 7) of them were able to point out the totality of actions necessary for the referral of this teaching in the classroom. We conclude that the knowledge about teaching via problem solving of most of these newly graduated teachers has yet to be developed.
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spelling Analysis of the knowledge of newly graduated teachers about mathematics teaching via problem solvingAnálisis del conocimiento de los profesores recién graduados sobre enseñanza de las matemáticas vía resolución de problemasAnálise do conhecimento de professores recém-formados sobre o ensino de matemática via resolução de problemasMathematics TeachingProblem SolvingNewly GraduatedEnseñanza de MatemáticasSolución de ProblemasRecién FormadoEnsino de MatemáticaResolução de ProblemasProfessor de MatemáticaRecém-formado.The article aims to analyze the knowledge of newly graduated teachers of Mathematics Degree courses on Mathematics teaching via problem solving. The participants were 10 newly trained teachers from three public universities in the state of Paraná, who answered an online questionnaire. The results showed that, in general, the participants have adequate knowledge about solving a problem and identifying a work that does not correspond to teaching via problem solving. However, only four participants were able to describe what teaching would be via problem solving. In addition, the results showed that only 43% (n = 7) of them were able to point out the totality of actions necessary for the referral of this teaching in the classroom. We conclude that the knowledge about teaching via problem solving of most of these newly graduated teachers has yet to be developed.El artículo tiene como objetivo analizar el conocimiento de profesores recién graduados de cursos de Licenciatura en Matemáticas sobre la enseñanza de Matemáticas vía resolución de problemas. Los participantes fueron 10 profesores recién graduados de tres universidades públicas del estado de Paraná, quienes respondieron a un cuestionario en línea. Los resultados mostraron que, en general, los participantes tienen conocimientos adecuados sobre lo que es resolver un problema y para identificar un trabajo que no corresponde a la enseñanza vía resolución de problemas. Sin embargo, sólo cuatro participantes supieron describir lo que sería una enseñanza por resolución de problemas. Además, los resultados mostraron que sólo el 43% (n = 7) de ellos consiguieron apuntar la totalidad de acciones necesarias al encaminamiento de esa enseñanza en el aula. Concluimos que el conocimiento sobre la enseñanza vía resolución de problemas de la mayoría de estos profesores recién formados todavía necesita ser desarrollado.O artigo tem como objetivo analisar o conhecimento de professores recém-formados de cursos de Licenciatura em Matemática sobre o ensino de Matemática via resolução de problemas. Os participantes foram 10 professores recém-formados de três universidades públicas do estado do Paraná, os quais responderam a um questionário online. Os resultados mostraram que, de forma geral, os participantes possuem conhecimentos adequados sobre o que é resolver um problema e para identificar um trabalho que não corresponde ao ensino via resolução de problemas. No entanto, apenas quatro participantes souberam descrever o que seria um ensino via resolução de problemas. Além disso, os resultados mostraram que apenas 43% (n=7) deles conseguiram apontar a totalidade de ações necessárias ao encaminhamento desse ensino em sala de aula. Concluímos que o conhecimento sobre o ensino via resolução de problemas da maioria desses professores recém-formados ainda precisa ser desenvolvido.Sociedade Brasileira de Educação Matemática (SBEM)2020-05-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/23210.37001/remat25269062v17id232Revista de Educação Matemática; Vol. 17 (2020): Publicação Contínua; e020008Revista de Educação Matemática; ##issue.vol## 17 (2020): Publicação Contínua; e020008Revista de Educação Matemática; Vol. 17 (2020): Publicação Contínua; e020008Revista de Educação Matemática; v. 17 (2020): Publicação Contínua; e0200082526-9062reponame:Revista de Educação Matemática (Online)instname:Sociedade Brasileira de Educação Matemática (SBEM)instacron:SBEMporhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/232/pdfCopyright (c) 2020 Marcelo Proençainfo:eu-repo/semantics/openAccessProença, Marcelo Carlos de2021-05-05T18:51:08ZRevistahttps://www.revistasbemsp.com.br/index.php/REMat-SPONG
dc.title.none.fl_str_mv Analysis of the knowledge of newly graduated teachers about mathematics teaching via problem solving
Análisis del conocimiento de los profesores recién graduados sobre enseñanza de las matemáticas vía resolución de problemas
Análise do conhecimento de professores recém-formados sobre o ensino de matemática via resolução de problemas
title Analysis of the knowledge of newly graduated teachers about mathematics teaching via problem solving
spellingShingle Analysis of the knowledge of newly graduated teachers about mathematics teaching via problem solving
Proença, Marcelo Carlos de
Mathematics Teaching
Problem Solving
Newly Graduated
Enseñanza de Matemáticas
Solución de Problemas
Recién Formado
Ensino de Matemática
Resolução de Problemas
Professor de Matemática
Recém-formado.
title_short Analysis of the knowledge of newly graduated teachers about mathematics teaching via problem solving
title_full Analysis of the knowledge of newly graduated teachers about mathematics teaching via problem solving
title_fullStr Analysis of the knowledge of newly graduated teachers about mathematics teaching via problem solving
title_full_unstemmed Analysis of the knowledge of newly graduated teachers about mathematics teaching via problem solving
title_sort Analysis of the knowledge of newly graduated teachers about mathematics teaching via problem solving
author Proença, Marcelo Carlos de
author_facet Proença, Marcelo Carlos de
author_role author
dc.contributor.author.fl_str_mv Proença, Marcelo Carlos de
dc.subject.por.fl_str_mv Mathematics Teaching
Problem Solving
Newly Graduated
Enseñanza de Matemáticas
Solución de Problemas
Recién Formado
Ensino de Matemática
Resolução de Problemas
Professor de Matemática
Recém-formado.
topic Mathematics Teaching
Problem Solving
Newly Graduated
Enseñanza de Matemáticas
Solución de Problemas
Recién Formado
Ensino de Matemática
Resolução de Problemas
Professor de Matemática
Recém-formado.
description The article aims to analyze the knowledge of newly graduated teachers of Mathematics Degree courses on Mathematics teaching via problem solving. The participants were 10 newly trained teachers from three public universities in the state of Paraná, who answered an online questionnaire. The results showed that, in general, the participants have adequate knowledge about solving a problem and identifying a work that does not correspond to teaching via problem solving. However, only four participants were able to describe what teaching would be via problem solving. In addition, the results showed that only 43% (n = 7) of them were able to point out the totality of actions necessary for the referral of this teaching in the classroom. We conclude that the knowledge about teaching via problem solving of most of these newly graduated teachers has yet to be developed.
publishDate 2020
dc.date.none.fl_str_mv 2020-05-01
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/232
10.37001/remat25269062v17id232
url https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/232
identifier_str_mv 10.37001/remat25269062v17id232
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/232/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2020 Marcelo Proença
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Marcelo Proença
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. 17 (2020): Publicação Contínua; e020008
Revista de Educação Matemática; ##issue.vol## 17 (2020): Publicação Contínua; e020008
Revista de Educação Matemática; Vol. 17 (2020): Publicação Contínua; e020008
Revista de Educação Matemática; v. 17 (2020): Publicação Contínua; e020008
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)
collection Revista de Educação Matemática (Online)
repository.name.fl_str_mv
repository.mail.fl_str_mv
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