Modelagem matemática e mobilização de conhecimentos didático-matemáticos na formação continuada de professores dos anos iniciais
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/7871 |
Resumo: | This study has been as aims to investigate the continuing education of teachers who teach mathematics in the early years of Elementary School I, considering a learning environment from the perspective of Mathematical Modeling. It sought to investigate how this continuing education could contribute for reflections about the knowledge to teach mathematics at this education level. Through reflections and questioning over formation meetings, held an interaction between Modeling learning environment to continuous formation of teachers and categories for analysis of the teacher's knowledge proposed by Didactic-mathematical Knowledge Model (KDM), drawn up by Godino, as well as with the Mathematical Knowledge Model for Teaching, proposed by Ball and its collaborators. Teachers belonging to the staff of the public school system of the State of São Paulo attended this research of qualitative measures. The data of this investigation were produced through the audio and video records of formation meetings, by use of copybook, as well as through application of a questionnaire composed of open and closed questions. It can be inferred that, through discussions and reflections during the process of continuing formation, some elements that constitute the teacher’s didactic-mathematical knowledge emerged and were linked to the categories (i) Common Knowledge of the Content and (ii) Expanded Knowledge of Content, belonging to the KDM Math Dimension, as well as with the categories (i) Epistemic, (ii) of Interaction, (iii) of Mediation and (iv) Ecological, belonging to the KDM Didatic Dimension. By analyzing the adopted format for such formation, as well as the method of training implemented by the trainer, we consider that the modeling environment proposed has created opportunities to discuss not only the mathematical content into the classroom, but, mainly, provided discussions which enabled the mobilization of knowledge in a variety of contexts of the practice, contributing to the understanding of the importance of the reflections about the Didactic Dimensions and mathematics of the KDM to the teaching practice. |
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Ribeiro, Rogério MarquesCaldeira, Ademir Donizetihttp://lattes.cnpq.br/8185048034258055Powell, Arthur Belfordhttp://lattes.cnpq.br/3998471745530201http://lattes.cnpq.br/054864175444570629ffa47f-dd39-4cb3-9a7f-746050f15d652016-10-14T14:16:41Z2016-10-14T14:16:41Z2016-02-29RIBEIRO, Rogério Marques. Modelagem matemática e mobilização de conhecimentos didático-matemáticos na formação continuada de professores dos anos iniciais. 2016. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2016. Disponível em: https://repositorio.ufscar.br/handle/ufscar/7871.https://repositorio.ufscar.br/handle/ufscar/7871This study has been as aims to investigate the continuing education of teachers who teach mathematics in the early years of Elementary School I, considering a learning environment from the perspective of Mathematical Modeling. It sought to investigate how this continuing education could contribute for reflections about the knowledge to teach mathematics at this education level. Through reflections and questioning over formation meetings, held an interaction between Modeling learning environment to continuous formation of teachers and categories for analysis of the teacher's knowledge proposed by Didactic-mathematical Knowledge Model (KDM), drawn up by Godino, as well as with the Mathematical Knowledge Model for Teaching, proposed by Ball and its collaborators. Teachers belonging to the staff of the public school system of the State of São Paulo attended this research of qualitative measures. The data of this investigation were produced through the audio and video records of formation meetings, by use of copybook, as well as through application of a questionnaire composed of open and closed questions. It can be inferred that, through discussions and reflections during the process of continuing formation, some elements that constitute the teacher’s didactic-mathematical knowledge emerged and were linked to the categories (i) Common Knowledge of the Content and (ii) Expanded Knowledge of Content, belonging to the KDM Math Dimension, as well as with the categories (i) Epistemic, (ii) of Interaction, (iii) of Mediation and (iv) Ecological, belonging to the KDM Didatic Dimension. By analyzing the adopted format for such formation, as well as the method of training implemented by the trainer, we consider that the modeling environment proposed has created opportunities to discuss not only the mathematical content into the classroom, but, mainly, provided discussions which enabled the mobilization of knowledge in a variety of contexts of the practice, contributing to the understanding of the importance of the reflections about the Didactic Dimensions and mathematics of the KDM to the teaching practice.Este estudo teve como objetivo investigar a formação continuada de professores que ensinam matemática nos anos iniciais do Ensino Fundamental I, considerando um ambiente de aprendizagem na perspectiva da Modelagem Matemática. Buscou-se investigar como esta formação continuada poderia contribuir para reflexões acerca do conhecimento para se ensinar matemática nesse nível de ensino. Por meio das reflexões e problematizações ao longo dos encontros de formação, realizou-se uma articulação entre o ambiente de aprendizagem de Modelagem para a formação de professores e as categorias para análise do conhecimento do professor de matemática propostas por meio do Modelo do Conhecimento Didático-Matemático (CDM), elaborado por Godino, assim como com o Modelo do Conhecimento Matemático para o Ensino, proposto por Ball e seus colaboradores. Participaram desta pesquisa, de cunho qualitativo, professoras pertencentes ao quadro da rede pública de ensino do Estado de São Paulo. Os dados desta investigação foram produzidos por meio do registro em áudio e vídeo dos encontros de formação, pelo uso do caderno de anotações, bem como por meio da aplicação de um questionário composto de perguntas abertas e fechadas. Pode-se inferir que, por meio de discussões e reflexões durante o processo de formação continuada, alguns elementos que constituem os conhecimentos didático-matemáticos do professor emergiram e foram articulados com as categorias (i) do Conhecimento Comum do Conteúdo e (ii) do Conhecimento Ampliado do Conteúdo, pertencentes à Dimensão Matemática do CDM, assim como com as categorias (i) Epistêmica, (ii) de Interação, (iii) de Mediação e (iv) Ecológica, pertencentes à Dimensão Didática do CDM. Ao analisar o formato adotado para essa formação, assim como a forma de condução implementada pelo formador, consideramos que o ambiente de Modelagem proposto criou oportunidades para que se discutissem não apenas o conteúdo matemático para a sala de aula, mas, principalmente, oportunizou discussões que permitiram a mobilização de conhecimentos em uma variedade de contextos da prática, contribuindo, assim, para a compreensão da importância das reflexões acerca das Dimensões Didática e Matemática do CDM para a prática docente.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarFormação de professoresAnos iniciaisConhecimento didático-matemático para o ensinoModelagem matemáticaEducação matemáticaTeacher educationInitial yearsDidactic-mathematical knowledge for teachingMathematical modelingMathematics educationCIENCIAS EXATAS E DA TERRA::MATEMATICACIENCIAS HUMANAS::EDUCACAOModelagem matemática e mobilização de conhecimentos didático-matemáticos na formação continuada de professores dos anos iniciaisMathematical modeling and didactic-mathematical mobilization knowledge in the continuous formation of teachers of early yearsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisOnline600600f422515f-1bba-44c8-a931-6b2954cb26e4info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALTeseRMR.pdfTeseRMR.pdfapplication/pdf2759548https://repositorio.ufscar.br/bitstream/ufscar/7871/1/TeseRMR.pdfe63c93e4b3fd6a24e29170e1136ea329MD51LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Modelagem matemática e mobilização de conhecimentos didático-matemáticos na formação continuada de professores dos anos iniciais |
dc.title.alternative.eng.fl_str_mv |
Mathematical modeling and didactic-mathematical mobilization knowledge in the continuous formation of teachers of early years |
title |
Modelagem matemática e mobilização de conhecimentos didático-matemáticos na formação continuada de professores dos anos iniciais |
spellingShingle |
Modelagem matemática e mobilização de conhecimentos didático-matemáticos na formação continuada de professores dos anos iniciais Ribeiro, Rogério Marques Formação de professores Anos iniciais Conhecimento didático-matemático para o ensino Modelagem matemática Educação matemática Teacher education Initial years Didactic-mathematical knowledge for teaching Mathematical modeling Mathematics education CIENCIAS EXATAS E DA TERRA::MATEMATICA CIENCIAS HUMANAS::EDUCACAO |
title_short |
Modelagem matemática e mobilização de conhecimentos didático-matemáticos na formação continuada de professores dos anos iniciais |
title_full |
Modelagem matemática e mobilização de conhecimentos didático-matemáticos na formação continuada de professores dos anos iniciais |
title_fullStr |
Modelagem matemática e mobilização de conhecimentos didático-matemáticos na formação continuada de professores dos anos iniciais |
title_full_unstemmed |
Modelagem matemática e mobilização de conhecimentos didático-matemáticos na formação continuada de professores dos anos iniciais |
title_sort |
Modelagem matemática e mobilização de conhecimentos didático-matemáticos na formação continuada de professores dos anos iniciais |
author |
Ribeiro, Rogério Marques |
author_facet |
Ribeiro, Rogério Marques |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/0548641754445706 |
dc.contributor.author.fl_str_mv |
Ribeiro, Rogério Marques |
dc.contributor.advisor1.fl_str_mv |
Caldeira, Ademir Donizeti |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8185048034258055 |
dc.contributor.advisor-co1.fl_str_mv |
Powell, Arthur Belford |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/3998471745530201 |
dc.contributor.authorID.fl_str_mv |
29ffa47f-dd39-4cb3-9a7f-746050f15d65 |
contributor_str_mv |
Caldeira, Ademir Donizeti Powell, Arthur Belford |
dc.subject.por.fl_str_mv |
Formação de professores Anos iniciais Conhecimento didático-matemático para o ensino Modelagem matemática Educação matemática |
topic |
Formação de professores Anos iniciais Conhecimento didático-matemático para o ensino Modelagem matemática Educação matemática Teacher education Initial years Didactic-mathematical knowledge for teaching Mathematical modeling Mathematics education CIENCIAS EXATAS E DA TERRA::MATEMATICA CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teacher education Initial years Didactic-mathematical knowledge for teaching Mathematical modeling Mathematics education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS EXATAS E DA TERRA::MATEMATICA CIENCIAS HUMANAS::EDUCACAO |
description |
This study has been as aims to investigate the continuing education of teachers who teach mathematics in the early years of Elementary School I, considering a learning environment from the perspective of Mathematical Modeling. It sought to investigate how this continuing education could contribute for reflections about the knowledge to teach mathematics at this education level. Through reflections and questioning over formation meetings, held an interaction between Modeling learning environment to continuous formation of teachers and categories for analysis of the teacher's knowledge proposed by Didactic-mathematical Knowledge Model (KDM), drawn up by Godino, as well as with the Mathematical Knowledge Model for Teaching, proposed by Ball and its collaborators. Teachers belonging to the staff of the public school system of the State of São Paulo attended this research of qualitative measures. The data of this investigation were produced through the audio and video records of formation meetings, by use of copybook, as well as through application of a questionnaire composed of open and closed questions. It can be inferred that, through discussions and reflections during the process of continuing formation, some elements that constitute the teacher’s didactic-mathematical knowledge emerged and were linked to the categories (i) Common Knowledge of the Content and (ii) Expanded Knowledge of Content, belonging to the KDM Math Dimension, as well as with the categories (i) Epistemic, (ii) of Interaction, (iii) of Mediation and (iv) Ecological, belonging to the KDM Didatic Dimension. By analyzing the adopted format for such formation, as well as the method of training implemented by the trainer, we consider that the modeling environment proposed has created opportunities to discuss not only the mathematical content into the classroom, but, mainly, provided discussions which enabled the mobilization of knowledge in a variety of contexts of the practice, contributing to the understanding of the importance of the reflections about the Didactic Dimensions and mathematics of the KDM to the teaching practice. |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-10-14T14:16:41Z |
dc.date.available.fl_str_mv |
2016-10-14T14:16:41Z |
dc.date.issued.fl_str_mv |
2016-02-29 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
RIBEIRO, Rogério Marques. Modelagem matemática e mobilização de conhecimentos didático-matemáticos na formação continuada de professores dos anos iniciais. 2016. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2016. Disponível em: https://repositorio.ufscar.br/handle/ufscar/7871. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/7871 |
identifier_str_mv |
RIBEIRO, Rogério Marques. Modelagem matemática e mobilização de conhecimentos didático-matemáticos na formação continuada de professores dos anos iniciais. 2016. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2016. Disponível em: https://repositorio.ufscar.br/handle/ufscar/7871. |
url |
https://repositorio.ufscar.br/handle/ufscar/7871 |
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openAccess |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Educação - PPGE |
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Universidade Federal de São Carlos Câmpus São Carlos |
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