A avaliação do estudante em atividades de Modelagem Matemática: o que as pesquisas apontam?
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/10293 |
Resumo: | The use of Modeling in Mathematics classes has been advocated for decades by the community of researchers in Modeling in Mathematics Education. Several scholars and teachers have been dedicated to researching the challenges, possibilities and contributions that involve this practice. However, there are few proposals and discussions about student evaluation in this context. Based on the assumption that there is a Brazilian production of research aimed at investigating the practice of Modeling based on classroom activities, especially in Basic Education, the present research proposes to answer the following question: what Brazilian researches indicate the student's assessment of Mathematical Modeling activities developed in Basic Education? To answer this question, we intend to identify and analyze in the dissertations and theses that developed Mathematical Modeling activities in Basic Education the expressions about the student's assessment in this context. Considering the question and the objective to be achieved, we take a qualitative approach to this research, which is also characterized as a documentary study. We selected 73 papers that met our objective, which were defended from 2006 to 2016. For the organization, data construction and definition of categories, the Content Analysis procedures were used. The four categories that emerged from this process were: 1) Criteria for assessment and Mathematical Modeling; 2) Tools for assessment and Mathematical Modeling; 3) Evaluative Practices and Mathematical Modeling and 4) Consequences of the evaluative practices under the activities of Mathematical Modeling. The analysis points out that although the evaluative practices identified in the dissertations and theses have sought agreement with the proposals of some modeling models in Mathematics Education, considering the elements that constitute it, it is perceived that these are guided by traditional evaluative practices present in the scope school. |
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Pinto, Amanda RibeiroCaldeira, Ademir Donizetihttp://lattes.cnpq.br/8185048034258055http://lattes.cnpq.br/6096157448192251552e9d00-4bb8-43df-a856-d6eb3d4498a22018-07-16T19:59:27Z2018-07-16T19:59:27Z2018-02-27PINTO, Amanda Ribeiro. A avaliação do estudante em atividades de Modelagem Matemática: o que as pesquisas apontam?. 2018. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/10293.https://repositorio.ufscar.br/handle/ufscar/10293The use of Modeling in Mathematics classes has been advocated for decades by the community of researchers in Modeling in Mathematics Education. Several scholars and teachers have been dedicated to researching the challenges, possibilities and contributions that involve this practice. However, there are few proposals and discussions about student evaluation in this context. Based on the assumption that there is a Brazilian production of research aimed at investigating the practice of Modeling based on classroom activities, especially in Basic Education, the present research proposes to answer the following question: what Brazilian researches indicate the student's assessment of Mathematical Modeling activities developed in Basic Education? To answer this question, we intend to identify and analyze in the dissertations and theses that developed Mathematical Modeling activities in Basic Education the expressions about the student's assessment in this context. Considering the question and the objective to be achieved, we take a qualitative approach to this research, which is also characterized as a documentary study. We selected 73 papers that met our objective, which were defended from 2006 to 2016. For the organization, data construction and definition of categories, the Content Analysis procedures were used. The four categories that emerged from this process were: 1) Criteria for assessment and Mathematical Modeling; 2) Tools for assessment and Mathematical Modeling; 3) Evaluative Practices and Mathematical Modeling and 4) Consequences of the evaluative practices under the activities of Mathematical Modeling. The analysis points out that although the evaluative practices identified in the dissertations and theses have sought agreement with the proposals of some modeling models in Mathematics Education, considering the elements that constitute it, it is perceived that these are guided by traditional evaluative practices present in the scope school.O uso da Modelagem nas aulas de Matemática vem sendo defendido há décadas pela comunidade de pesquisadores em Modelagem na Educação Matemática. Vários estudiosos e professores tem se dedicado a investigação dos desafios, possibilidades e contribuições que envolvem essa prática. Porém, são poucas as propostas e discussões acerca da realização da avaliação do estudante nesse contexto. Partindo do pressuposto de que há uma produção brasileira de pesquisas voltadas para investigar a prática de Modelagem a partir da realização de atividades em sala de aula, sobretudo na Educação Básica, a presente pesquisa se propõe a responder a seguinte questão: o que as pesquisas brasileiras apontam sobre a avaliação do estudante em atividades de Modelagem Matemática desenvolvidas na Educação Básica? Para respondê-la, pretendemos identificar e analisar em dissertações e teses que desenvolveram atividades de Modelagem Matemática na Educação Básica as expressões sobre a avaliação do estudante nesse contexto. Tendo em vista a questão e o objetivo a ser atingido, assumimos uma abordagem qualitativa para esta pesquisa, que também se caracteriza como um estudo documental. Foram selecionados 73 trabalhos que atendiam o nosso objetivo, defendidos no período de 2006 a 2016. Para organização, construção dos dados e definição das categorias foram utilizados os procedimentos da Análise de Conteúdo. As quatro categorias que emergiram desse processo foram: 1) Critérios de avaliação e Modelagem Matemática; 2) Instrumentos para avaliação e Modelagem Matemática; 3) Práticas avaliativas e Modelagem Matemática e 4) Consequências das práticas avaliativas sob as atividades de Modelagem Matemática. A análise aponta que apesar das práticas avaliativas identificadas nas dissertações e teses terem buscado concordância com as propostas de algumas perspectivas de Modelagem em Educação Matemática, considerando elementos que a constituem, percebe-se que estas encontram-se norteadas por práticas avaliativas tradicionais presentes no âmbito escolar.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarAvaliaçãoModelagemEducação matemáticaEducação básicaEvaluationModelingMathematical educationBasic educationEvaluaciónModeladoEducación matemáticaEducación básicaCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMA avaliação do estudante em atividades de Modelagem Matemática: o que as pesquisas apontam?info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnline600600f422515f-1bba-44c8-a931-6b2954cb26e4info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARLICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://repositorio.ufscar.br/bitstream/ufscar/10293/4/license.txtae0398b6f8b235e40ad82cba6c50031dMD54ORIGINALPINTO_Amanda_2018.pdfPINTO_Amanda_2018.pdfapplication/pdf1877723https://repositorio.ufscar.br/bitstream/ufscar/10293/5/PINTO_Amanda_2018.pdf087d5455b02e5a0ad50c35cc44d8132bMD55TEXTPINTO_Amanda_2018.pdf.txtPINTO_Amanda_2018.pdf.txtExtracted texttext/plain289221https://repositorio.ufscar.br/bitstream/ufscar/10293/6/PINTO_Amanda_2018.pdf.txt9c0b236056ba6f81acf2109c11c7f99dMD56THUMBNAILPINTO_Amanda_2018.pdf.jpgPINTO_Amanda_2018.pdf.jpgIM Thumbnailimage/jpeg5459https://repositorio.ufscar.br/bitstream/ufscar/10293/7/PINTO_Amanda_2018.pdf.jpga609ef6026e4ef87f48dce5c942b716fMD57ufscar/102932023-09-18 18:31:15.915oai:repositorio.ufscar.br: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Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:15Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
A avaliação do estudante em atividades de Modelagem Matemática: o que as pesquisas apontam? |
title |
A avaliação do estudante em atividades de Modelagem Matemática: o que as pesquisas apontam? |
spellingShingle |
A avaliação do estudante em atividades de Modelagem Matemática: o que as pesquisas apontam? Pinto, Amanda Ribeiro Avaliação Modelagem Educação matemática Educação básica Evaluation Modeling Mathematical education Basic education Evaluación Modelado Educación matemática Educación básica CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
A avaliação do estudante em atividades de Modelagem Matemática: o que as pesquisas apontam? |
title_full |
A avaliação do estudante em atividades de Modelagem Matemática: o que as pesquisas apontam? |
title_fullStr |
A avaliação do estudante em atividades de Modelagem Matemática: o que as pesquisas apontam? |
title_full_unstemmed |
A avaliação do estudante em atividades de Modelagem Matemática: o que as pesquisas apontam? |
title_sort |
A avaliação do estudante em atividades de Modelagem Matemática: o que as pesquisas apontam? |
author |
Pinto, Amanda Ribeiro |
author_facet |
Pinto, Amanda Ribeiro |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/6096157448192251 |
dc.contributor.author.fl_str_mv |
Pinto, Amanda Ribeiro |
dc.contributor.advisor1.fl_str_mv |
Caldeira, Ademir Donizeti |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8185048034258055 |
dc.contributor.authorID.fl_str_mv |
552e9d00-4bb8-43df-a856-d6eb3d4498a2 |
contributor_str_mv |
Caldeira, Ademir Donizeti |
dc.subject.por.fl_str_mv |
Avaliação Modelagem Educação matemática Educação básica |
topic |
Avaliação Modelagem Educação matemática Educação básica Evaluation Modeling Mathematical education Basic education Evaluación Modelado Educación matemática Educación básica CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Evaluation Modeling Mathematical education Basic education |
dc.subject.spa.fl_str_mv |
Evaluación Modelado Educación matemática Educación básica |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
description |
The use of Modeling in Mathematics classes has been advocated for decades by the community of researchers in Modeling in Mathematics Education. Several scholars and teachers have been dedicated to researching the challenges, possibilities and contributions that involve this practice. However, there are few proposals and discussions about student evaluation in this context. Based on the assumption that there is a Brazilian production of research aimed at investigating the practice of Modeling based on classroom activities, especially in Basic Education, the present research proposes to answer the following question: what Brazilian researches indicate the student's assessment of Mathematical Modeling activities developed in Basic Education? To answer this question, we intend to identify and analyze in the dissertations and theses that developed Mathematical Modeling activities in Basic Education the expressions about the student's assessment in this context. Considering the question and the objective to be achieved, we take a qualitative approach to this research, which is also characterized as a documentary study. We selected 73 papers that met our objective, which were defended from 2006 to 2016. For the organization, data construction and definition of categories, the Content Analysis procedures were used. The four categories that emerged from this process were: 1) Criteria for assessment and Mathematical Modeling; 2) Tools for assessment and Mathematical Modeling; 3) Evaluative Practices and Mathematical Modeling and 4) Consequences of the evaluative practices under the activities of Mathematical Modeling. The analysis points out that although the evaluative practices identified in the dissertations and theses have sought agreement with the proposals of some modeling models in Mathematics Education, considering the elements that constitute it, it is perceived that these are guided by traditional evaluative practices present in the scope school. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-07-16T19:59:27Z |
dc.date.available.fl_str_mv |
2018-07-16T19:59:27Z |
dc.date.issued.fl_str_mv |
2018-02-27 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
PINTO, Amanda Ribeiro. A avaliação do estudante em atividades de Modelagem Matemática: o que as pesquisas apontam?. 2018. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/10293. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/10293 |
identifier_str_mv |
PINTO, Amanda Ribeiro. A avaliação do estudante em atividades de Modelagem Matemática: o que as pesquisas apontam?. 2018. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/10293. |
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https://repositorio.ufscar.br/handle/ufscar/10293 |
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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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UFSCar |
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Universidade Federal de São Carlos Câmpus São Carlos |
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