Modelagem matemática na educação básica: obstáculos e dificuldades apontados por professores
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/7523 |
Resumo: | The mathematical modelling in the perspective of mathematics education has achieved meaningful progress in the last years in relation to academic and scientific aspects, both nationally and internationally. Mathematics modelling may be considered a consolidated search field. This fact is evidenced considering the number of publications in scientific events, as well as magazines editions and books focused on mathematics education, which range from basic to higher education, as in colleges and universities. However, there are some indications that this mathematics modelling has faced weakness in terms of its application in classrooms of lower secondary levels. Based on this context, our research has investigated the obstacles and difficulties pointed out by recently graduated mathematics teachers of public colleges and universities in Paraná state. These professionals have studied Mathematics modelling during the graduation course, in the perspective of mathematics education, which is related to its application in classroom everyday activities. The methodological approach used to the survey data understanding was the Textual Analysis Discourse. Data collection was conducted through a questionnaire sent via Google Docs to 57 newly qualified math teachers, up to two years after graduation. All these professionals were teaching at public schools of Paraná state basic education. Among these, 26 have answered the questionnaire. We have established four categories covering the main obstacles and difficulties, pointed out by the teachers, subjects of this research, regarding the use of modelling in classroom, which are: (i) teachers’ insecurity in using this methodology in their classes; (ii) poor initial teachers’ training; (iii) difficulties because of traditional and conservative approach of the school system; (iv) difficulties in inserting students in the Modelling environment. These categories have shown that all obstacles and difficulties indicated by teachers about the modelling approach are basically associated to three features of resistance regarding changes in pedagogical practices, which are: (i) personal-emotional aspect, (ii) professional competence aspect, and (iii) institutional aspect. |
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Ceolim, Amauri JersiCaldeira, Ademir Donizetihttp://lattes.cnpq.br/8185048034258055http://lattes.cnpq.br/944196069315356709759ffe-24dc-47d9-96f2-0a93c863382d2016-09-27T19:43:20Z2016-09-27T19:43:20Z2015-06-03CEOLIM, Amauri Jersi. Modelagem matemática na educação básica: obstáculos e dificuldades apontados por professores. 2015. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2015. Disponível em: https://repositorio.ufscar.br/handle/ufscar/7523.https://repositorio.ufscar.br/handle/ufscar/7523The mathematical modelling in the perspective of mathematics education has achieved meaningful progress in the last years in relation to academic and scientific aspects, both nationally and internationally. Mathematics modelling may be considered a consolidated search field. This fact is evidenced considering the number of publications in scientific events, as well as magazines editions and books focused on mathematics education, which range from basic to higher education, as in colleges and universities. However, there are some indications that this mathematics modelling has faced weakness in terms of its application in classrooms of lower secondary levels. Based on this context, our research has investigated the obstacles and difficulties pointed out by recently graduated mathematics teachers of public colleges and universities in Paraná state. These professionals have studied Mathematics modelling during the graduation course, in the perspective of mathematics education, which is related to its application in classroom everyday activities. The methodological approach used to the survey data understanding was the Textual Analysis Discourse. Data collection was conducted through a questionnaire sent via Google Docs to 57 newly qualified math teachers, up to two years after graduation. All these professionals were teaching at public schools of Paraná state basic education. Among these, 26 have answered the questionnaire. We have established four categories covering the main obstacles and difficulties, pointed out by the teachers, subjects of this research, regarding the use of modelling in classroom, which are: (i) teachers’ insecurity in using this methodology in their classes; (ii) poor initial teachers’ training; (iii) difficulties because of traditional and conservative approach of the school system; (iv) difficulties in inserting students in the Modelling environment. These categories have shown that all obstacles and difficulties indicated by teachers about the modelling approach are basically associated to three features of resistance regarding changes in pedagogical practices, which are: (i) personal-emotional aspect, (ii) professional competence aspect, and (iii) institutional aspect.A Modelagem Matemática, na perspectiva da Educação Matemática, tem obtido avanços significativos nos últimos anos em relação aos aspectos acadêmicos e científicos, tanto no cenário nacional como no internacional. A Modelagem Matemática pode ser considerada como um campo de pesquisa consolidado. Tal fato se constata pelo número de publicações em eventos científicos, bem como pelas edições de revistas e de livros voltados à Educação Matemática, isso com abrangência em diferentes contextos educacionais que vão desde a Educação Básica até o Ensino Superior. Há, no entanto, indícios de que a Modelagem Matemática apresenta fragilidades para as suas aplicações em salas de aula da Educação Básica. E é nesse contexto que a nossa pesquisa investigou os obstáculos e dificuldades apontados pelos professores recém-formados, egressos de cursos de Licenciatura em Matemática de instituições de ensino superior públicas do Estado do Paraná que cursaram a disciplina de Modelagem Matemática na graduação, na perspectiva da Educação Matemática, com relação à sua aplicação no cotidiano da sala de aula. A opção metodológica para a compreensão dos dados da pesquisa foi pela Análise Textual Discursiva. A coleta de dados foi realizada por meio de questionário enviado via Google Docs a 57 professores recém-formados até dois anos após a graduação, de cursos de Licenciatura em Matemática, que estavam lecionando na Educação Básica do Estado do Paraná. Destes, 26 responderam ao questionário. Foram construídas quatro categorias contemplando os principais obstáculos e a dificuldades apontados pelos professores, sujeitos desta pesquisa, em relação ao uso de Modelagem em sala de aula, que são: (i) insegurança dos professores em utilizar a Modelagem em suas aulas; (ii) formação inicial insuficiente dos professores; (iii) dificuldades com a postura tradicional e conservadora do sistema escolar; e (iv) dificuldades em envolver os estudantes num ambiente de Modelagem. Essas categorias mostraram que os obstáculos e as dificuldades apontados pelos professores em relação ao uso da Modelagem Matemática na sala de aula da Educação Básica estão associados a três fatores de resistência a mudanças de práticas pedagógicas, que são: (i) o fator pessoal-emocional; (ii) o fator da competência profissional; e (iii) o fator institucional.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarEducação matemáticaModelagem matemáticaEducação básicaMathematics EducationMathematics Modeling in Basic EducationObstacles and ResistanceCIENCIAS EXATAS E DA TERRA::MATEMATICACIENCIAS HUMANAS::EDUCACAOModelagem matemática na educação básica: obstáculos e dificuldades apontados por professoresinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisOnline600f422515f-1bba-44c8-a931-6b2954cb26e4info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALTeseAJC.pdfTeseAJC.pdfapplication/pdf1491358https://repositorio.ufscar.br/bitstream/ufscar/7523/1/TeseAJC.pdf98b1d92676cea5b96b1a247721190409MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://repositorio.ufscar.br/bitstream/ufscar/7523/2/license.txtae0398b6f8b235e40ad82cba6c50031dMD52TEXTTeseAJC.pdf.txtTeseAJC.pdf.txtExtracted texttext/plain364473https://repositorio.ufscar.br/bitstream/ufscar/7523/3/TeseAJC.pdf.txt6cc70789234a3eb1e5525840a2f02b6dMD53THUMBNAILTeseAJC.pdf.jpgTeseAJC.pdf.jpgIM Thumbnailimage/jpeg5397https://repositorio.ufscar.br/bitstream/ufscar/7523/4/TeseAJC.pdf.jpg19369cae06427c2183fb1605bc41ecc8MD54ufscar/75232023-09-18 18:30:51.901oai:repositorio.ufscar.br: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Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:30:51Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Modelagem matemática na educação básica: obstáculos e dificuldades apontados por professores |
title |
Modelagem matemática na educação básica: obstáculos e dificuldades apontados por professores |
spellingShingle |
Modelagem matemática na educação básica: obstáculos e dificuldades apontados por professores Ceolim, Amauri Jersi Educação matemática Modelagem matemática Educação básica Mathematics Education Mathematics Modeling in Basic Education Obstacles and Resistance CIENCIAS EXATAS E DA TERRA::MATEMATICA CIENCIAS HUMANAS::EDUCACAO |
title_short |
Modelagem matemática na educação básica: obstáculos e dificuldades apontados por professores |
title_full |
Modelagem matemática na educação básica: obstáculos e dificuldades apontados por professores |
title_fullStr |
Modelagem matemática na educação básica: obstáculos e dificuldades apontados por professores |
title_full_unstemmed |
Modelagem matemática na educação básica: obstáculos e dificuldades apontados por professores |
title_sort |
Modelagem matemática na educação básica: obstáculos e dificuldades apontados por professores |
author |
Ceolim, Amauri Jersi |
author_facet |
Ceolim, Amauri Jersi |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/9441960693153567 |
dc.contributor.author.fl_str_mv |
Ceolim, Amauri Jersi |
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 |
09759ffe-24dc-47d9-96f2-0a93c863382d |
contributor_str_mv |
Caldeira, Ademir Donizeti |
dc.subject.por.fl_str_mv |
Educação matemática Modelagem matemática Educação básica |
topic |
Educação matemática Modelagem matemática Educação básica Mathematics Education Mathematics Modeling in Basic Education Obstacles and Resistance CIENCIAS EXATAS E DA TERRA::MATEMATICA CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Mathematics Education Mathematics Modeling in Basic Education Obstacles and Resistance |
dc.subject.cnpq.fl_str_mv |
CIENCIAS EXATAS E DA TERRA::MATEMATICA CIENCIAS HUMANAS::EDUCACAO |
description |
The mathematical modelling in the perspective of mathematics education has achieved meaningful progress in the last years in relation to academic and scientific aspects, both nationally and internationally. Mathematics modelling may be considered a consolidated search field. This fact is evidenced considering the number of publications in scientific events, as well as magazines editions and books focused on mathematics education, which range from basic to higher education, as in colleges and universities. However, there are some indications that this mathematics modelling has faced weakness in terms of its application in classrooms of lower secondary levels. Based on this context, our research has investigated the obstacles and difficulties pointed out by recently graduated mathematics teachers of public colleges and universities in Paraná state. These professionals have studied Mathematics modelling during the graduation course, in the perspective of mathematics education, which is related to its application in classroom everyday activities. The methodological approach used to the survey data understanding was the Textual Analysis Discourse. Data collection was conducted through a questionnaire sent via Google Docs to 57 newly qualified math teachers, up to two years after graduation. All these professionals were teaching at public schools of Paraná state basic education. Among these, 26 have answered the questionnaire. We have established four categories covering the main obstacles and difficulties, pointed out by the teachers, subjects of this research, regarding the use of modelling in classroom, which are: (i) teachers’ insecurity in using this methodology in their classes; (ii) poor initial teachers’ training; (iii) difficulties because of traditional and conservative approach of the school system; (iv) difficulties in inserting students in the Modelling environment. These categories have shown that all obstacles and difficulties indicated by teachers about the modelling approach are basically associated to three features of resistance regarding changes in pedagogical practices, which are: (i) personal-emotional aspect, (ii) professional competence aspect, and (iii) institutional aspect. |
publishDate |
2015 |
dc.date.issued.fl_str_mv |
2015-06-03 |
dc.date.accessioned.fl_str_mv |
2016-09-27T19:43:20Z |
dc.date.available.fl_str_mv |
2016-09-27T19:43:20Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
CEOLIM, Amauri Jersi. Modelagem matemática na educação básica: obstáculos e dificuldades apontados por professores. 2015. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2015. Disponível em: https://repositorio.ufscar.br/handle/ufscar/7523. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/7523 |
identifier_str_mv |
CEOLIM, Amauri Jersi. Modelagem matemática na educação básica: obstáculos e dificuldades apontados por professores. 2015. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2015. Disponível em: https://repositorio.ufscar.br/handle/ufscar/7523. |
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https://repositorio.ufscar.br/handle/ufscar/7523 |
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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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UFSCar |
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Universidade Federal de São Carlos Câmpus São Carlos |
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