KNOWLEDGE OF ROBOTICS AND MATHEMATICS IN THE INITIAL TRAINING OF MATHEMATICS TEACHERS
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | |
Tipo de documento: | preprint |
Idioma: | por |
Título da fonte: | SciELO Preprints |
Texto Completo: | https://preprints.scielo.org/index.php/scielo/preprint/view/6701 |
Resumo: | This article addresses the initial teacher training involving students from a Bachelor's Degree Program in Mathematics in the Supervised Internship I course. In this context, we disclose in this present article how the students collectively developed tasks, according to the perspective of Technological Pedagogical Content Knowledge (TPACK), through the programming of four tasks named: "Circumference," "Pentagon," "Hexagon," and "Equilateral Triangle," with the support of Educational Robotics. Due to the COVID-19 pandemic, during our research, the students utilized the Open Roberta platform with the purpose of constructing geometric figures. Through the utilization of Open Roberta, the tasks were collectively developed by the students to enhance their Robotics and Mathematics Knowledge. Throughout their experiences in the internship context, we observed that the students managed to integrate Robotic and Mathematical Knowledge in task development. Thus, through the execution of tasks supported by online robotics, this formative stage empowered the future educators to be well-equipped for a pedagogical approach aligned with the demands of 21st-century education. |
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KNOWLEDGE OF ROBOTICS AND MATHEMATICS IN THE INITIAL TRAINING OF MATHEMATICS TEACHERSCONOCIMIENTO DE ROBÓTICA Y MATEMÁTICAS EN LA FORMACIÓN INICIAL DE PROFESORES DE MATEMÁTICASCONHECIMENTO DE ROBÓTICA E MATEMÁTICA NA FORMAÇÃO INICIAL DE PROFESSORES DE MATEMÁTICAFormação Inicial de ProfessoresMatemáticaTPACKRMKRobótica EducacionalInitial Teacher EducationMathematicsTPACKRMKEducational RoboticsFormación Inicial de DocentesMatemáticasTPACKRMKRobótica EducativaThis article addresses the initial teacher training involving students from a Bachelor's Degree Program in Mathematics in the Supervised Internship I course. In this context, we disclose in this present article how the students collectively developed tasks, according to the perspective of Technological Pedagogical Content Knowledge (TPACK), through the programming of four tasks named: "Circumference," "Pentagon," "Hexagon," and "Equilateral Triangle," with the support of Educational Robotics. Due to the COVID-19 pandemic, during our research, the students utilized the Open Roberta platform with the purpose of constructing geometric figures. Through the utilization of Open Roberta, the tasks were collectively developed by the students to enhance their Robotics and Mathematics Knowledge. Throughout their experiences in the internship context, we observed that the students managed to integrate Robotic and Mathematical Knowledge in task development. Thus, through the execution of tasks supported by online robotics, this formative stage empowered the future educators to be well-equipped for a pedagogical approach aligned with the demands of 21st-century education.Este artículo aborda la formación inicial de docentes con las estudiantes de un Curso de Licenciatura en Matemáticas en la asignatura de Práctica Supervisada I. En este contexto, desvelamos en este presente artículo cómo las estudiantes desarrollaron de manera colectiva algunas tareas, según la perspectiva del Conocimiento Tecnológico Pedagógico del Contenido (TPACK), a través de la programación de cuatro tareas denominadas: "Circunferencia", "Pentágono", "Hexágono" y "Triángulo Equilátero", con el apoyo de la Robótica Educativa. Debido a la pandemia causada por el COVID-19, durante nuestra investigación, las estudiantes utilizaron la plataforma Open Roberta con el propósito de construir figuras geométricas. Mediante el uso de Open Roberta, las tareas fueron desarrolladas de manera colectiva por las estudiantes para desarrollar su Conocimiento en Robótica y Matemáticas. Durante las experiencias en el contexto de la práctica, observamos que las estudiantes lograron integrar el Conocimiento en Robótica y Matemáticas en la elaboración de las tareas. De esta manera, a través de la ejecución de tareas respaldadas por la robótica en línea, esta etapa formativa capacitó a las futuras educadoras para estar preparadas para un enfoque pedagógico alineado con las demandas de la educación en el siglo XXI.Este artigo aborda a formação inicial de professores com as estagiárias de um Curso de Licenciatura em Matemática na disciplina de Estágio Supervisionado I. Neste contexto, revelamos no presente artigo, como as estagiárias desenvolveram coletivamente alguma tarefas, segundo a perspectiva da Conhecimento Tecnológico Pedagógico do Conteúdo (TPACK), a partir da programação de quatro tarefas, denominadas como: Circunferência, Pentágono, Hexágono, Triângulo Equilátero com o apoio da Robótica Educacional. Devido a pandemia causada pelo COVID-19, durante a nossa pesquisa as estagiárias fizeram uso da plataforma do Open Roberta com o próposito de construir as figuras geométricas. Com o o uso do Open Roberta, as tarefas foram desenvolvidas coletivamente pelas estagiárias para que desenvolvessem o Conhecimento de Robótica e Matemática. Durante as vivências no contexto do estágio, observamos que estagiárias conseguiram integrar o Conhecimento de Robótica e Matemática na elaboração das tarefas. Desse modo, por intermédio da execução das tarefas com o suporte da robótica online, essa etapa formativa capacitou as futuras educadoras a estarem aptas a uma abordagem pedagógica alinhada com as demandas da educação no século XXI.SciELO PreprintsSciELO PreprintsSciELO Preprints2023-08-30info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/670110.1590/SciELOPreprints.6701porhttps://preprints.scielo.org/index.php/scielo/article/view/6701/12707Copyright (c) 2023 Henrique Gabriel Silva Carneiro, Arlindo José Souza Juniorhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCarneiro, Henrique Gabriel SilvaSouza Junior, Arlindo Joséreponame:SciELO Preprintsinstname:Scientific Electronic Library Online (SCIELO)instacron:SCI2023-08-29T00:36:20Zoai:ops.preprints.scielo.org:preprint/6701Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2023-08-29T00:36:20SciELO Preprints - Scientific Electronic Library Online (SCIELO)false |
dc.title.none.fl_str_mv |
KNOWLEDGE OF ROBOTICS AND MATHEMATICS IN THE INITIAL TRAINING OF MATHEMATICS TEACHERS CONOCIMIENTO DE ROBÓTICA Y MATEMÁTICAS EN LA FORMACIÓN INICIAL DE PROFESORES DE MATEMÁTICAS CONHECIMENTO DE ROBÓTICA E MATEMÁTICA NA FORMAÇÃO INICIAL DE PROFESSORES DE MATEMÁTICA |
title |
KNOWLEDGE OF ROBOTICS AND MATHEMATICS IN THE INITIAL TRAINING OF MATHEMATICS TEACHERS |
spellingShingle |
KNOWLEDGE OF ROBOTICS AND MATHEMATICS IN THE INITIAL TRAINING OF MATHEMATICS TEACHERS Carneiro, Henrique Gabriel Silva Formação Inicial de Professores Matemática TPACK RMK Robótica Educacional Initial Teacher Education Mathematics TPACK RMK Educational Robotics Formación Inicial de Docentes Matemáticas TPACK RMK Robótica Educativa |
title_short |
KNOWLEDGE OF ROBOTICS AND MATHEMATICS IN THE INITIAL TRAINING OF MATHEMATICS TEACHERS |
title_full |
KNOWLEDGE OF ROBOTICS AND MATHEMATICS IN THE INITIAL TRAINING OF MATHEMATICS TEACHERS |
title_fullStr |
KNOWLEDGE OF ROBOTICS AND MATHEMATICS IN THE INITIAL TRAINING OF MATHEMATICS TEACHERS |
title_full_unstemmed |
KNOWLEDGE OF ROBOTICS AND MATHEMATICS IN THE INITIAL TRAINING OF MATHEMATICS TEACHERS |
title_sort |
KNOWLEDGE OF ROBOTICS AND MATHEMATICS IN THE INITIAL TRAINING OF MATHEMATICS TEACHERS |
author |
Carneiro, Henrique Gabriel Silva |
author_facet |
Carneiro, Henrique Gabriel Silva Souza Junior, Arlindo José |
author_role |
author |
author2 |
Souza Junior, Arlindo José |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Carneiro, Henrique Gabriel Silva Souza Junior, Arlindo José |
dc.subject.por.fl_str_mv |
Formação Inicial de Professores Matemática TPACK RMK Robótica Educacional Initial Teacher Education Mathematics TPACK RMK Educational Robotics Formación Inicial de Docentes Matemáticas TPACK RMK Robótica Educativa |
topic |
Formação Inicial de Professores Matemática TPACK RMK Robótica Educacional Initial Teacher Education Mathematics TPACK RMK Educational Robotics Formación Inicial de Docentes Matemáticas TPACK RMK Robótica Educativa |
description |
This article addresses the initial teacher training involving students from a Bachelor's Degree Program in Mathematics in the Supervised Internship I course. In this context, we disclose in this present article how the students collectively developed tasks, according to the perspective of Technological Pedagogical Content Knowledge (TPACK), through the programming of four tasks named: "Circumference," "Pentagon," "Hexagon," and "Equilateral Triangle," with the support of Educational Robotics. Due to the COVID-19 pandemic, during our research, the students utilized the Open Roberta platform with the purpose of constructing geometric figures. Through the utilization of Open Roberta, the tasks were collectively developed by the students to enhance their Robotics and Mathematics Knowledge. Throughout their experiences in the internship context, we observed that the students managed to integrate Robotic and Mathematical Knowledge in task development. Thus, through the execution of tasks supported by online robotics, this formative stage empowered the future educators to be well-equipped for a pedagogical approach aligned with the demands of 21st-century education. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-08-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
format |
preprint |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/preprint/view/6701 10.1590/SciELOPreprints.6701 |
url |
https://preprints.scielo.org/index.php/scielo/preprint/view/6701 |
identifier_str_mv |
10.1590/SciELOPreprints.6701 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/article/view/6701/12707 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Henrique Gabriel Silva Carneiro, Arlindo José Souza Junior https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Henrique Gabriel Silva Carneiro, Arlindo José Souza Junior https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
SciELO Preprints SciELO Preprints SciELO Preprints |
publisher.none.fl_str_mv |
SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints - Scientific Electronic Library Online (SCIELO) |
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1797047812833148928 |