Mathematical Problem Solving for meaningful learning for undergraduate educators: overcoming difficulties with fractions

Detalhes bibliográficos
Autor(a) principal: Huf, Viviane Barbosa de Souza
Data de Publicação: 2021
Outros Autores: Pinheiro, Nilcéia Aparecida Maciel
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2753
Resumo: The article is an excerpt from a master's research to examine the contributions of workshops addressing mathematical content through the Problem Solving methodology and planned under the assumptions of meaningful learning offered for undergraduate educators. The study follows a qualitative approach with interpretative outline and applied nature, developed in two stages. The first identifies the mathematical content with which the future educators have more significant difficulties. Forty academics were part of this phase. The second stage works on the selected contents in five workshops, aiming to overcome the challenges using the Problem Solving methodology, with a view to meaningful learning. The workshops were held at a public university in the municipality of Ponta Grossa-PR, with nine students' participation. The text presents the workshop with a focus on the content of fractions, one of which the academics reported feeling more difficulties in understanding. The results show that the workshop contributed to change the participants' thoughts regarding the content, overcoming challenges, enriching and changing the initial subsumption, pointing out signs of significant learning, both subordinate and superordinate.
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spelling Mathematical Problem Solving for meaningful learning for undergraduate educators: overcoming difficulties with fractionsResolución de problemas matemáticos para el aprendizaje significativo en la formación inicial de profesores pedagógicos: superación de dificultades en fraccionesResolução de Problemas em Matemática visando uma aprendizagem significativa na formação inicial de professores pedagogos: superando dificuldades em fraçõesEnsino e Aprendizagem de MatemáticaMetodologia de ensinoPráticas de ensinoTeaching and Learning of MathematicsTeaching methodologyTeaching PracticesEnseñanza y aprendizaje de las matemáticasMetodología de la enseñanzaPrácticas docentesThe article is an excerpt from a master's research to examine the contributions of workshops addressing mathematical content through the Problem Solving methodology and planned under the assumptions of meaningful learning offered for undergraduate educators. The study follows a qualitative approach with interpretative outline and applied nature, developed in two stages. The first identifies the mathematical content with which the future educators have more significant difficulties. Forty academics were part of this phase. The second stage works on the selected contents in five workshops, aiming to overcome the challenges using the Problem Solving methodology, with a view to meaningful learning. The workshops were held at a public university in the municipality of Ponta Grossa-PR, with nine students' participation. The text presents the workshop with a focus on the content of fractions, one of which the academics reported feeling more difficulties in understanding. The results show that the workshop contributed to change the participants' thoughts regarding the content, overcoming challenges, enriching and changing the initial subsumption, pointing out signs of significant learning, both subordinate and superordinate.El artigo es un recorte de la pesquisa de maestreado con el objetivo de examinar las contribuciones de talleres que abordan los contenidos matemáticos por el medio de la metodología de resolución de problemas y planeados sobe los presupuestos de la aprendizaje significativo, ofrecidas a académicos del curso de pedagogía. La pesquisa sigue un abordaje cualitativa con delineamiento interpretativo y naturaleza aplicada, desarrollada en dos etapas. La primera identifica los contenidos matemáticos con los cuales los futuros profesores pedagogos presentan mayores dificultades. De la etapa, participaron cuarenta académicos. La segunda etapa trabaja los contenidos seleccionados, en cinco talleres, visando superar las dificultades usando la metodología de resolución de problemas, con vistas al aprendizaje significativo. Los talleres fueran realizadas en una universidad pública de Ponta Grossa- PR, con la participación de nueve académicas. El texto presenta el taller con foco en el contenido de fracciones, uno de los que las académicas relatan sentir más dificultades de entendimiento. Los resultados apuntan que los talleres trajo contribuciones para la mudanza de pensamientos de las participantes con relación a los contenidos, superación de dificultades, enriquecimiento y mudanza de los subsunsores iniciales, apuntando indicios de aprendizaje significativo, tanto subordinado cuanto superordinado.O artigo é um recorte de pesquisa de mestrado com o objetivo de examinar as contribuições de oficinas que abordam os conteúdos matemáticos por meio da metodologia de Resolução de Problemas e planejadas sob os pressupostos da aprendizagem significativa, oferecidas a acadêmicos do curso de Pedagogia. A pesquisa segue uma abordagem qualitativa com delineamento interpretativo e natureza aplicada, desenvolvida em duas etapas. A primeira identifica os conteúdos matemáticos com os quais os futuros professores pedagogos apresentam maiores dificuldades. Da etapa, participaram quarenta acadêmicos. A segunda etapa trabalha os conteúdos selecionados, em cinco oficinas, visando superá-las, usando a metodologia de Resolução de Problemas, com vistas à aprendizagem significativa. As oficinas foram realizadas em uma universidade pública no município de Ponta Grossa-Pr., com a participação de nove acadêmicas. O texto apresenta a oficina com foco no conteúdo de frações, um dos que os acadêmicos relataram sentir mais dificuldades de entendimento. Os resultados apontam que a oficina trouxe contribuições para a mudança de pensamentos dos participantes com relação ao tema, superação de dificuldades, enriquecimento e mudança dos subsunçores iniciais, apontando indícios de aprendizagem significativa, tanto subordinada quanto superordenada.Editora Cruzeiro do Sul2021-02-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/275310.26843/rencima.v12n1a09Revista de Ensino de Ciências e Matemática; v. 12 n. 1 (2021): jan./mar.; 1-232179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/2753/1477https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessHuf, Viviane Barbosa de SouzaPinheiro, Nilcéia Aparecida Maciel2023-05-12T22:56:03Zoai:ojs.pkp.sfu.ca:article/2753Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-05-12T22:56:03Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Mathematical Problem Solving for meaningful learning for undergraduate educators: overcoming difficulties with fractions
Resolución de problemas matemáticos para el aprendizaje significativo en la formación inicial de profesores pedagógicos: superación de dificultades en fracciones
Resolução de Problemas em Matemática visando uma aprendizagem significativa na formação inicial de professores pedagogos: superando dificuldades em frações
title Mathematical Problem Solving for meaningful learning for undergraduate educators: overcoming difficulties with fractions
spellingShingle Mathematical Problem Solving for meaningful learning for undergraduate educators: overcoming difficulties with fractions
Huf, Viviane Barbosa de Souza
Ensino e Aprendizagem de Matemática
Metodologia de ensino
Práticas de ensino
Teaching and Learning of Mathematics
Teaching methodology
Teaching Practices
Enseñanza y aprendizaje de las matemáticas
Metodología de la enseñanza
Prácticas docentes
title_short Mathematical Problem Solving for meaningful learning for undergraduate educators: overcoming difficulties with fractions
title_full Mathematical Problem Solving for meaningful learning for undergraduate educators: overcoming difficulties with fractions
title_fullStr Mathematical Problem Solving for meaningful learning for undergraduate educators: overcoming difficulties with fractions
title_full_unstemmed Mathematical Problem Solving for meaningful learning for undergraduate educators: overcoming difficulties with fractions
title_sort Mathematical Problem Solving for meaningful learning for undergraduate educators: overcoming difficulties with fractions
author Huf, Viviane Barbosa de Souza
author_facet Huf, Viviane Barbosa de Souza
Pinheiro, Nilcéia Aparecida Maciel
author_role author
author2 Pinheiro, Nilcéia Aparecida Maciel
author2_role author
dc.contributor.author.fl_str_mv Huf, Viviane Barbosa de Souza
Pinheiro, Nilcéia Aparecida Maciel
dc.subject.por.fl_str_mv Ensino e Aprendizagem de Matemática
Metodologia de ensino
Práticas de ensino
Teaching and Learning of Mathematics
Teaching methodology
Teaching Practices
Enseñanza y aprendizaje de las matemáticas
Metodología de la enseñanza
Prácticas docentes
topic Ensino e Aprendizagem de Matemática
Metodologia de ensino
Práticas de ensino
Teaching and Learning of Mathematics
Teaching methodology
Teaching Practices
Enseñanza y aprendizaje de las matemáticas
Metodología de la enseñanza
Prácticas docentes
description The article is an excerpt from a master's research to examine the contributions of workshops addressing mathematical content through the Problem Solving methodology and planned under the assumptions of meaningful learning offered for undergraduate educators. The study follows a qualitative approach with interpretative outline and applied nature, developed in two stages. The first identifies the mathematical content with which the future educators have more significant difficulties. Forty academics were part of this phase. The second stage works on the selected contents in five workshops, aiming to overcome the challenges using the Problem Solving methodology, with a view to meaningful learning. The workshops were held at a public university in the municipality of Ponta Grossa-PR, with nine students' participation. The text presents the workshop with a focus on the content of fractions, one of which the academics reported feeling more difficulties in understanding. The results show that the workshop contributed to change the participants' thoughts regarding the content, overcoming challenges, enriching and changing the initial subsumption, pointing out signs of significant learning, both subordinate and superordinate.
publishDate 2021
dc.date.none.fl_str_mv 2021-02-07
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://revistapos.cruzeirodosul.edu.br/rencima/article/view/2753
10.26843/rencima.v12n1a09
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2753
identifier_str_mv 10.26843/rencima.v12n1a09
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2753/1477
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Cruzeiro do Sul
publisher.none.fl_str_mv Editora Cruzeiro do Sul
dc.source.none.fl_str_mv Revista de Ensino de Ciências e Matemática; v. 12 n. 1 (2021): jan./mar.; 1-23
2179-426X
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
instacron:UCS
instname_str Universidade de Caxias do Sul (UCS)
instacron_str UCS
institution UCS
reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
repository.name.fl_str_mv Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)
repository.mail.fl_str_mv ||rencima@cruzeirodosul.edu.br
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