Problem Solving: a didactical proposal in teachers’ education
Autor(a) principal: | |
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Data de Publicação: | 2014 |
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/849 |
Resumo: | This study aims to understand and highlight the didactic and mathematical capabilities that the Methodology of Teaching-Learning-Assessment Mathematics through Problem Solving offers in order to enhance learning and improve mathematics teaching. For this, a research project was developed with teachers in formation in the subject Didactic of mathematics, in a graduation course in Mathematics. This is a qualitative research with methodological guidelines of Romberg (1992), using a course plan with ten methodological activities, in order to guide the researcher to investigate, plan and develop his work. The instruments for data collection were: logbook researcher, initial questionnaire for the students and the material produced by them during the course. The survey revealed an awareness of both the teacher-researcher as those involved in the research, that a work done in the context of problem solving in the initial training of future mathematics teachers, especially in the subject Didactic of mathematics, can constitute a space of reflection, research, learning and professional development. Furthermore, during the investigation it was possible to demonstrate a change in beliefs of teachers' mathematical and pedagogical knowledge as well as promote an enthusiastic and motivating participation of future teachers. |
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Problem Solving: a didactical proposal in teachers’ educationResolução de Problemas: uma proposta didática na formação de professoresEducação MatemáticaFormação de professoresDidática da MatemáticaResolução de ProblemasEnsino-Aprendizagem-Avaliação de MatemáticaMathematical EducationTeacher TrainingTeaching MathProblem SolvingTeaching-Learning-Assessment of MathematicsThis study aims to understand and highlight the didactic and mathematical capabilities that the Methodology of Teaching-Learning-Assessment Mathematics through Problem Solving offers in order to enhance learning and improve mathematics teaching. For this, a research project was developed with teachers in formation in the subject Didactic of mathematics, in a graduation course in Mathematics. This is a qualitative research with methodological guidelines of Romberg (1992), using a course plan with ten methodological activities, in order to guide the researcher to investigate, plan and develop his work. The instruments for data collection were: logbook researcher, initial questionnaire for the students and the material produced by them during the course. The survey revealed an awareness of both the teacher-researcher as those involved in the research, that a work done in the context of problem solving in the initial training of future mathematics teachers, especially in the subject Didactic of mathematics, can constitute a space of reflection, research, learning and professional development. Furthermore, during the investigation it was possible to demonstrate a change in beliefs of teachers' mathematical and pedagogical knowledge as well as promote an enthusiastic and motivating participation of future teachers.O presente texto apresenta parte de uma pesquisa de doutoramento que buscou investigar, compreender e evidenciar as potencialidades didático-matemáticas que a Metodologia de Ensino-Aprendizagem-Avaliação de Matemática através da Resolução de Problemas oferece no sentido de incrementar a aprendizagem e melhorar os processos de ensino, bem como o de promover o aprimoramento das práticas dos professores no contexto de sala de aula de Matemática. Para tal, foram criados e aplicados dois projetos de ensino para as disciplinas Didática da Matemática e Laboratório de Ensino de Matemática II, ministradas pela professora-pesquisadora, que se inseriu no ambiente pesquisado a fim de observar e conscientizar os sujeitos da pesquisa de seu papel como futuro professor de Matemática. A junção dessas disciplinas é indispensável para a formação do professor, uma vez que elas propiciam momentos de discussão e investigação de formas de organizar o ensino e a aprendizagem da Matemática. Neste artigo será apresentada, sucintamente, parte do projeto desenvolvido na disciplina Didática da Matemática que se mostrou como um espaço importante de reflexão, de aprendizagem e de desenvolvimento profissional, tanto da professora-pesquisadora quanto dos envolvidos na pesquisa. Editora Cruzeiro do Sul2014-07-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/84910.26843/rencima.v5i2.849Revista de Ensino de Ciências e Matemática; v. 5 n. 2 (2014): jul./dez.; 1-172179-426X10.26843/rencima.v5i2reponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/849/719https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessNunes, Célia Barros2023-04-20T21:34:21Zoai:ojs.pkp.sfu.ca:article/849Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-04-20T21:34:21Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false |
dc.title.none.fl_str_mv |
Problem Solving: a didactical proposal in teachers’ education Resolução de Problemas: uma proposta didática na formação de professores |
title |
Problem Solving: a didactical proposal in teachers’ education |
spellingShingle |
Problem Solving: a didactical proposal in teachers’ education Nunes, Célia Barros Educação Matemática Formação de professores Didática da Matemática Resolução de Problemas Ensino-Aprendizagem-Avaliação de Matemática Mathematical Education Teacher Training Teaching Math Problem Solving Teaching-Learning-Assessment of Mathematics |
title_short |
Problem Solving: a didactical proposal in teachers’ education |
title_full |
Problem Solving: a didactical proposal in teachers’ education |
title_fullStr |
Problem Solving: a didactical proposal in teachers’ education |
title_full_unstemmed |
Problem Solving: a didactical proposal in teachers’ education |
title_sort |
Problem Solving: a didactical proposal in teachers’ education |
author |
Nunes, Célia Barros |
author_facet |
Nunes, Célia Barros |
author_role |
author |
dc.contributor.author.fl_str_mv |
Nunes, Célia Barros |
dc.subject.por.fl_str_mv |
Educação Matemática Formação de professores Didática da Matemática Resolução de Problemas Ensino-Aprendizagem-Avaliação de Matemática Mathematical Education Teacher Training Teaching Math Problem Solving Teaching-Learning-Assessment of Mathematics |
topic |
Educação Matemática Formação de professores Didática da Matemática Resolução de Problemas Ensino-Aprendizagem-Avaliação de Matemática Mathematical Education Teacher Training Teaching Math Problem Solving Teaching-Learning-Assessment of Mathematics |
description |
This study aims to understand and highlight the didactic and mathematical capabilities that the Methodology of Teaching-Learning-Assessment Mathematics through Problem Solving offers in order to enhance learning and improve mathematics teaching. For this, a research project was developed with teachers in formation in the subject Didactic of mathematics, in a graduation course in Mathematics. This is a qualitative research with methodological guidelines of Romberg (1992), using a course plan with ten methodological activities, in order to guide the researcher to investigate, plan and develop his work. The instruments for data collection were: logbook researcher, initial questionnaire for the students and the material produced by them during the course. The survey revealed an awareness of both the teacher-researcher as those involved in the research, that a work done in the context of problem solving in the initial training of future mathematics teachers, especially in the subject Didactic of mathematics, can constitute a space of reflection, research, learning and professional development. Furthermore, during the investigation it was possible to demonstrate a change in beliefs of teachers' mathematical and pedagogical knowledge as well as promote an enthusiastic and motivating participation of future teachers. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-07-01 |
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/849 10.26843/rencima.v5i2.849 |
url |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/849 |
identifier_str_mv |
10.26843/rencima.v5i2.849 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/849/719 |
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. 5 n. 2 (2014): jul./dez.; 1-17 2179-426X 10.26843/rencima.v5i2 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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1799306129238392832 |