Teaching and Learning of Inequalities at School: an exploratory study based on dissertations and theses

Detalhes bibliográficos
Autor(a) principal: Travassos, Wilian Barbosa
Data de Publicação: 2022
Outros Autores: Proença, Marcelo Carlos de
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/3528
Resumo: The present research aimed to identify, synthesize and analyze what Brazilian master's and doctoral research has been investigating about teaching and/or learning of the inequalities and what are the teaching trends and theoretical-methodological bases that guide researchs. A bibliographic survey was carried out, which returned 14 researches. For analysis, we created axes separated by level of education and sub-axes separated by the investigative bias of the research. We made descriptive and integrative syntheses of the research, analyzing the teaching trend and the theoretical-methodological approaches used. The results show that two studies focus on teaching, three on learning and nine on teaching and learning. Regarding teaching trends, five follow the constructivist, three follow the empirical-activist, two follow the classical and technicist formalist and one follow the classical formalist. Regarding the theoretical-methodological approaches, stand out the use of Conceptual Fields, Didactic Engineering and the Theory of Registers of Semiotic Representation.
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spelling Teaching and Learning of Inequalities at School: an exploratory study based on dissertations and thesesEnseñanza y aprendizaje de las desigualdades en la escuela: un estudio exploratorio a partir de disertaciones y tesisEnsino e Aprendizagem de Inequações na Escola: um estudo exploratório a partir de dissertações e tesesRevisão BibliográficaEnsino-AprendizagemInequaçãoLiterature ReviewTeaching-LearningInequalityRevisión BibliográficaEnseñanza-AprendizajeDesigualdadThe present research aimed to identify, synthesize and analyze what Brazilian master's and doctoral research has been investigating about teaching and/or learning of the inequalities and what are the teaching trends and theoretical-methodological bases that guide researchs. A bibliographic survey was carried out, which returned 14 researches. For analysis, we created axes separated by level of education and sub-axes separated by the investigative bias of the research. We made descriptive and integrative syntheses of the research, analyzing the teaching trend and the theoretical-methodological approaches used. The results show that two studies focus on teaching, three on learning and nine on teaching and learning. Regarding teaching trends, five follow the constructivist, three follow the empirical-activist, two follow the classical and technicist formalist and one follow the classical formalist. Regarding the theoretical-methodological approaches, stand out the use of Conceptual Fields, Didactic Engineering and the Theory of Registers of Semiotic Representation.La presente investigación tuvo como objetivo identificar, sintetizar y analizar lo que la investigación brasileña de maestría y doctorado ha estado investigando sobre las desigualdades en la enseñanza y/o el aprendizaje y cuáles son las tendencias de enseñanza y las bases teórico-metodológicas que orientan la investigación. Se analizaron catorce estudios entre Primaria y Secundaria y el sesgo investigativo de la investigación. Describimos de forma sintética las tendencias docentes y los enfoques teórico-metodológicos utilizados. Los resultados muestran que dos estudios se centran en la enseñanza, tres en el aprendizaje y nueve en la enseñanza y el aprendizaje. En cuanto a las tendencias de enseñanza, cinco siguen la constructivista, tres siguen la empírico-activista, dos siguen la formalista clásica y tecnicista y uno sigue la formalista clásica. En cuanto a los enfoques teórico-metodológicos, se destacan el uso de los Campos Conceptuales, la Ingeniería Didáctica y la Teoría de los Registros de Representación Semiótica.A presente pesquisa teve como objetivo identificar, sintetizar e analisar o que as pesquisas brasileiras de mestrado e doutorado vêm investigando sobre ensino e/ou aprendizagem de inequações e quais são as tendências de ensino e bases teóricas-metodológicas orientadoras das pesquisas. Foi realizado um levantamento bibliográfico o qual nos retornou 14 pesquisas. Para a análise, criamos eixos separados por nível de ensino e subeixos separados pelo viés investigativo das pesquisas. Sínteses descritivas e integrativas das pesquisas foram feitas, analisando a tendência de ensino e as abordagens teórico-metodológicas utilizadas. Os resultados apontam que duas pesquisas têm como foco o ensino, três, a aprendizagem e nove, o ensino-aprendizagem. Referente às tendências de ensino, cinco seguem a construtivista, três, a empírico-ativista, duas, a formalista clássica e tecnicista e uma, a formalista clássica. Quanto às abordagens teórico-metodológicas, destacam-se o uso dos Campos Conceituais, a Engenharia didática e a Teoria dos Registros de Representação Semiótica.Editora Cruzeiro do Sul2022-08-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/352810.26843/rencima.v13n4a14Revista de Ensino de Ciências e Matemática; v. 13 n. 4 (2022): jul./set.; 1-212179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/3528/1806https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessTravassos, Wilian BarbosaProença, Marcelo Carlos de2023-04-22T01:14:29Zoai:ojs.pkp.sfu.ca:article/3528Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-04-22T01:14:29Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Teaching and Learning of Inequalities at School: an exploratory study based on dissertations and theses
Enseñanza y aprendizaje de las desigualdades en la escuela: un estudio exploratorio a partir de disertaciones y tesis
Ensino e Aprendizagem de Inequações na Escola: um estudo exploratório a partir de dissertações e teses
title Teaching and Learning of Inequalities at School: an exploratory study based on dissertations and theses
spellingShingle Teaching and Learning of Inequalities at School: an exploratory study based on dissertations and theses
Travassos, Wilian Barbosa
Revisão Bibliográfica
Ensino-Aprendizagem
Inequação
Literature Review
Teaching-Learning
Inequality
Revisión Bibliográfica
Enseñanza-Aprendizaje
Desigualdad
title_short Teaching and Learning of Inequalities at School: an exploratory study based on dissertations and theses
title_full Teaching and Learning of Inequalities at School: an exploratory study based on dissertations and theses
title_fullStr Teaching and Learning of Inequalities at School: an exploratory study based on dissertations and theses
title_full_unstemmed Teaching and Learning of Inequalities at School: an exploratory study based on dissertations and theses
title_sort Teaching and Learning of Inequalities at School: an exploratory study based on dissertations and theses
author Travassos, Wilian Barbosa
author_facet Travassos, Wilian Barbosa
Proença, Marcelo Carlos de
author_role author
author2 Proença, Marcelo Carlos de
author2_role author
dc.contributor.author.fl_str_mv Travassos, Wilian Barbosa
Proença, Marcelo Carlos de
dc.subject.por.fl_str_mv Revisão Bibliográfica
Ensino-Aprendizagem
Inequação
Literature Review
Teaching-Learning
Inequality
Revisión Bibliográfica
Enseñanza-Aprendizaje
Desigualdad
topic Revisão Bibliográfica
Ensino-Aprendizagem
Inequação
Literature Review
Teaching-Learning
Inequality
Revisión Bibliográfica
Enseñanza-Aprendizaje
Desigualdad
description The present research aimed to identify, synthesize and analyze what Brazilian master's and doctoral research has been investigating about teaching and/or learning of the inequalities and what are the teaching trends and theoretical-methodological bases that guide researchs. A bibliographic survey was carried out, which returned 14 researches. For analysis, we created axes separated by level of education and sub-axes separated by the investigative bias of the research. We made descriptive and integrative syntheses of the research, analyzing the teaching trend and the theoretical-methodological approaches used. The results show that two studies focus on teaching, three on learning and nine on teaching and learning. Regarding teaching trends, five follow the constructivist, three follow the empirical-activist, two follow the classical and technicist formalist and one follow the classical formalist. Regarding the theoretical-methodological approaches, stand out the use of Conceptual Fields, Didactic Engineering and the Theory of Registers of Semiotic Representation.
publishDate 2022
dc.date.none.fl_str_mv 2022-08-29
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/3528
10.26843/rencima.v13n4a14
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3528
identifier_str_mv 10.26843/rencima.v13n4a14
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3528/1806
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. 13 n. 4 (2022): jul./set.; 1-21
2179-426X
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
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instname_str Universidade de Caxias do Sul (UCS)
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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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