Teaching and Learning of Inequalities at School: an exploratory study based on dissertations and theses
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Data de Publicação: | 2022 |
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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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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) 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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