Initial teacher education: active methodologies, emphasis on mathematical modeling

Detalhes bibliográficos
Autor(a) principal: Ferro, Francisca Camila Soares
Data de Publicação: 2021
Outros Autores: Gomes, Antonia Karla Bezerra
Tipo de documento: Artigo
Idioma: por
Título da fonte: Ensino em Perspectivas
Texto Completo: https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/6371
Resumo: This research aims to present the conceptions of teachers and undergraduates of the Mathematics course at IFCE Campus Crateús about the importance of Active Methodologies, with emphasis on Mathematical Modeling in the initial training of teachers. The theoretical foundation of the study was built based on the discourse of Cecy, Oliveira and Costa (2013) on Active Methodologies, by the conceptions of Barbosa (2012), on Mathematical Modeling, among other authors. Data collection was carried out through an online questionnaire, made available to teachers in the specific and pedagogical areas who work in the mathematics course, and undergraduate students in the sixth and eighth semester of the course. The results obtained show that the participants positively evaluate the use of active methods, believing in the development and/or enhancement of skills and abilities related to these methodologies and in their importance as resources for the classroom.
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spelling Initial teacher education: active methodologies, emphasis on mathematical modelingFormação inicial de professores: metodologias ativas, ênfase na modelagem matemáticaFormação inicial de professores de MatemáticaIFCE campus CrateúsMetodologias ativasModelagem MatemáticaInitial training for Mathematics teachersIFCE Crateús campusActive methodologiesMathematical ModelingThis research aims to present the conceptions of teachers and undergraduates of the Mathematics course at IFCE Campus Crateús about the importance of Active Methodologies, with emphasis on Mathematical Modeling in the initial training of teachers. The theoretical foundation of the study was built based on the discourse of Cecy, Oliveira and Costa (2013) on Active Methodologies, by the conceptions of Barbosa (2012), on Mathematical Modeling, among other authors. Data collection was carried out through an online questionnaire, made available to teachers in the specific and pedagogical areas who work in the mathematics course, and undergraduate students in the sixth and eighth semester of the course. The results obtained show that the participants positively evaluate the use of active methods, believing in the development and/or enhancement of skills and abilities related to these methodologies and in their importance as resources for the classroom.Esta pesquisa tem como objetivo, apresentar as concepções de professores e licenciandos do curso de Matemática do IFCE Campus Crateús acerca da importância das Metodologias Ativas, com ênfase na Modelagem Matemática na formação inicial de professores. A fundamentação teórica do estudo foi construída com base na discursão de Cecy, Oliveira e Costa (2013) sobre as Metodologias ativas, pelas concepções de Barbosa (2012), sobre Modelagem matemática, entre outros autores. A coleta de dados foi realizada por meio de questionário on-line, disponibilizado aos docentes das áreas especifica e pedagógica que atuam no curso de matemática, e licenciandos cursando o sexto e oitavo semestre do curso. Os resultados obtidos mostram que os participantes avaliam positivamente o uso dos métodos ativos, acreditando no desenvolvimento e/ou potencialização de competências e habilidades relacionadas a essas metodologias e na importância delas como recursos para a sala de aula.EdUECE - Editora da Universidade Estadual do Ceará2021-08-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uece.br/index.php/ensinoemperspectivas/article/view/6371Teaching in Perspectives; Vol. 2 No. 3 (2021): Edição especial: formação de professores; 1-13Enseñar en perspectivas; Vol. 2 Núm. 3 (2021): Edição especial: formação de professores; 1-13Ensino em Perspectivas; v. 2 n. 3 (2021): Edição especial: formação de professores; 1-132675-9144reponame:Ensino em Perspectivasinstname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/ensinoemperspectivas/article/view/6371/5627Copyright (c) 2021 Francisca Camila Soares Ferro, Antonia Karla Bezerra Gomeshttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFerro, Francisca Camila Soares Gomes, Antonia Karla Bezerra2022-09-23T14:40:26Zoai:ojs.revistas.uece.br:article/6371Revistahttps://revistas.uece.br/index.php/ensinoemperspectivas/indexPUBhttps://revistas.uece.br/index.php/ensinoemperspectivas/oaiensino.perspectivas@gmail.com2675-91442675-9144opendoar:2022-09-23T14:40:26Ensino em Perspectivas - Universidade Estadual do Ceará (UECE)false
dc.title.none.fl_str_mv Initial teacher education: active methodologies, emphasis on mathematical modeling
Formação inicial de professores: metodologias ativas, ênfase na modelagem matemática
title Initial teacher education: active methodologies, emphasis on mathematical modeling
spellingShingle Initial teacher education: active methodologies, emphasis on mathematical modeling
Ferro, Francisca Camila Soares
Formação inicial de professores de Matemática
IFCE campus Crateús
Metodologias ativas
Modelagem Matemática
Initial training for Mathematics teachers
IFCE Crateús campus
Active methodologies
Mathematical Modeling
title_short Initial teacher education: active methodologies, emphasis on mathematical modeling
title_full Initial teacher education: active methodologies, emphasis on mathematical modeling
title_fullStr Initial teacher education: active methodologies, emphasis on mathematical modeling
title_full_unstemmed Initial teacher education: active methodologies, emphasis on mathematical modeling
title_sort Initial teacher education: active methodologies, emphasis on mathematical modeling
author Ferro, Francisca Camila Soares
author_facet Ferro, Francisca Camila Soares
Gomes, Antonia Karla Bezerra
author_role author
author2 Gomes, Antonia Karla Bezerra
author2_role author
dc.contributor.author.fl_str_mv Ferro, Francisca Camila Soares
Gomes, Antonia Karla Bezerra
dc.subject.por.fl_str_mv Formação inicial de professores de Matemática
IFCE campus Crateús
Metodologias ativas
Modelagem Matemática
Initial training for Mathematics teachers
IFCE Crateús campus
Active methodologies
Mathematical Modeling
topic Formação inicial de professores de Matemática
IFCE campus Crateús
Metodologias ativas
Modelagem Matemática
Initial training for Mathematics teachers
IFCE Crateús campus
Active methodologies
Mathematical Modeling
description This research aims to present the conceptions of teachers and undergraduates of the Mathematics course at IFCE Campus Crateús about the importance of Active Methodologies, with emphasis on Mathematical Modeling in the initial training of teachers. The theoretical foundation of the study was built based on the discourse of Cecy, Oliveira and Costa (2013) on Active Methodologies, by the conceptions of Barbosa (2012), on Mathematical Modeling, among other authors. Data collection was carried out through an online questionnaire, made available to teachers in the specific and pedagogical areas who work in the mathematics course, and undergraduate students in the sixth and eighth semester of the course. The results obtained show that the participants positively evaluate the use of active methods, believing in the development and/or enhancement of skills and abilities related to these methodologies and in their importance as resources for the classroom.
publishDate 2021
dc.date.none.fl_str_mv 2021-08-16
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://revistas.uece.br/index.php/ensinoemperspectivas/article/view/6371
url https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/6371
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/6371/5627
dc.rights.driver.fl_str_mv Copyright (c) 2021 Francisca Camila Soares Ferro, Antonia Karla Bezerra Gomes
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Francisca Camila Soares Ferro, Antonia Karla Bezerra Gomes
http://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 EdUECE - Editora da Universidade Estadual do Ceará
publisher.none.fl_str_mv EdUECE - Editora da Universidade Estadual do Ceará
dc.source.none.fl_str_mv Teaching in Perspectives; Vol. 2 No. 3 (2021): Edição especial: formação de professores; 1-13
Enseñar en perspectivas; Vol. 2 Núm. 3 (2021): Edição especial: formação de professores; 1-13
Ensino em Perspectivas; v. 2 n. 3 (2021): Edição especial: formação de professores; 1-13
2675-9144
reponame:Ensino em Perspectivas
instname:Universidade Estadual do Ceará (UECE)
instacron:UECE
instname_str Universidade Estadual do Ceará (UECE)
instacron_str UECE
institution UECE
reponame_str Ensino em Perspectivas
collection Ensino em Perspectivas
repository.name.fl_str_mv Ensino em Perspectivas - Universidade Estadual do Ceará (UECE)
repository.mail.fl_str_mv ensino.perspectivas@gmail.com
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