Initial teacher education: active methodologies, emphasis on mathematical modeling
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Data de Publicação: | 2021 |
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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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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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