Mathematical Modeling in the initial training of pedagogues: a path to redefine the teaching of Mathematics

Detalhes bibliográficos
Autor(a) principal: Silva, Vantielen da Silva
Data de Publicação: 2020
Outros Autores: Burak, Dionísio
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/15113
Resumo: The presence of Mathematical Modeling in the initial training of pedagogues is justified by the need to improve the training of these educators so that they can promote a quality and meaningful mathematical education for children. This work, with this focus, is part of a thesis that had as research subjects students from the Pedagogy course of a public university in the state of Paraná who experienced formative moments mediated by Modeling as a teaching methodology from the perspective of Mathematics Education. The research, under a phenomenological attitude, sought understandings for the following question: What is shown in the speeches of students about Mathematical Modeling in the initial training of pedagogues? From it, it was possible to identify that the majority of the students had an aversion and feared their performance in the area. However, they found in Modeling a way to reframe the teaching and the concepts they had in relation to Mathematics. Keywords: Mathematical Education. Teacher training. Mathematical Modeling.
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spelling Mathematical Modeling in the initial training of pedagogues: a path to redefine the teaching of MathematicsModelaje Matemático en la formación inicial de pedagogos: un camino para resignificación de la enseñanza de MatemáticaModelagem Matemática na formação inicial de pedagogos: um caminho para ressignificação do ensino de MatemáticaThe presence of Mathematical Modeling in the initial training of pedagogues is justified by the need to improve the training of these educators so that they can promote a quality and meaningful mathematical education for children. This work, with this focus, is part of a thesis that had as research subjects students from the Pedagogy course of a public university in the state of Paraná who experienced formative moments mediated by Modeling as a teaching methodology from the perspective of Mathematics Education. The research, under a phenomenological attitude, sought understandings for the following question: What is shown in the speeches of students about Mathematical Modeling in the initial training of pedagogues? From it, it was possible to identify that the majority of the students had an aversion and feared their performance in the area. However, they found in Modeling a way to reframe the teaching and the concepts they had in relation to Mathematics. Keywords: Mathematical Education. Teacher training. Mathematical Modeling.La presencia del Modelaje Matemático en la formación inicial de pedagogos se justifica por la necesidad de mejorar la formación de esos educadores para que puedan promover una educación matemática de calidad y significativa a los niños. Este trabajo, con ese enfoque, es parte de una tesis que tuvo como sujetos de investigación estudiantes del curso de Pedagogía de una universidad pública del estado de Paraná - Brasil, que vivenciaron momentos formativos mediados por el Modelaje como metodología de enseñanza en la perspectiva de la Educación Matemática. La investigación bajo una actitud fenomenológica buscó entendimientos para el siguiente cuestionamiento: ¿Qué se muestra, en los discursos de los estudiantes, sobre el Modelaje Matemático en la formación inicial de pedagogos?. A partir de él, ¿fue posible identificar que los estudiantes, en su mayoría, mostraban aversión y temían por su desempeño en el área?. Sin embargo, encontraron en el Modelaje un camino para resignificar la enseñanza y los conceptos que tenían en relación con la Matemática. Palabras-clave: Educación Matemática. Formación de profesores. Modelaje Matemático.A presença da Modelagem Matemática na formação inicial de pedagogos justifica-se pela necessidade em melhorar a formação desses educadores para que possam promover uma educação matemática de qualidade e significativa às crianças. Este trabalho, com esse foco, é parte de uma tese que teve como sujeitos de pesquisa acadêmicos do curso de Pedagogia de uma universidade pública do estado do Paraná que vivenciaram momentos formativos mediados pela Modelagem como metodologia de ensino na perspectiva da Educação Matemática. A pesquisa, sob atitude fenomenológica, buscou compreensões para a seguinte interrogação: O que se mostra, em discursos de acadêmicos, sobre a Modelagem Matemática na formação inicial de pedagogos? A partir dela, foi possível identificar que os acadêmicos, em sua maioria, apresentavam aversão e temiam a sua atuação na área. No entanto, encontraram na Modelagem um caminho para ressignificar o ensino e os conceitos que tinham em relação à Matemática. Palavras-chave: Educação Matemática. Formação de professores. Modelagem Matemática.Universidade Estadual de Ponta Grossa2020-08-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1511310.5212/PraxEduc.v.15.15113.043Práxis Educativa; Vol. 15 (2020): Publicação contínua; 1-14Práxis Educativa; Vol. 15 (2020): Publicação contínua; 1-14Práxis Educativa; V. 15 (2020): Publicação contínua; 1-14Práxis Educativa; v. 15 (2020): Publicação contínua; 1-141809-43091809-4031reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/15113/209209213262https://revistas.uepg.br/index.php/praxiseducativa/article/view/15113/209209213341Copyright (c) 2020 Práxis Educativainfo:eu-repo/semantics/openAccessSilva, Vantielen da SilvaBurak, Dionísio2020-08-04T13:59:48Zoai:uepg.br:article/15113Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-08-04T13:59:48Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Mathematical Modeling in the initial training of pedagogues: a path to redefine the teaching of Mathematics
Modelaje Matemático en la formación inicial de pedagogos: un camino para resignificación de la enseñanza de Matemática
Modelagem Matemática na formação inicial de pedagogos: um caminho para ressignificação do ensino de Matemática
title Mathematical Modeling in the initial training of pedagogues: a path to redefine the teaching of Mathematics
spellingShingle Mathematical Modeling in the initial training of pedagogues: a path to redefine the teaching of Mathematics
Silva, Vantielen da Silva
title_short Mathematical Modeling in the initial training of pedagogues: a path to redefine the teaching of Mathematics
title_full Mathematical Modeling in the initial training of pedagogues: a path to redefine the teaching of Mathematics
title_fullStr Mathematical Modeling in the initial training of pedagogues: a path to redefine the teaching of Mathematics
title_full_unstemmed Mathematical Modeling in the initial training of pedagogues: a path to redefine the teaching of Mathematics
title_sort Mathematical Modeling in the initial training of pedagogues: a path to redefine the teaching of Mathematics
author Silva, Vantielen da Silva
author_facet Silva, Vantielen da Silva
Burak, Dionísio
author_role author
author2 Burak, Dionísio
author2_role author
dc.contributor.author.fl_str_mv Silva, Vantielen da Silva
Burak, Dionísio
description The presence of Mathematical Modeling in the initial training of pedagogues is justified by the need to improve the training of these educators so that they can promote a quality and meaningful mathematical education for children. This work, with this focus, is part of a thesis that had as research subjects students from the Pedagogy course of a public university in the state of Paraná who experienced formative moments mediated by Modeling as a teaching methodology from the perspective of Mathematics Education. The research, under a phenomenological attitude, sought understandings for the following question: What is shown in the speeches of students about Mathematical Modeling in the initial training of pedagogues? From it, it was possible to identify that the majority of the students had an aversion and feared their performance in the area. However, they found in Modeling a way to reframe the teaching and the concepts they had in relation to Mathematics. Keywords: Mathematical Education. Teacher training. Mathematical Modeling.
publishDate 2020
dc.date.none.fl_str_mv 2020-08-04
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dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/15113
10.5212/PraxEduc.v.15.15113.043
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/15113
identifier_str_mv 10.5212/PraxEduc.v.15.15113.043
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/15113/209209213262
https://revistas.uepg.br/index.php/praxiseducativa/article/view/15113/209209213341
dc.rights.driver.fl_str_mv Copyright (c) 2020 Práxis Educativa
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rights_invalid_str_mv Copyright (c) 2020 Práxis Educativa
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dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 15 (2020): Publicação contínua; 1-14
Práxis Educativa; Vol. 15 (2020): Publicação contínua; 1-14
Práxis Educativa; V. 15 (2020): Publicação contínua; 1-14
Práxis Educativa; v. 15 (2020): Publicação contínua; 1-14
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