Formação continuada de professores que ensinam matemática: o que pensam e sentem sobre ensino, aprendizagem e avaliação

• Autor(a) principal: Zanon, Thiarla Xavier Dal-Cin
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/2278
• topic: Workshops; Emotional mathematics - Beliefs and conceptions; Early grades elementary school teachers; Learning; Inservice teacher education; Formação continuada; Professores dos anos iniciais; Matemática emocional - Crenças e concepções; Educação; Educação permanente; Matemática (Ensino fundamental); Conhecimento e aprendizagem; Oficinas; Avaliação; 37

This research study, linked to the scientific field of mathematics education, was developed at the Graduate Program of Education at the Education Center of the Federal University of Espirito Santo - PPGE/CE/UFES. We developed a qualitative study as an action research in an inservice teacher education approach for teachers working in early grades at elementary school level. Through mathematical workshops designed especially for elementary teachers teaching mathematics in the early grades, we answered the central question: What knowledge, beliefs, conceptions and learning about mathematics and its teaching-learning-assessment are verbalized by elementary teachers working with the early grades when they participate in workshops at an inservice teacher education approach? We tried to understand teachers‟ knowledge, beliefs, conceptions and learning about mathematics, as well as their learning about mathematics pedagogical process and about themselves emerging in times of inservice teacher education. During the workshops, we worked with (1) beliefs and conceptions, (2) decimal number system, (3) problem solving, (4) operations, (5) assessment, curriculum and official documents. The investigation was focused on a group of 23 teachers who worked with classes from elementary schools located in the rural area of Castelo/ES. The inservice teacher education program occurred over five months, totalizing 120 hours of effective work with teachers. Our research brings theoretical perspectives from Chapman, Ernest, Gómez Chacón, Placco & Souza, Santos, Santos-Wagner, Shulman, Thompson and the “National Curriculum Framework for mathematics for the early grades” (Parâmetros Curriculares Nacionais de matemática para os anos iniciais - PCN). Data were built and collected during the workshops from transcribed reports of observations in the field diary, teachers' answers to the questionnaires, written records produced by them, and transcripts of audio recordings. Data analysis procedures occurred with regard to the authors studied and related themes. When proposing this inservice teacher education approach in order to investigate what teachers think and feel about mathematics and its teaching process, we realized that we have developed a collaborative work constructed in dialogue with them. It was possible to build actions from things that the group wished. This allowed teachers to feel part of the in-service teacher education process, revisit their memories and experience moments of cognitive and affective conflict. It also allowed them to reflect on their practices, their contradictions and become conscious of their knowledge, learning, beliefs and conceptions. This kind of inservice teacher education approach provided the development of metacognitive awareness.