MATHEMATICS TEACHING IN INTERFACE WITH NATIVE LANGUAGE: INTERDISCIPLINARY PEDAGOGICAL PRACTICE
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Reamec |
Texto Completo: | https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/10452 |
Resumo: | One of the great challenges for the teaching and learning process is to organize this process in an interdisciplinary way, avoiding, whenever necessary and possible, the fragmentation of teaching. Thinking about teaching Mathematics in an interdisciplinary way requires, first, to reflect about the formation of the teacher who teaches Mathematics in the early years of schooling and the didactic-pedagogical conditions that made possible his daily routine at school. In these terms, this article aims to analyze a pedagogical practice on the teaching of Mathematics in interface with native language, in the early years of Elementary School, developed in an interdisciplinary perspective. The context of the investigation was a class from 2nd year of Elementary School at a municipal school of São Francisco do Pará. The insertion in research space, the organization of didactic sequence and the development of practices, took place during the third two months of 2018. The research methodology is structured in a qualitative approach of participant research type, and was mainly based on the teaching of Interdisciplinary Mathematics. For the construction of information, the logbook and the record of activities performed by the students were used. The didactic sequence was organized in an interdisciplinary perspective with the text as an integrating link of proposed activities. The results showed that an interdisciplinary pedagogical practice in the teaching of Mathematics, supported by Interdisciplinary Didactic Sequence (IDS), is possible to be carried out in the context of Basic Education, especially in early years of Elementary School. |
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MATHEMATICS TEACHING IN INTERFACE WITH NATIVE LANGUAGE: INTERDISCIPLINARY PEDAGOGICAL PRACTICEENSINO DA MATEMÁTICA EM INTERFACE COM A LÍNGUA MATERNA: PRÁTICA PEDAGÓGICA INTERDISCIPLINAREnsino. Sequência Didática. Matemática Escolar. Interdisciplinaridade.TeachingFollowing TeachingSchool MathInterdisciplinarityOne of the great challenges for the teaching and learning process is to organize this process in an interdisciplinary way, avoiding, whenever necessary and possible, the fragmentation of teaching. Thinking about teaching Mathematics in an interdisciplinary way requires, first, to reflect about the formation of the teacher who teaches Mathematics in the early years of schooling and the didactic-pedagogical conditions that made possible his daily routine at school. In these terms, this article aims to analyze a pedagogical practice on the teaching of Mathematics in interface with native language, in the early years of Elementary School, developed in an interdisciplinary perspective. The context of the investigation was a class from 2nd year of Elementary School at a municipal school of São Francisco do Pará. The insertion in research space, the organization of didactic sequence and the development of practices, took place during the third two months of 2018. The research methodology is structured in a qualitative approach of participant research type, and was mainly based on the teaching of Interdisciplinary Mathematics. For the construction of information, the logbook and the record of activities performed by the students were used. The didactic sequence was organized in an interdisciplinary perspective with the text as an integrating link of proposed activities. The results showed that an interdisciplinary pedagogical practice in the teaching of Mathematics, supported by Interdisciplinary Didactic Sequence (IDS), is possible to be carried out in the context of Basic Education, especially in early years of Elementary School.Um dos grandes desafios para o processo de ensino e aprendizagem é organizar esse processo de forma interdisciplinar, evitando, sempre que necessário e possível, a fragmentação do ensino. Pensar o ensino de Matemática de maneira interdisciplinar requer, primeiramente, refletir sobre a formação do professor que ensina Matemática nos anos iniciais de escolarização e as condições didático-pedagógicas que são possibilitadas para sua rotina diária na escola. Nestes termos, este artigo tem como objetivo analisar uma prática pedagógica sobre o ensino de Matemática em interface com a língua materna, nos anos iniciais do Ensino Fundamental, desenvolvida na perspectiva interdisciplinar. O contexto da investigação foi uma turma do 2º ano do Ensino Fundamental de uma escola da rede municipal de São Francisco do Pará. A inserção no espaço de pesquisa, a organização da sequência didática e o desenvolvimento das práticas, deu-se durante o terceiro bimestre de 2018. A metodologia da pesquisa está estruturada em uma abordagem qualitativa do tipo pesquisa participante. A pesquisa foi fundamentada, principalmente, no ensino de Matemática Interdisciplinar. Para a construção das informações foram utilizados o diário de bordo e o registro das atividades realizadas pelos alunos. A sequência didática foi organizada na perspectiva interdisciplinar tendo o texto como elo integrador das atividades propostas. Os resultados mostraram que uma prática pedagógica interdisciplinar no ensino de Matemática, com suporte em Sequência Didática Interdisciplinar (SDI), é possível de ser realizada no contexto da Educação Básica, principalmente, nos anos iniciais do Ensino Fundamental.Universidade Federal de Mato Grosso (UFMT)2020-09-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/ziphttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/1045210.26571/reamec.v8i3.10452 REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 8 Núm. 3 (2020): Setembro a dezembro de 2020 ; 227-245REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 8 n. 3 (2020): Setembro a dezembro de 2020 ; 227-245REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 8 No. 3 (2020): Setembro a dezembro de 2020 ; 227-2452318-6674reponame:Revista Reamecinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMTporhttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/10452/7530https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/10452/8799https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/10452/8798https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/10452/8800https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/10452/8721https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/10452/8801Copyright (c) 2020 REAMEC - Rede Amazônica de Educação em Ciências e Matemáticahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessMoraes, Patrícia PenaMachado, Arthur Gonçalves2021-01-02T19:18:11Zoai:periodicoscientificos.ufmt.br:article/10452Revistahttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/indexPUBhttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/oairevistareamec@gmail.com||2318-66742318-6674opendoar:2021-01-02T19:18:11Revista Reamec - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
MATHEMATICS TEACHING IN INTERFACE WITH NATIVE LANGUAGE: INTERDISCIPLINARY PEDAGOGICAL PRACTICE ENSINO DA MATEMÁTICA EM INTERFACE COM A LÍNGUA MATERNA: PRÁTICA PEDAGÓGICA INTERDISCIPLINAR |
title |
MATHEMATICS TEACHING IN INTERFACE WITH NATIVE LANGUAGE: INTERDISCIPLINARY PEDAGOGICAL PRACTICE |
spellingShingle |
MATHEMATICS TEACHING IN INTERFACE WITH NATIVE LANGUAGE: INTERDISCIPLINARY PEDAGOGICAL PRACTICE Moraes, Patrícia Pena Ensino. Sequência Didática. Matemática Escolar. Interdisciplinaridade. Teaching Following Teaching School Math Interdisciplinarity |
title_short |
MATHEMATICS TEACHING IN INTERFACE WITH NATIVE LANGUAGE: INTERDISCIPLINARY PEDAGOGICAL PRACTICE |
title_full |
MATHEMATICS TEACHING IN INTERFACE WITH NATIVE LANGUAGE: INTERDISCIPLINARY PEDAGOGICAL PRACTICE |
title_fullStr |
MATHEMATICS TEACHING IN INTERFACE WITH NATIVE LANGUAGE: INTERDISCIPLINARY PEDAGOGICAL PRACTICE |
title_full_unstemmed |
MATHEMATICS TEACHING IN INTERFACE WITH NATIVE LANGUAGE: INTERDISCIPLINARY PEDAGOGICAL PRACTICE |
title_sort |
MATHEMATICS TEACHING IN INTERFACE WITH NATIVE LANGUAGE: INTERDISCIPLINARY PEDAGOGICAL PRACTICE |
author |
Moraes, Patrícia Pena |
author_facet |
Moraes, Patrícia Pena Machado, Arthur Gonçalves |
author_role |
author |
author2 |
Machado, Arthur Gonçalves |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Moraes, Patrícia Pena Machado, Arthur Gonçalves |
dc.subject.por.fl_str_mv |
Ensino. Sequência Didática. Matemática Escolar. Interdisciplinaridade. Teaching Following Teaching School Math Interdisciplinarity |
topic |
Ensino. Sequência Didática. Matemática Escolar. Interdisciplinaridade. Teaching Following Teaching School Math Interdisciplinarity |
description |
One of the great challenges for the teaching and learning process is to organize this process in an interdisciplinary way, avoiding, whenever necessary and possible, the fragmentation of teaching. Thinking about teaching Mathematics in an interdisciplinary way requires, first, to reflect about the formation of the teacher who teaches Mathematics in the early years of schooling and the didactic-pedagogical conditions that made possible his daily routine at school. In these terms, this article aims to analyze a pedagogical practice on the teaching of Mathematics in interface with native language, in the early years of Elementary School, developed in an interdisciplinary perspective. The context of the investigation was a class from 2nd year of Elementary School at a municipal school of São Francisco do Pará. The insertion in research space, the organization of didactic sequence and the development of practices, took place during the third two months of 2018. The research methodology is structured in a qualitative approach of participant research type, and was mainly based on the teaching of Interdisciplinary Mathematics. For the construction of information, the logbook and the record of activities performed by the students were used. The didactic sequence was organized in an interdisciplinary perspective with the text as an integrating link of proposed activities. The results showed that an interdisciplinary pedagogical practice in the teaching of Mathematics, supported by Interdisciplinary Didactic Sequence (IDS), is possible to be carried out in the context of Basic Education, especially in early years of Elementary School. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-09-08 |
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://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/10452 10.26571/reamec.v8i3.10452 |
url |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/10452 |
identifier_str_mv |
10.26571/reamec.v8i3.10452 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/10452/7530 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/10452/8799 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/10452/8798 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/10452/8800 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/10452/8721 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/10452/8801 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 REAMEC - Rede Amazônica de Educação em Ciências e Matemática https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 REAMEC - Rede Amazônica de Educação em Ciências e Matemática https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/zip |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso (UFMT) |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso (UFMT) |
dc.source.none.fl_str_mv |
REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 8 Núm. 3 (2020): Setembro a dezembro de 2020 ; 227-245 REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 8 n. 3 (2020): Setembro a dezembro de 2020 ; 227-245 REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 8 No. 3 (2020): Setembro a dezembro de 2020 ; 227-245 2318-6674 reponame:Revista Reamec instname:Universidade Federal de Mato Grosso (UFMT) instacron:UFMT |
instname_str |
Universidade Federal de Mato Grosso (UFMT) |
instacron_str |
UFMT |
institution |
UFMT |
reponame_str |
Revista Reamec |
collection |
Revista Reamec |
repository.name.fl_str_mv |
Revista Reamec - Universidade Federal de Mato Grosso (UFMT) |
repository.mail.fl_str_mv |
revistareamec@gmail.com|| |
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1797174815969247232 |