DIDACTIC ENGINEERING AS A RESEARCH METHODOLOGY IN WORKS PUBLISHED IN EBRAPEM (2014-2021)
Autor(a) principal: | |
---|---|
Data de Publicação: | 2023 |
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/15208 |
Resumo: | The term Didactic Engineering was defined by Michèlle Artigue (1996) and characterized as methodological procedures that resemble the work of an engineer when carrying out an architectural project, that is, it involves the conception, planning and execution of a project. Since the dissemination of Artigue's ideas, Didactic Engineering (DE) has been used as a research methodology by educators from different areas. Considering this theme, we felt motivated to investigate the following problem question: What research presented at the Brazilian Meeting of Postgraduate Students in Mathematics Education (EBRAPEM), from 2014 to 2021, uses Didactic Engineering as a methodology? Therefore, this article aims to analyze the presence of DE as a research methodology in works presented at EBRAPEM from 2014 to 2021. To prepare this article, a bibliographical research was carried out in the annals of the event during this period and an expansion of the study of Lopez; Palma and Sá (2018) who had analyzed works from 2014 to 2016. The result achieved indicated the constant presence of ED in editions of the event, as well as a drop in the percentage of works using Didactic Engineering as a methodology from 2017 onwards. We conclude that DE is an important and efficient methodology for investigating the mathematics teaching-learning process and useful for developing new teaching methods. |
id |
UFMT-5_839805ffdb03992bf9279cdea9ff25fd |
---|---|
oai_identifier_str |
oai:periodicoscientificos.ufmt.br:article/15208 |
network_acronym_str |
UFMT-5 |
network_name_str |
Revista Reamec |
repository_id_str |
|
spelling |
DIDACTIC ENGINEERING AS A RESEARCH METHODOLOGY IN WORKS PUBLISHED IN EBRAPEM (2014-2021)INGENIERÍA DIDÁCTICA COMO METODOLOGÍA DE INVESTIGACIÓN EN OBRAS PUBLICADA EN EBRAPEM (2014-2021) ENGENHARIA DIDÁTICA COMO METODOLOGIA DE PESQUISA NOS TRABALHOS PUBLICADOS NO EBRAPEM (2014-2021)TeachingResearch in Mathematics TeachingDidactic EngineeringDocenciaInvestigación en Enseñanza de las MatemáticasIngeniería DidácticaEnsino Pesquisa em Ensino de MatemáticaEngenharia DidáticaThe term Didactic Engineering was defined by Michèlle Artigue (1996) and characterized as methodological procedures that resemble the work of an engineer when carrying out an architectural project, that is, it involves the conception, planning and execution of a project. Since the dissemination of Artigue's ideas, Didactic Engineering (DE) has been used as a research methodology by educators from different areas. Considering this theme, we felt motivated to investigate the following problem question: What research presented at the Brazilian Meeting of Postgraduate Students in Mathematics Education (EBRAPEM), from 2014 to 2021, uses Didactic Engineering as a methodology? Therefore, this article aims to analyze the presence of DE as a research methodology in works presented at EBRAPEM from 2014 to 2021. To prepare this article, a bibliographical research was carried out in the annals of the event during this period and an expansion of the study of Lopez; Palma and Sá (2018) who had analyzed works from 2014 to 2016. The result achieved indicated the constant presence of ED in editions of the event, as well as a drop in the percentage of works using Didactic Engineering as a methodology from 2017 onwards. We conclude that DE is an important and efficient methodology for investigating the mathematics teaching-learning process and useful for developing new teaching methods. El término Ingeniería Didáctica fue definido por Michèlle Artigue (1996) y caracterizado como procedimientos metodológicos que asemejan el trabajo de un ingeniero al realizar un proyecto arquitectónico, es decir, implica la concepción, planificación y ejecución de un proyecto. Desde la difusión de las ideas de Artigue, la Ingeniería Didáctica (ED) ha sido utilizada como metodología de investigación por educadores de diferentes áreas. Considerando este tema, nos sentimos motivados a investigar la siguiente pregunta problemática: ¿Qué investigaciones presentadas en el Encuentro Brasileño de Estudiantes de Postgrado en Educación Matemática (EBRAPEM), de 2014 a 2021, utilizan la Ingeniería Didáctica como metodología? Por lo tanto, este artículo tiene como objetivo analizar la presencia de la ED como metodología de investigación en los trabajos presentados en EBRAPEM de 2014 a 2021. Para la elaboración de este artículo se realizó una investigación bibliográfica en los anales del evento durante este período y una ampliación de la estudio de López; Palma y Sá (2018) quienes habían analizado trabajos de 2014 a 2016. El resultado alcanzado indicó la presencia constante de la ED en las ediciones del evento, así como una caída en el porcentaje de trabajos que utilizan la Ingeniería Didáctica como metodología a partir de 2017. Concluimos que la ED es una metodología importante y eficiente para investigar el proceso de enseñanza-aprendizaje de las matemáticas y útil para desarrollar nuevos métodos de enseñanza. O termo Engenharia Didática foi definido por Michèlle Artigue (1996) e caracterizado como procedimentos metodológicos que se assemelham ao trabalho do engenheiro ao realizar um projeto arquitetônico, ou seja, trata-se da concepção, planejamento e execução de um projeto. A partir da divulgação das ideias de Artigue a Engenharia Didática (ED) vem sendo utilizada como metodologia de pesquisa por educadores de diversas áreas. Considerando tal temática, nos sentimos motivados a investigar a seguinte questão problema: Quais pesquisas apresentadas no Encontro Brasileiro de Estudantes de Pós-Graduação em Educação Matemática (EBRAPEM), no período de 2014 a 2021, fazem utilização da Engenharia Didática como metodologia? Diante disso, o presente artigo tem por objetivo analisar a presença da ED como metodologia de pesquisa em trabalhos apresentados no EBRAPEM de 2014 a 2021. Para a elaboração desse artigo foi realizada pesquisa bibliográfica nos anais do evento nesse período e uma ampliação do estudo de Lopes; Palma e Sá (2018) que tinha analisado trabalhos de 2014 a 2016. O resultado alcançado indicou a presença constante da ED nas edições do evento, assim como, uma queda do percentual de trabalhos com utilização da Engenharia Didática como metodologia a partir de 2017. Concluímos que a ED é uma metodologia importante e eficiente para se investigar o processo de ensino aprendizagem de matemática e útil para desenvolver novos modos de ensino.Universidade Federal de Mato Grosso (UFMT)2023-11-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado pelos paresapplication/pdfhttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/1520810.26571/reamec.v11i1.15208 REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 11 Núm. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e23090REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 11 n. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e23090REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 11 No. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e230902318-6674reponame:Revista Reamecinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMTporhttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/15208/13048Copyright (c) 2023 Natali de Jesus Ferreira de Miranda, Maria de Lourdes Silva Santos, Pedro Franco de Sáhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessMiranda, Natali de Jesus Ferreira de Santos, Maria de Lourdes SilvaSá, Pedro Franco de2024-01-28T21:08:51Zoai:periodicoscientificos.ufmt.br:article/15208Revistahttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/indexPUBhttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/oairevistareamec@gmail.com||2318-66742318-6674opendoar:2024-01-28T21:08:51Revista Reamec - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
DIDACTIC ENGINEERING AS A RESEARCH METHODOLOGY IN WORKS PUBLISHED IN EBRAPEM (2014-2021) INGENIERÍA DIDÁCTICA COMO METODOLOGÍA DE INVESTIGACIÓN EN OBRAS PUBLICADA EN EBRAPEM (2014-2021) ENGENHARIA DIDÁTICA COMO METODOLOGIA DE PESQUISA NOS TRABALHOS PUBLICADOS NO EBRAPEM (2014-2021) |
title |
DIDACTIC ENGINEERING AS A RESEARCH METHODOLOGY IN WORKS PUBLISHED IN EBRAPEM (2014-2021) |
spellingShingle |
DIDACTIC ENGINEERING AS A RESEARCH METHODOLOGY IN WORKS PUBLISHED IN EBRAPEM (2014-2021) Miranda, Natali de Jesus Ferreira de Teaching Research in Mathematics Teaching Didactic Engineering Docencia Investigación en Enseñanza de las Matemáticas Ingeniería Didáctica Ensino Pesquisa em Ensino de Matemática Engenharia Didática |
title_short |
DIDACTIC ENGINEERING AS A RESEARCH METHODOLOGY IN WORKS PUBLISHED IN EBRAPEM (2014-2021) |
title_full |
DIDACTIC ENGINEERING AS A RESEARCH METHODOLOGY IN WORKS PUBLISHED IN EBRAPEM (2014-2021) |
title_fullStr |
DIDACTIC ENGINEERING AS A RESEARCH METHODOLOGY IN WORKS PUBLISHED IN EBRAPEM (2014-2021) |
title_full_unstemmed |
DIDACTIC ENGINEERING AS A RESEARCH METHODOLOGY IN WORKS PUBLISHED IN EBRAPEM (2014-2021) |
title_sort |
DIDACTIC ENGINEERING AS A RESEARCH METHODOLOGY IN WORKS PUBLISHED IN EBRAPEM (2014-2021) |
author |
Miranda, Natali de Jesus Ferreira de |
author_facet |
Miranda, Natali de Jesus Ferreira de Santos, Maria de Lourdes Silva Sá, Pedro Franco de |
author_role |
author |
author2 |
Santos, Maria de Lourdes Silva Sá, Pedro Franco de |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Miranda, Natali de Jesus Ferreira de Santos, Maria de Lourdes Silva Sá, Pedro Franco de |
dc.subject.por.fl_str_mv |
Teaching Research in Mathematics Teaching Didactic Engineering Docencia Investigación en Enseñanza de las Matemáticas Ingeniería Didáctica Ensino Pesquisa em Ensino de Matemática Engenharia Didática |
topic |
Teaching Research in Mathematics Teaching Didactic Engineering Docencia Investigación en Enseñanza de las Matemáticas Ingeniería Didáctica Ensino Pesquisa em Ensino de Matemática Engenharia Didática |
description |
The term Didactic Engineering was defined by Michèlle Artigue (1996) and characterized as methodological procedures that resemble the work of an engineer when carrying out an architectural project, that is, it involves the conception, planning and execution of a project. Since the dissemination of Artigue's ideas, Didactic Engineering (DE) has been used as a research methodology by educators from different areas. Considering this theme, we felt motivated to investigate the following problem question: What research presented at the Brazilian Meeting of Postgraduate Students in Mathematics Education (EBRAPEM), from 2014 to 2021, uses Didactic Engineering as a methodology? Therefore, this article aims to analyze the presence of DE as a research methodology in works presented at EBRAPEM from 2014 to 2021. To prepare this article, a bibliographical research was carried out in the annals of the event during this period and an expansion of the study of Lopez; Palma and Sá (2018) who had analyzed works from 2014 to 2016. The result achieved indicated the constant presence of ED in editions of the event, as well as a drop in the percentage of works using Didactic Engineering as a methodology from 2017 onwards. We conclude that DE is an important and efficient methodology for investigating the mathematics teaching-learning process and useful for developing new teaching methods. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-11-29 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artigo avaliado pelos pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/15208 10.26571/reamec.v11i1.15208 |
url |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/15208 |
identifier_str_mv |
10.26571/reamec.v11i1.15208 |
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/15208/13048 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
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. 11 Núm. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e23090 REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 11 n. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e23090 REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 11 No. 1 (2023): Janeiro a dezembro de 2023 - Publicação Contínua (10 ANOS DA REVISTA REAMEC); e23090 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|| |
_version_ |
1797174814138433536 |