WHAT IS SCIENCE IN DESIGN UNDERGRADUATE TWO COURSES OF MATH TEACHER TRAINING UFMT
Autor(a) principal: | |
---|---|
Data de Publicação: | 2015 |
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/5311 |
Resumo: | This work was performed in order to investigate the concepts that students graduating from courses for teachers of mathematics at the Universidade Federal do Mato Grosso - UFMT have about what will be science. The methodology included quantitative and qualitative data collection instrument and a questionnaire. Participants were six students, four of them belonging to the 8th period courses Degree in Natural Sciences and Mathematics - Specialization in Mathematics of Universidade Federal do Mato Grosso, campus of Sinop, and the other two from the 8th period Bachelor's Degree Mathematics Federal, Universidade Federal do Mato Grosso , campus of Cuiabá. The paper highlights that recognize the science related to the social and methodological specificities of each area of knowledge, is a subject of paramount importance and demands the need for discussions in teacher training courses. Especially with inserting more readings and reflections arising from dissemination vehicles specialized scientific area of mathematics teaching. Showed that undergraduates do not have a clear idea about what is science and conceived as something detached from everyday life. However is noticeable the importance of participation by students in programs of scientific initiative against the construction of their visions of science. |
id |
UFMT-5_a1b30ff6865c57a0055fec7b3ad6655c |
---|---|
oai_identifier_str |
oai:periodicoscientificos.ufmt.br:article/5311 |
network_acronym_str |
UFMT-5 |
network_name_str |
Revista Reamec |
repository_id_str |
|
spelling |
WHAT IS SCIENCE IN DESIGN UNDERGRADUATE TWO COURSES OF MATH TEACHER TRAINING UFMTO QUE É CIÊNCIA NA CONCEPÇÃO DE LICENCIANDOS DE DOIS CURSOS DE FORMAÇÃO DE PROFESSORES DE MATEMÁTICA DA UFMTEnsino SuperiorFormação de professoresConcepção de Ciência.Higher EducationTeacher TrainingScience designThis work was performed in order to investigate the concepts that students graduating from courses for teachers of mathematics at the Universidade Federal do Mato Grosso - UFMT have about what will be science. The methodology included quantitative and qualitative data collection instrument and a questionnaire. Participants were six students, four of them belonging to the 8th period courses Degree in Natural Sciences and Mathematics - Specialization in Mathematics of Universidade Federal do Mato Grosso, campus of Sinop, and the other two from the 8th period Bachelor's Degree Mathematics Federal, Universidade Federal do Mato Grosso , campus of Cuiabá. The paper highlights that recognize the science related to the social and methodological specificities of each area of knowledge, is a subject of paramount importance and demands the need for discussions in teacher training courses. Especially with inserting more readings and reflections arising from dissemination vehicles specialized scientific area of mathematics teaching. Showed that undergraduates do not have a clear idea about what is science and conceived as something detached from everyday life. However is noticeable the importance of participation by students in programs of scientific initiative against the construction of their visions of science.Este trabalho foi realizado com intuito de investigar as concepções que os discentes concluintes de cursos de formação de professores de matemática da Universidade Federal do Mato Grosso - UFMT têm sobre o que venha a ser ciência. A metodologia adotada foi a quanti-qualitativa e o instrumento de coleta um questionário. Participaram da pesquisa seis discentes, sendo quatro deles pertencentes ao 8º período dos cursos de Licenciatura em Ciências Naturais e Matemática - Habilitação em Matemática da Universidade Federal de Mato Grosso, campus universitário de Sinop, e os outros dois pertencentes ao 8º período do curso de Licenciatura em Matemática Universidade Federal do Mato Grosso, campus de Cuiabá. O trabalho destaca que reconhecer a ciência relacionada ao contexto social e as especificidades metodológicas de cada área do conhecimento, é uma temática de suma importância e demanda a necessidade de discussões nos cursos de formação de professores. Principalmente com a inserção mais leituras e reflexões advindas de veículos de divulgação científicas especializadas da área de ensino de Matemática. Evidenciou que os licenciandos não têm uma ideia clara sobre o que é ciência e a concebem como algo desvinculado da vida cotidiana Contudo é perceptível a importância da participação por parte dos alunos em programas de iniciação cientifica frente a construção de suas visões de ciência.Universidade Federal de Mato Grosso (UFMT)2015-12-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/ziphttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/531110.26571/2318-6674.a2015.v3.n1.p127-143.i5311 REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 3 Núm. 1 (2015): Janeiro a Dezembro de 2015; 127-143REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 3 n. 1 (2015): Janeiro a Dezembro de 2015; 127-143REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 3 No. 1 (2015): Janeiro a Dezembro de 2015; 127-1432318-6674reponame:Revista Reamecinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMTporhttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5311/3506https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5311/9626https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5311/9625https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5311/9627https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5311/9628https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5311/9629Copyright (c) 2017 REAMEC - Rede Amazônica de Educação em Ciências e Matemáticahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessCardoso, Nerio AparecidoTrevisan, Eberson PauloUliana, Marcia Rosa2017-12-13T10:01:57Zoai:periodicoscientificos.ufmt.br:article/5311Revistahttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/indexPUBhttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/oairevistareamec@gmail.com||2318-66742318-6674opendoar:2017-12-13T10:01:57Revista Reamec - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
WHAT IS SCIENCE IN DESIGN UNDERGRADUATE TWO COURSES OF MATH TEACHER TRAINING UFMT O QUE É CIÊNCIA NA CONCEPÇÃO DE LICENCIANDOS DE DOIS CURSOS DE FORMAÇÃO DE PROFESSORES DE MATEMÁTICA DA UFMT |
title |
WHAT IS SCIENCE IN DESIGN UNDERGRADUATE TWO COURSES OF MATH TEACHER TRAINING UFMT |
spellingShingle |
WHAT IS SCIENCE IN DESIGN UNDERGRADUATE TWO COURSES OF MATH TEACHER TRAINING UFMT Cardoso, Nerio Aparecido Ensino Superior Formação de professores Concepção de Ciência. Higher Education Teacher Training Science design |
title_short |
WHAT IS SCIENCE IN DESIGN UNDERGRADUATE TWO COURSES OF MATH TEACHER TRAINING UFMT |
title_full |
WHAT IS SCIENCE IN DESIGN UNDERGRADUATE TWO COURSES OF MATH TEACHER TRAINING UFMT |
title_fullStr |
WHAT IS SCIENCE IN DESIGN UNDERGRADUATE TWO COURSES OF MATH TEACHER TRAINING UFMT |
title_full_unstemmed |
WHAT IS SCIENCE IN DESIGN UNDERGRADUATE TWO COURSES OF MATH TEACHER TRAINING UFMT |
title_sort |
WHAT IS SCIENCE IN DESIGN UNDERGRADUATE TWO COURSES OF MATH TEACHER TRAINING UFMT |
author |
Cardoso, Nerio Aparecido |
author_facet |
Cardoso, Nerio Aparecido Trevisan, Eberson Paulo Uliana, Marcia Rosa |
author_role |
author |
author2 |
Trevisan, Eberson Paulo Uliana, Marcia Rosa |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Cardoso, Nerio Aparecido Trevisan, Eberson Paulo Uliana, Marcia Rosa |
dc.subject.por.fl_str_mv |
Ensino Superior Formação de professores Concepção de Ciência. Higher Education Teacher Training Science design |
topic |
Ensino Superior Formação de professores Concepção de Ciência. Higher Education Teacher Training Science design |
description |
This work was performed in order to investigate the concepts that students graduating from courses for teachers of mathematics at the Universidade Federal do Mato Grosso - UFMT have about what will be science. The methodology included quantitative and qualitative data collection instrument and a questionnaire. Participants were six students, four of them belonging to the 8th period courses Degree in Natural Sciences and Mathematics - Specialization in Mathematics of Universidade Federal do Mato Grosso, campus of Sinop, and the other two from the 8th period Bachelor's Degree Mathematics Federal, Universidade Federal do Mato Grosso , campus of Cuiabá. The paper highlights that recognize the science related to the social and methodological specificities of each area of knowledge, is a subject of paramount importance and demands the need for discussions in teacher training courses. Especially with inserting more readings and reflections arising from dissemination vehicles specialized scientific area of mathematics teaching. Showed that undergraduates do not have a clear idea about what is science and conceived as something detached from everyday life. However is noticeable the importance of participation by students in programs of scientific initiative against the construction of their visions of science. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-12-30 |
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/5311 10.26571/2318-6674.a2015.v3.n1.p127-143.i5311 |
url |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5311 |
identifier_str_mv |
10.26571/2318-6674.a2015.v3.n1.p127-143.i5311 |
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/5311/3506 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5311/9626 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5311/9625 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5311/9627 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5311/9628 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5311/9629 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 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) 2017 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. 3 Núm. 1 (2015): Janeiro a Dezembro de 2015; 127-143 REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 3 n. 1 (2015): Janeiro a Dezembro de 2015; 127-143 REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 3 No. 1 (2015): Janeiro a Dezembro de 2015; 127-143 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_ |
1797174814809522176 |