LEARNING DIFFICULTIES IN MATHEMATICS: INEXISTENT THEME IN THE INITIAL TEACHER FORMATION
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Data de Publicação: | 2020 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Reamec |
Texto Completo: | https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/10598 |
Resumo: | With the aim of analyze how the theme Learning difficulties in mathematics had been addressed during the formation process about the future teacher who will act in the early years of elementary school. This research attempts to answer the problem: ˜How the Learning difficulties in mathematics had been addressed in the pedagogy course in Porto Velho-RO? The research is based in the theoretical reference about the mathematical education in the pedagogy course and the Learning difficulties in mathematics. Participated in this survey, three teachers who act in the mathematics formation and 39 undergraduate students from three different Higher educations institutions who offer the pedagogy course. For the data production was carried out interview with the sponsor teachers for the disciplines who discuss about mathematics formation and focus groups with undergraduate students of pedagogy course. The teachers and the undergraduate students assert that the theme is not discussed in the course, and about the last years, they do not feel able to work with the Learning difficulties in mathematics. There is, therefore, the need to rethink the initial teacher formation as way that promotes the discussion about the continued formation, for the improvement of processes of the teaching-learning of Maths. |
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LEARNING DIFFICULTIES IN MATHEMATICS: INEXISTENT THEME IN THE INITIAL TEACHER FORMATIONDIFICULDADES DE APRENDIZAGEM EM MATEMÁTICA: TEMÁTICA AUSENTE NA FORMAÇÃO INICIAL DO PEDAGOGOLearning difficultiesInitial formationMathematicsDificuldades de aprendizagem. Formação inicial. Matemática.With the aim of analyze how the theme Learning difficulties in mathematics had been addressed during the formation process about the future teacher who will act in the early years of elementary school. This research attempts to answer the problem: ˜How the Learning difficulties in mathematics had been addressed in the pedagogy course in Porto Velho-RO? The research is based in the theoretical reference about the mathematical education in the pedagogy course and the Learning difficulties in mathematics. Participated in this survey, three teachers who act in the mathematics formation and 39 undergraduate students from three different Higher educations institutions who offer the pedagogy course. For the data production was carried out interview with the sponsor teachers for the disciplines who discuss about mathematics formation and focus groups with undergraduate students of pedagogy course. The teachers and the undergraduate students assert that the theme is not discussed in the course, and about the last years, they do not feel able to work with the Learning difficulties in mathematics. There is, therefore, the need to rethink the initial teacher formation as way that promotes the discussion about the continued formation, for the improvement of processes of the teaching-learning of Maths. Com o objetivo de analisar como a temática “dificuldades de aprendizagem em matemática” é abordada durante o processo formativo do futuro professor que atuará nos anos iniciais do Ensino Fundamental, esta pesquisa procura responder ao problema: “Como as dificuldades de aprendizagem em matemática são abordadas nos cursos de Pedagogia de Porto Velho-RO?”. A pesquisa fundamenta-se no referencial teórico sobre a formação matemática nos cursos de Pedagogia e as dificuldades de aprendizagem em matemática. Da pesquisa de cunho qualitativo participaram 3 professores que atuam na formação matemática e 39 licenciandos de três Instituições de Ensino Superior que ofertam o curso de Pedagogia. Para a produção dos dados realizaram-se entrevistas com os professores responsáveis pelas disciplinas que tratam da formação matemática e grupos focais com licenciandos do curso de Pedagogia.Os professores e os licenciandos sinalizam que a temática não é discutida no curso, e os últimos, não se sentem preparados para lidar com as dificuldades de aprendizagem em matemática. Há, portanto, a necessidade de repensar a formação inicial de professores, de maneira a promover essa discussão articulando-a com a formação continuada, com vistas à melhoria dos processos de ensino-aprendizagem da matemática. Universidade Federal de Mato Grosso (UFMT)2020-06-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/1059810.26571/reamec.v8i2.10598 REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 8 Núm. 2 (2020): Maio a agosto de 2020 ; 601-621REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 8 n. 2 (2020): Maio a agosto de 2020 ; 601-621REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 8 No. 2 (2020): Maio a agosto de 2020 ; 601-6212318-6674reponame:Revista Reamecinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMTporhttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/10598/pdfCopyright (c) 2020 REAMEC - Rede Amazônica de Educação em Ciências e Matemáticahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessGomes, Sandra MonteiroPalma, Rute Cristina Domingos2020-09-02T05:53:46Zoai:periodicoscientificos.ufmt.br:article/10598Revistahttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/indexPUBhttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/oairevistareamec@gmail.com||2318-66742318-6674opendoar:2020-09-02T05:53:46Revista Reamec - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
LEARNING DIFFICULTIES IN MATHEMATICS: INEXISTENT THEME IN THE INITIAL TEACHER FORMATION DIFICULDADES DE APRENDIZAGEM EM MATEMÁTICA: TEMÁTICA AUSENTE NA FORMAÇÃO INICIAL DO PEDAGOGO |
title |
LEARNING DIFFICULTIES IN MATHEMATICS: INEXISTENT THEME IN THE INITIAL TEACHER FORMATION |
spellingShingle |
LEARNING DIFFICULTIES IN MATHEMATICS: INEXISTENT THEME IN THE INITIAL TEACHER FORMATION Gomes, Sandra Monteiro Learning difficulties Initial formation Mathematics Dificuldades de aprendizagem. Formação inicial. Matemática. |
title_short |
LEARNING DIFFICULTIES IN MATHEMATICS: INEXISTENT THEME IN THE INITIAL TEACHER FORMATION |
title_full |
LEARNING DIFFICULTIES IN MATHEMATICS: INEXISTENT THEME IN THE INITIAL TEACHER FORMATION |
title_fullStr |
LEARNING DIFFICULTIES IN MATHEMATICS: INEXISTENT THEME IN THE INITIAL TEACHER FORMATION |
title_full_unstemmed |
LEARNING DIFFICULTIES IN MATHEMATICS: INEXISTENT THEME IN THE INITIAL TEACHER FORMATION |
title_sort |
LEARNING DIFFICULTIES IN MATHEMATICS: INEXISTENT THEME IN THE INITIAL TEACHER FORMATION |
author |
Gomes, Sandra Monteiro |
author_facet |
Gomes, Sandra Monteiro Palma, Rute Cristina Domingos |
author_role |
author |
author2 |
Palma, Rute Cristina Domingos |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Gomes, Sandra Monteiro Palma, Rute Cristina Domingos |
dc.subject.por.fl_str_mv |
Learning difficulties Initial formation Mathematics Dificuldades de aprendizagem. Formação inicial. Matemática. |
topic |
Learning difficulties Initial formation Mathematics Dificuldades de aprendizagem. Formação inicial. Matemática. |
description |
With the aim of analyze how the theme Learning difficulties in mathematics had been addressed during the formation process about the future teacher who will act in the early years of elementary school. This research attempts to answer the problem: ˜How the Learning difficulties in mathematics had been addressed in the pedagogy course in Porto Velho-RO? The research is based in the theoretical reference about the mathematical education in the pedagogy course and the Learning difficulties in mathematics. Participated in this survey, three teachers who act in the mathematics formation and 39 undergraduate students from three different Higher educations institutions who offer the pedagogy course. For the data production was carried out interview with the sponsor teachers for the disciplines who discuss about mathematics formation and focus groups with undergraduate students of pedagogy course. The teachers and the undergraduate students assert that the theme is not discussed in the course, and about the last years, they do not feel able to work with the Learning difficulties in mathematics. There is, therefore, the need to rethink the initial teacher formation as way that promotes the discussion about the continued formation, for the improvement of processes of the teaching-learning of Maths. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-06-23 |
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/10598 10.26571/reamec.v8i2.10598 |
url |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/10598 |
identifier_str_mv |
10.26571/reamec.v8i2.10598 |
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/10598/pdf |
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 |
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. 2 (2020): Maio a agosto de 2020 ; 601-621 REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 8 n. 2 (2020): Maio a agosto de 2020 ; 601-621 REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 8 No. 2 (2020): Maio a agosto de 2020 ; 601-621 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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1797174815984975872 |