CONHECIMENTOS DIDÁTICO-MATEMÁTICOS DO PROFESSOR DE MATEMÁTICA PARA O ENSINO DE NÚMEROS RACIONAIS

Detalhes bibliográficos
Autor(a) principal: Carpes, Patricia Pujol Goulart
Data de Publicação: 2019
Tipo de documento: Tese
Idioma: por
Título da fonte: Repositório Institucional Universidade Franciscana
Texto Completo: http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/855
Resumo: The knowledge that involves the work of the Mathematics teacher when teaching his classes should take into account different dimensions according to the perspective of the modular system CDM (Didactic-Mathematical Knowledge – DMK in English) developed by Godino and collaborators, which interprets and organizes the teacher's knowledge from of three dimensions, namely: mathematical dimension, didactic dimension and meta didactic-mathematical dimension. The present study aims investigate the development of Didactic-Mathematical Knowledge about rational numbers in a group of Mathematics teacher based on system CDM. For this, we organized a training and investigative course with mathematics teachers from the municipal schools of Itaqui (RS) dealt with the mathematical object "rational number" for the final years of elementary school. The course was organized in nine face-to-face and sequential meetings, totaling 36 hours and discussed the teacher's didactic-mathematical knowledge by specifically teaching the theme and using portfolios built by the teachers. The qualitative research had its data were analyzed from the Guide to Evaluate the Didatic Suitability of Mathematical Education Instruction Processes (GVID-IDM) which points out components and indicators to analyze and evaluate teacher education courses by the dimensions of the CDM and that is based on the EOS (Onto-Semiotic Approach – OSA in English) of Godino and collaborators. The data indicate that teachers have little familiarity in the transit between meanings of rational numbers and their representations. In addition, they are unfamiliar with the Problem Solving methodology. The portfolios built by the teachers during the training course served as a guide for the proposed formation, to organize the teachers' activities / thinking, and orientate the interactions and the exchange of experiences between the teachers and students in the classroom environment. They also provided a reflection / support on the knowledge mobilized on rational numbers. The activities developed in the course were focused on teacher preparation and referrals to elucidate recurring student doubts or epistemic and cognitive conflicts. Finally, we consider that the coherent and systemic articulation of the dimensions, in this process of continuous formation of Mathematics teachers, reveals itself as a favorable environment for the improvement of teachers' didactic-mathematical knowledge. Beyond this is a theory that supports and guides a proposal for teaching and learning rational numbers for the final years of elementary school.
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spelling Bisognin, EleniKaiber, Carmen TeresaRoos, Liane Teresinha WendlingIsaia, Silvia Maria de AguiarCosta, Denise Kriedte daCarpes, Patricia Pujol Goulart2020-05-07T14:09:32Z2019-10-24Carpes, Patricia Pujol Goulart. CONHECIMENTOS DIDÁTICO-MATEMÁTICOS DO PROFESSOR DE MATEMÁTICA PARA O ENSINO DE NÚMEROS RACIONAIS. 2019. 265f. Tese( Programa de Pós-Graduação em Ensino de Ciências e Matemática) - Universidade Franciscana, Santa Maria - RS .http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/855The knowledge that involves the work of the Mathematics teacher when teaching his classes should take into account different dimensions according to the perspective of the modular system CDM (Didactic-Mathematical Knowledge – DMK in English) developed by Godino and collaborators, which interprets and organizes the teacher's knowledge from of three dimensions, namely: mathematical dimension, didactic dimension and meta didactic-mathematical dimension. The present study aims investigate the development of Didactic-Mathematical Knowledge about rational numbers in a group of Mathematics teacher based on system CDM. For this, we organized a training and investigative course with mathematics teachers from the municipal schools of Itaqui (RS) dealt with the mathematical object "rational number" for the final years of elementary school. The course was organized in nine face-to-face and sequential meetings, totaling 36 hours and discussed the teacher's didactic-mathematical knowledge by specifically teaching the theme and using portfolios built by the teachers. The qualitative research had its data were analyzed from the Guide to Evaluate the Didatic Suitability of Mathematical Education Instruction Processes (GVID-IDM) which points out components and indicators to analyze and evaluate teacher education courses by the dimensions of the CDM and that is based on the EOS (Onto-Semiotic Approach – OSA in English) of Godino and collaborators. The data indicate that teachers have little familiarity in the transit between meanings of rational numbers and their representations. In addition, they are unfamiliar with the Problem Solving methodology. The portfolios built by the teachers during the training course served as a guide for the proposed formation, to organize the teachers' activities / thinking, and orientate the interactions and the exchange of experiences between the teachers and students in the classroom environment. They also provided a reflection / support on the knowledge mobilized on rational numbers. The activities developed in the course were focused on teacher preparation and referrals to elucidate recurring student doubts or epistemic and cognitive conflicts. Finally, we consider that the coherent and systemic articulation of the dimensions, in this process of continuous formation of Mathematics teachers, reveals itself as a favorable environment for the improvement of teachers' didactic-mathematical knowledge. Beyond this is a theory that supports and guides a proposal for teaching and learning rational numbers for the final years of elementary school.Os conhecimentos que envolvem o trabalho do professor de Matemática ao ministrar suas aulas devem levar em consideração diferentes dimensões de acordo com a perspectiva do sistema modular Conhecimentos Didáticos Matemáticos (CDM) desenvolvido por Godino e colaboradores, que interpreta e organiza os conhecimentos do professor a partir de três dimensões, a saber: dimensão matemática, dimensão didática e dimensão meta didático-matemática. O presente estudo visa investigar o desenvolvimento dos conhecimentos didático-matemáticos sobre números racionais junto a um grupo de professores de Matemática com base no sistema CDM. Para tal organizamos um curso formativo e investigativo com professores de Matemática da rede municipal de ensino de Itaqui (RS) versando sobre o objeto matemático número racional nos anos finais do Ensino Fundamental. O curso foi organizado em nove encontros presenciais e sequenciais, perfazendo 36 horas, e discorreu sobre os conhecimentos didático-matemáticos do professor ao ensinar especificamente o tema por meio de portfólios construídos pelos professores. A pesquisa de base qualitativa, teve seus dados analisados a partir do Guia de Avaliação da Idoneidade Didática de Processos de Instrução em Educação Matemática (GVID-IDM) no qual aponta componentes e indicadores para analisar e avaliar cursos de formação de professores por meio das dimensões do CDM que está embasado no EOS (Enfoque Ontossemiótico do Conhecimento e Instrução Matemática) de Godino e colaboradores. Os dados apontam que os professores possuem pouca familiaridade no trânsito entre significados dos números racionais e suas representações. Como também, não estão familiarizados com a metodologia da Resolução de Problemas. Os portfólios construídos pelos professores durante o curso de formação serviram para orientar a proposta da formação, organizar as atividades/pensamento dos professores, as interações e as trocas de experiências quanto as atividades e dificuldades dos professores e dos alunos no ambiente de sala de aula. Eles propiciaram também uma reflexão/apoio sobre os conhecimentos mobilizados sobre os números racionais. As atividades desenvolvidas no curso foram centradas na elaboração e encaminhamentos do professor para elucidar dúvidas recorrentes dos alunos ou conflitos epistêmicos e cognitivos. Por fim, ponderamos que a articulação coerente e sistêmica das dimensões, nesse processo de formação continuada de professores de Matemática, se revela como um ambiente propício de aprimoramento dos conhecimentos didático-matemáticos dos professores e como uma teoria que subsidia e orienta uma proposta de ensino e aprendizagem dos números racionais para os anos finais do Ensino Fundamental.Submitted by MARCIA ROVADOSCHI (marciar@unifra.br) on 2020-05-07T14:09:32Z No. of bitstreams: 2 Tese_PatriciaPujolGoulartCarpes.pdf: 6088117 bytes, checksum: 4ee2873ef83a3b297fad9a7e9ff4f68d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2020-05-07T14:09:32Z (GMT). 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Onto-semiotic Approach to Knowledge and Mathematical Instruction.Ciências e MatemáticaCONHECIMENTOS DIDÁTICO-MATEMÁTICOS DO PROFESSOR DE MATEMÁTICA PARA O ENSINO DE NÚMEROS RACIONAISinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisreponame:Repositório Institucional Universidade Franciscanainstname:Universidade Franciscana (UFN)instacron:UFNTHUMBNAILTese_PatriciaPujolGoulartCarpes.pdf.jpgTese_PatriciaPujolGoulartCarpes.pdf.jpgimage/jpeg4108http://tede.universidadefranciscana.edu.br:8080/bitstream/UFN-BDTD/855/7/Tese_PatriciaPujolGoulartCarpes.pdf.jpg3148344c300f4894f51ddda3dc0c2a38MD57TEXTTese_PatriciaPujolGoulartCarpes.pdf.txtTese_PatriciaPujolGoulartCarpes.pdf.txttext/plain620325http://tede.universidadefranciscana.edu.br:8080/bitstream/UFN-BDTD/855/6/Tese_PatriciaPujolGoulartCarpes.pdf.txtef099ce11e6a029272446de47d5ae7d1MD56ORIGINALTese_PatriciaPujolGoulartCarpes.pdfTese_PatriciaPujolGoulartCarpes.pdfapplication/pdf6088117http://tede.universidadefranciscana.edu.br:8080/bitstream/UFN-BDTD/855/5/Tese_PatriciaPujolGoulartCarpes.pdf4ee2873ef83a3b297fad9a7e9ff4f68dMD55CC-LICENSElicense_urllicense_urltext/plain; charset=utf-849http://tede.universidadefranciscana.edu.br:8080/bitstream/UFN-BDTD/855/2/license_url4afdbb8c545fd630ea7db775da747b2fMD52license_textlicense_texttext/html; charset=utf-80http://tede.universidadefranciscana.edu.br:8080/bitstream/UFN-BDTD/855/3/license_textd41d8cd98f00b204e9800998ecf8427eMD53license_rdflicense_rdfapplication/rdf+xml; charset=utf-80http://tede.universidadefranciscana.edu.br:8080/bitstream/UFN-BDTD/855/4/license_rdfd41d8cd98f00b204e9800998ecf8427eMD54LICENSElicense.txtlicense.txttext/plain; charset=utf-8310http://tede.universidadefranciscana.edu.br:8080/bitstream/UFN-BDTD/855/1/license.txt7dc66ddb96829ff34b56b1a92c851bcdMD51UFN-BDTD/8552020-05-08 01:01:51.333oai:tede.universidadefranciscana.edu.br:UFN-BDTD/855RXN0ZSB0cmFiYWxobyBzZXLDoSBsaWNlbmNpYWRvIHNvYiBhIExpY2Vuw6dhIEF0cmlidWnDp8Ojby1Ow6NvQ29tZXJjaWFsLVNlbURlcml2YcOnw7VlcyA0LjAgSW50ZXJuYWNpb25hbCBDcmVhdGl2ZSBDb21tb25zLiBQYXJhIHZpc3VhbGl6YXIgdW1hIGPDs3BpYSBkZXN0YSBsaWNlbsOnYSwgdmlzaXRlIGh0dHA6Ly9jcmVhdGl2ZWNvbW1vbnMub3JnL2xpY2Vuc2VzL2J5LW5jLW5kLzQuMC8gb3UgbWFuZGUgdW1hIGNhcnRhIHBhcmEgQ3JlYXRpdmUgQ29tbW9ucywgUE8gQm94IDE4NjYsIE1vdW50YWluIFZpZXcsIENBIDk0MDQyLCBVU0EuCg==Repositório de Publicaçõeshttp://www.tede.universidadefranciscana.edu.br:8080/http://www.tede.universidadefranciscana.edu.br:8080/oai/requestopendoar:2020-05-08T04:01:51Repositório Institucional Universidade Franciscana - Universidade Franciscana (UFN)false
dc.title.por.fl_str_mv CONHECIMENTOS DIDÁTICO-MATEMÁTICOS DO PROFESSOR DE MATEMÁTICA PARA O ENSINO DE NÚMEROS RACIONAIS
title CONHECIMENTOS DIDÁTICO-MATEMÁTICOS DO PROFESSOR DE MATEMÁTICA PARA O ENSINO DE NÚMEROS RACIONAIS
spellingShingle CONHECIMENTOS DIDÁTICO-MATEMÁTICOS DO PROFESSOR DE MATEMÁTICA PARA O ENSINO DE NÚMEROS RACIONAIS
Carpes, Patricia Pujol Goulart
Programa formativo de professores. Ensino e aprendizagem dos números racionais. Idoneidade didática. Conhecimentos didático-matemáticos. Enfoque Ontossemiótico do Conhecimento e da Instrução Matemática
Teacher Training Program. Teaching and learning of rational numbers. Didactic suitability. Didactic-mathematical knowledge. Onto-semiotic Approach to Knowledge and Mathematical Instruction.
Ciências e Matemática
title_short CONHECIMENTOS DIDÁTICO-MATEMÁTICOS DO PROFESSOR DE MATEMÁTICA PARA O ENSINO DE NÚMEROS RACIONAIS
title_full CONHECIMENTOS DIDÁTICO-MATEMÁTICOS DO PROFESSOR DE MATEMÁTICA PARA O ENSINO DE NÚMEROS RACIONAIS
title_fullStr CONHECIMENTOS DIDÁTICO-MATEMÁTICOS DO PROFESSOR DE MATEMÁTICA PARA O ENSINO DE NÚMEROS RACIONAIS
title_full_unstemmed CONHECIMENTOS DIDÁTICO-MATEMÁTICOS DO PROFESSOR DE MATEMÁTICA PARA O ENSINO DE NÚMEROS RACIONAIS
title_sort CONHECIMENTOS DIDÁTICO-MATEMÁTICOS DO PROFESSOR DE MATEMÁTICA PARA O ENSINO DE NÚMEROS RACIONAIS
author Carpes, Patricia Pujol Goulart
author_facet Carpes, Patricia Pujol Goulart
author_role author
dc.contributor.advisor1.fl_str_mv Bisognin, Eleni
dc.contributor.referee1.fl_str_mv Kaiber, Carmen Teresa
dc.contributor.referee2.fl_str_mv Roos, Liane Teresinha Wendling
dc.contributor.referee3.fl_str_mv Isaia, Silvia Maria de Aguiar
dc.contributor.referee4.fl_str_mv Costa, Denise Kriedte da
dc.contributor.author.fl_str_mv Carpes, Patricia Pujol Goulart
contributor_str_mv Bisognin, Eleni
Kaiber, Carmen Teresa
Roos, Liane Teresinha Wendling
Isaia, Silvia Maria de Aguiar
Costa, Denise Kriedte da
dc.subject.por.fl_str_mv Programa formativo de professores. Ensino e aprendizagem dos números racionais. Idoneidade didática. Conhecimentos didático-matemáticos. Enfoque Ontossemiótico do Conhecimento e da Instrução Matemática
topic Programa formativo de professores. Ensino e aprendizagem dos números racionais. Idoneidade didática. Conhecimentos didático-matemáticos. Enfoque Ontossemiótico do Conhecimento e da Instrução Matemática
Teacher Training Program. Teaching and learning of rational numbers. Didactic suitability. Didactic-mathematical knowledge. Onto-semiotic Approach to Knowledge and Mathematical Instruction.
Ciências e Matemática
dc.subject.eng.fl_str_mv Teacher Training Program. Teaching and learning of rational numbers. Didactic suitability. Didactic-mathematical knowledge. Onto-semiotic Approach to Knowledge and Mathematical Instruction.
dc.subject.cnpq.fl_str_mv Ciências e Matemática
description The knowledge that involves the work of the Mathematics teacher when teaching his classes should take into account different dimensions according to the perspective of the modular system CDM (Didactic-Mathematical Knowledge – DMK in English) developed by Godino and collaborators, which interprets and organizes the teacher's knowledge from of three dimensions, namely: mathematical dimension, didactic dimension and meta didactic-mathematical dimension. The present study aims investigate the development of Didactic-Mathematical Knowledge about rational numbers in a group of Mathematics teacher based on system CDM. For this, we organized a training and investigative course with mathematics teachers from the municipal schools of Itaqui (RS) dealt with the mathematical object "rational number" for the final years of elementary school. The course was organized in nine face-to-face and sequential meetings, totaling 36 hours and discussed the teacher's didactic-mathematical knowledge by specifically teaching the theme and using portfolios built by the teachers. The qualitative research had its data were analyzed from the Guide to Evaluate the Didatic Suitability of Mathematical Education Instruction Processes (GVID-IDM) which points out components and indicators to analyze and evaluate teacher education courses by the dimensions of the CDM and that is based on the EOS (Onto-Semiotic Approach – OSA in English) of Godino and collaborators. The data indicate that teachers have little familiarity in the transit between meanings of rational numbers and their representations. In addition, they are unfamiliar with the Problem Solving methodology. The portfolios built by the teachers during the training course served as a guide for the proposed formation, to organize the teachers' activities / thinking, and orientate the interactions and the exchange of experiences between the teachers and students in the classroom environment. They also provided a reflection / support on the knowledge mobilized on rational numbers. The activities developed in the course were focused on teacher preparation and referrals to elucidate recurring student doubts or epistemic and cognitive conflicts. Finally, we consider that the coherent and systemic articulation of the dimensions, in this process of continuous formation of Mathematics teachers, reveals itself as a favorable environment for the improvement of teachers' didactic-mathematical knowledge. Beyond this is a theory that supports and guides a proposal for teaching and learning rational numbers for the final years of elementary school.
publishDate 2019
dc.date.issued.fl_str_mv 2019-10-24
dc.date.accessioned.fl_str_mv 2020-05-07T14:09:32Z
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dc.identifier.citation.fl_str_mv Carpes, Patricia Pujol Goulart. CONHECIMENTOS DIDÁTICO-MATEMÁTICOS DO PROFESSOR DE MATEMÁTICA PARA O ENSINO DE NÚMEROS RACIONAIS. 2019. 265f. Tese( Programa de Pós-Graduação em Ensino de Ciências e Matemática) - Universidade Franciscana, Santa Maria - RS .
dc.identifier.uri.fl_str_mv http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/855
identifier_str_mv Carpes, Patricia Pujol Goulart. CONHECIMENTOS DIDÁTICO-MATEMÁTICOS DO PROFESSOR DE MATEMÁTICA PARA O ENSINO DE NÚMEROS RACIONAIS. 2019. 265f. Tese( Programa de Pós-Graduação em Ensino de Ciências e Matemática) - Universidade Franciscana, Santa Maria - RS .
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