Cartas de Parker como parte do saber profissional do professor que ensinava matemática a partir da Revista de Ensino (1902 – 1903)
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | http://ri.ufs.br/jspui/handle/riufs/15815 |
Resumo: | This work is the result of a research that aimed to characterize the orientations of Parker's Letters as part of the professional knowledge of the teacher who taught mathematics, from the Revista de Ensino in the period of 1902 and 1903. copies of the Revista de Ensino, which presented guidelines on how the teacher should use Parker's Letters. The understandings adopted to examine the sources were adopted from works such as Valente (2008) and Portela (2014) for an understanding of Parker's Letters; Parker (1909) on teaching numbers; Valente et al. (2017) on the professional knowledge of the teacher who taught mathematics; and Morais, Bertini and Valente (2021) on teaching mathematics and the categories of analysis: sequence, meaning, graduation and exercise and problems. Through the examination carried out from Parker's Letters, it was possible to characterize a sequence of: numbers from Letters 1st to 5th, 15th, 17th and 18th; fraction through the 2nd to 43rd Cards the four operations through the 6th to 48th Cards. In these groups of Letters, it was also identified that in some of them there was only the use of addition (19th, 28th, 29th and 38th), addition and subtraction (31st to 34th), multiplication (46th), division (47th), multiplication and division (11th, 22nd to 24th, 36th). It was possible to establish a graduation, in which the teacher should follow the teaching of contents from observation to action, using pictures, oralization, problems and objects, which at times the teacher manipulated or presented as part of the principles of the method. intuitive. And, the exercises and problems were used in most cases for fixation and in others for the construction of meanings, at times they were worked through oralization and at others through writing. These categories of analysis taken from teaching mathematics make it possible to characterize the guidelines of Parker's Letters as didactic material that is part of the professional knowledge of the teacher who taught mathematics. |
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Andrade, Mariana NunesSantos, Ivanete Batista dos2022-05-31T21:58:41Z2022-05-31T21:58:41Z2022-02-24ANDRADE, Mariana Nunes. Cartas de Parker como parte do saber profissional do professor que ensinava matemática a partir da Revista de Ensino (1902 – 1903). 2022. 111 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2022.http://ri.ufs.br/jspui/handle/riufs/15815This work is the result of a research that aimed to characterize the orientations of Parker's Letters as part of the professional knowledge of the teacher who taught mathematics, from the Revista de Ensino in the period of 1902 and 1903. copies of the Revista de Ensino, which presented guidelines on how the teacher should use Parker's Letters. The understandings adopted to examine the sources were adopted from works such as Valente (2008) and Portela (2014) for an understanding of Parker's Letters; Parker (1909) on teaching numbers; Valente et al. (2017) on the professional knowledge of the teacher who taught mathematics; and Morais, Bertini and Valente (2021) on teaching mathematics and the categories of analysis: sequence, meaning, graduation and exercise and problems. Through the examination carried out from Parker's Letters, it was possible to characterize a sequence of: numbers from Letters 1st to 5th, 15th, 17th and 18th; fraction through the 2nd to 43rd Cards the four operations through the 6th to 48th Cards. In these groups of Letters, it was also identified that in some of them there was only the use of addition (19th, 28th, 29th and 38th), addition and subtraction (31st to 34th), multiplication (46th), division (47th), multiplication and division (11th, 22nd to 24th, 36th). It was possible to establish a graduation, in which the teacher should follow the teaching of contents from observation to action, using pictures, oralization, problems and objects, which at times the teacher manipulated or presented as part of the principles of the method. intuitive. And, the exercises and problems were used in most cases for fixation and in others for the construction of meanings, at times they were worked through oralization and at others through writing. These categories of analysis taken from teaching mathematics make it possible to characterize the guidelines of Parker's Letters as didactic material that is part of the professional knowledge of the teacher who taught mathematics.Este trabalho é resultado de uma pesquisa que teve por objetivo caracterizar as orientações das Cartas de Parker como parte do saber profissional do professor que ensinava matemática, a partir da Revista de Ensino no período de 1902 e 1903. Para alcançar tal intento, foram examinados seis exemplares da Revista de Ensino, os quais apresentavam as orientações sobre como o professor deveria utilizar as Cartas de Parker. Os entendimentos adotados para exame das fontes foram adotados de trabalhos como o de Valente (2008) e o de Portela (2014) para um entendimento acerca das Cartas de Parker; Parker (1909) sobre o ensino dos números; Valente et al. (2017) sobre o saber profissional do professor que ensinava matemática; e Morais, Bertini e Valente (2021) sobre a matemática do ensino e as categorias de análise: sequência, significado, graduação e exercício e problemas. Por meio do exame efetuado a partir das Cartas de Parker, foi possível caracterizar uma sequência de: números a partir das Cartas 1ª a 5ª, 15ª, 17ª e 18ª; fração através das Cartas 2ª a 43ª as quatro operações por meio da 6ª a 48ª Cartas. Nesses grupos de Cartas foi identificado, também, que em algumas delas havia somente o uso da adição (19ª, 28ª, 29ª e 38ª), de adição e subtração (31ª a 34ª), multiplicação (46ª), divisão (47ª), multiplicação e divisão (11ª, 22ª a 24ª, 36ª). Foi possível estabelecer uma graduação, em que o professor deveria seguir o ensino dos conteúdos a partir da observação até chegar a ação, utilizando gravuras, oralização, problemas e objetos, os quais em alguns momentos o professor manipulava ou apresentava como parte dos princípios do método intuitivo. E, os exercícios e problemas eram utilizados na maioria dos casos para fixação e em outros para a construção de significados, em alguns momentos eram trabalhados por meio da oralização e em outros pela escrita. Essas categorias de análise tomada da matemática do ensino permitem caracterizar as orientações das Cartas de Parker como um material didático que faz parte do saber profissional do professor que ensinava matemática.São Cristóvão, SEporEducaçãoMaterial didáticoMatemática - Estudo e ensinoPedagogia críticaArithmeticParker's lettersProfessional knowledgeCIENCIAS HUMANAS::EDUCACAOCartas de Parker como parte do saber profissional do professor que ensinava matemática a partir da Revista de Ensino (1902 – 1903)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em Ensino de Ciências e MatemáticaUniversidade Federal de Sergipereponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessORIGINALMARIANA_NUNES_ANDRADE.pdfMARIANA_NUNES_ANDRADE.pdfapplication/pdf4083265https://ri.ufs.br/jspui/bitstream/riufs/15815/2/MARIANA_NUNES_ANDRADE.pdf890ade8c62a942454a41f51023044f93MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/15815/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51TEXTMARIANA_NUNES_ANDRADE.pdf.txtMARIANA_NUNES_ANDRADE.pdf.txtExtracted texttext/plain188203https://ri.ufs.br/jspui/bitstream/riufs/15815/3/MARIANA_NUNES_ANDRADE.pdf.txtf4e793d256976d0621f64b7902b73fc0MD53THUMBNAILMARIANA_NUNES_ANDRADE.pdf.jpgMARIANA_NUNES_ANDRADE.pdf.jpgGenerated Thumbnailimage/jpeg1356https://ri.ufs.br/jspui/bitstream/riufs/15815/4/MARIANA_NUNES_ANDRADE.pdf.jpg490b971bf38b7fef99209f12801b0bc8MD54riufs/158152022-05-31 18:58:41.252oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2022-05-31T21:58:41Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Cartas de Parker como parte do saber profissional do professor que ensinava matemática a partir da Revista de Ensino (1902 – 1903) |
title |
Cartas de Parker como parte do saber profissional do professor que ensinava matemática a partir da Revista de Ensino (1902 – 1903) |
spellingShingle |
Cartas de Parker como parte do saber profissional do professor que ensinava matemática a partir da Revista de Ensino (1902 – 1903) Andrade, Mariana Nunes Educação Material didático Matemática - Estudo e ensino Pedagogia crítica Arithmetic Parker's letters Professional knowledge CIENCIAS HUMANAS::EDUCACAO |
title_short |
Cartas de Parker como parte do saber profissional do professor que ensinava matemática a partir da Revista de Ensino (1902 – 1903) |
title_full |
Cartas de Parker como parte do saber profissional do professor que ensinava matemática a partir da Revista de Ensino (1902 – 1903) |
title_fullStr |
Cartas de Parker como parte do saber profissional do professor que ensinava matemática a partir da Revista de Ensino (1902 – 1903) |
title_full_unstemmed |
Cartas de Parker como parte do saber profissional do professor que ensinava matemática a partir da Revista de Ensino (1902 – 1903) |
title_sort |
Cartas de Parker como parte do saber profissional do professor que ensinava matemática a partir da Revista de Ensino (1902 – 1903) |
author |
Andrade, Mariana Nunes |
author_facet |
Andrade, Mariana Nunes |
author_role |
author |
dc.contributor.author.fl_str_mv |
Andrade, Mariana Nunes |
dc.contributor.advisor1.fl_str_mv |
Santos, Ivanete Batista dos |
contributor_str_mv |
Santos, Ivanete Batista dos |
dc.subject.por.fl_str_mv |
Educação Material didático Matemática - Estudo e ensino Pedagogia crítica |
topic |
Educação Material didático Matemática - Estudo e ensino Pedagogia crítica Arithmetic Parker's letters Professional knowledge CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Arithmetic Parker's letters Professional knowledge |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This work is the result of a research that aimed to characterize the orientations of Parker's Letters as part of the professional knowledge of the teacher who taught mathematics, from the Revista de Ensino in the period of 1902 and 1903. copies of the Revista de Ensino, which presented guidelines on how the teacher should use Parker's Letters. The understandings adopted to examine the sources were adopted from works such as Valente (2008) and Portela (2014) for an understanding of Parker's Letters; Parker (1909) on teaching numbers; Valente et al. (2017) on the professional knowledge of the teacher who taught mathematics; and Morais, Bertini and Valente (2021) on teaching mathematics and the categories of analysis: sequence, meaning, graduation and exercise and problems. Through the examination carried out from Parker's Letters, it was possible to characterize a sequence of: numbers from Letters 1st to 5th, 15th, 17th and 18th; fraction through the 2nd to 43rd Cards the four operations through the 6th to 48th Cards. In these groups of Letters, it was also identified that in some of them there was only the use of addition (19th, 28th, 29th and 38th), addition and subtraction (31st to 34th), multiplication (46th), division (47th), multiplication and division (11th, 22nd to 24th, 36th). It was possible to establish a graduation, in which the teacher should follow the teaching of contents from observation to action, using pictures, oralization, problems and objects, which at times the teacher manipulated or presented as part of the principles of the method. intuitive. And, the exercises and problems were used in most cases for fixation and in others for the construction of meanings, at times they were worked through oralization and at others through writing. These categories of analysis taken from teaching mathematics make it possible to characterize the guidelines of Parker's Letters as didactic material that is part of the professional knowledge of the teacher who taught mathematics. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-05-31T21:58:41Z |
dc.date.available.fl_str_mv |
2022-05-31T21:58:41Z |
dc.date.issued.fl_str_mv |
2022-02-24 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
ANDRADE, Mariana Nunes. Cartas de Parker como parte do saber profissional do professor que ensinava matemática a partir da Revista de Ensino (1902 – 1903). 2022. 111 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2022. |
dc.identifier.uri.fl_str_mv |
http://ri.ufs.br/jspui/handle/riufs/15815 |
identifier_str_mv |
ANDRADE, Mariana Nunes. Cartas de Parker como parte do saber profissional do professor que ensinava matemática a partir da Revista de Ensino (1902 – 1903). 2022. 111 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2022. |
url |
http://ri.ufs.br/jspui/handle/riufs/15815 |
dc.language.iso.fl_str_mv |
por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Pós-Graduação em Ensino de Ciências e Matemática |
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Universidade Federal de Sergipe |
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