ANALYSIS OF THE PERCEPTIONS OF STUDENTS WHO INTERACT WITH MATHEMATICS THROUGH CLASSROOM RESEARCH: CONTRIBUTIONS OF TECHNOLOGIES IN LEARNING

Detalhes bibliográficos
Autor(a) principal: da Silva, Carla Martins
Data de Publicação: 2022
Outros Autores: Jacintho Müller, Thaísa
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Sergipana de Matemática e Educação Matemática
Texto Completo: https://seer.ufs.br/index.php/ReviSe/article/view/14523
Resumo: This article presents results of a case study carried out with 26 students from the 8th year of elementary school who participated in mathematics activities through research using technologies. The aim of the aim of the investigation was to analyze the perceptions of these students in relation to the development of activities through classroom research and to see how technologies contributed to learning. For the analysis of the results, the Discursive Textual Analysis was used, going through the process of unitarization, categorization and rewriting up to the metatext. With that, it can be concluded that the students perceive the practice of the activities carried out as an integral and fundamental part for them to understand concepts and the practical use of each researched activity. Therefore, the has been an expressive evolution in the development of knowledge with regard to indicators of competence such as: interest in research; own elaborations and active participation in the work.
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spelling ANALYSIS OF THE PERCEPTIONS OF STUDENTS WHO INTERACT WITH MATHEMATICS THROUGH CLASSROOM RESEARCH: CONTRIBUTIONS OF TECHNOLOGIES IN LEARNINGANÁLISE DAS PERCEPÇÕES DOS ESTUDANTES QUE INTERAGEM COM A MATEMÁTICA POR MEIO DA PESQUISA EM SALA DE AULA: CONTRIBUIÇÕES DAS TECNOLOGIAS NA APRENDIZAGEMThis article presents results of a case study carried out with 26 students from the 8th year of elementary school who participated in mathematics activities through research using technologies. The aim of the aim of the investigation was to analyze the perceptions of these students in relation to the development of activities through classroom research and to see how technologies contributed to learning. For the analysis of the results, the Discursive Textual Analysis was used, going through the process of unitarization, categorization and rewriting up to the metatext. With that, it can be concluded that the students perceive the practice of the activities carried out as an integral and fundamental part for them to understand concepts and the practical use of each researched activity. Therefore, the has been an expressive evolution in the development of knowledge with regard to indicators of competence such as: interest in research; own elaborations and active participation in the work.Este artigo traz resultados de um estudo de caso realizado com 26 estudantes do 8º ano do ensino fundamental que participaram de atividades de matemática por meio da pesquisa com o uso de tecnologias. O objetivo da investigação foi analisar as percepções destes estudantes em relação ao desenvolvimento das atividades por meio da pesquisa em sala de aula e verificar de que modo as tecnologias contribuíram na aprendizagem. Para a análise dos resultados foi utilizada a Análise Textual Discursiva, passando pelos processos de unitarização, categorização e a reescrita até o metatexto. Com isso, pode-se concluir que os estudantes percebem a prática das atividades realizadas como parte integrante e fundamental para que compreendessem conceitos e a utilização prática de cada atividade pesquisada. Portanto, houve uma expressiva evolução no desenvolvimento do conhecimento no que se refere aos indicadores de competência como: interesse pela pesquisa; elaborações próprias e participação ativa no trabalho.   Universidade Federal de Sergipe2022-02-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufs.br/index.php/ReviSe/article/view/1452310.34179/revisem.v7i1.14523Revista Sergipana de Matemática e Educação Matemática; v. 7 n. 1 (2022): Revista Sergipana de Matemática e Educação Matemática; 1-23Revista Sergipana de Matemática e Educação Matemática; Vol. 7 No. 1 (2022): Revista Sergipana de Matemática e Educação Matemática; 1-23Revista Sergipana de Matemática e Educação Matemática; Vol. 7 Núm. 1 (2022): Revista Sergipana de Matemática e Educação Matemática; 1-23Revista Sergipana de Matemática e Educação Matemática; Vol. 7 No. 1 (2022): Revista Sergipana de Matemática e Educação Matemática; 1-232525-5444reponame:Revista Sergipana de Matemática e Educação Matemáticainstname:Universidade Federal de Sergipe (UFS)instacron:UFSporhttps://seer.ufs.br/index.php/ReviSe/article/view/14523/12722Copyright (c) 2022 Carla Martins da Silva, Thaísa Jacintho Müllerhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessda Silva, Carla MartinsJacintho Müller, Thaísa2022-05-13T19:43:37Zoai:ojs.seer.ufs.br:article/14523Revistahttps://seer.ufs.br/index.php/ReviSe/oai2525-54442525-5444opendoar:2022-05-13T19:43:37Revista Sergipana de Matemática e Educação Matemática - Universidade Federal de Sergipe (UFS)false
dc.title.none.fl_str_mv ANALYSIS OF THE PERCEPTIONS OF STUDENTS WHO INTERACT WITH MATHEMATICS THROUGH CLASSROOM RESEARCH: CONTRIBUTIONS OF TECHNOLOGIES IN LEARNING
ANÁLISE DAS PERCEPÇÕES DOS ESTUDANTES QUE INTERAGEM COM A MATEMÁTICA POR MEIO DA PESQUISA EM SALA DE AULA: CONTRIBUIÇÕES DAS TECNOLOGIAS NA APRENDIZAGEM
title ANALYSIS OF THE PERCEPTIONS OF STUDENTS WHO INTERACT WITH MATHEMATICS THROUGH CLASSROOM RESEARCH: CONTRIBUTIONS OF TECHNOLOGIES IN LEARNING
spellingShingle ANALYSIS OF THE PERCEPTIONS OF STUDENTS WHO INTERACT WITH MATHEMATICS THROUGH CLASSROOM RESEARCH: CONTRIBUTIONS OF TECHNOLOGIES IN LEARNING
da Silva, Carla Martins
title_short ANALYSIS OF THE PERCEPTIONS OF STUDENTS WHO INTERACT WITH MATHEMATICS THROUGH CLASSROOM RESEARCH: CONTRIBUTIONS OF TECHNOLOGIES IN LEARNING
title_full ANALYSIS OF THE PERCEPTIONS OF STUDENTS WHO INTERACT WITH MATHEMATICS THROUGH CLASSROOM RESEARCH: CONTRIBUTIONS OF TECHNOLOGIES IN LEARNING
title_fullStr ANALYSIS OF THE PERCEPTIONS OF STUDENTS WHO INTERACT WITH MATHEMATICS THROUGH CLASSROOM RESEARCH: CONTRIBUTIONS OF TECHNOLOGIES IN LEARNING
title_full_unstemmed ANALYSIS OF THE PERCEPTIONS OF STUDENTS WHO INTERACT WITH MATHEMATICS THROUGH CLASSROOM RESEARCH: CONTRIBUTIONS OF TECHNOLOGIES IN LEARNING
title_sort ANALYSIS OF THE PERCEPTIONS OF STUDENTS WHO INTERACT WITH MATHEMATICS THROUGH CLASSROOM RESEARCH: CONTRIBUTIONS OF TECHNOLOGIES IN LEARNING
author da Silva, Carla Martins
author_facet da Silva, Carla Martins
Jacintho Müller, Thaísa
author_role author
author2 Jacintho Müller, Thaísa
author2_role author
dc.contributor.author.fl_str_mv da Silva, Carla Martins
Jacintho Müller, Thaísa
description This article presents results of a case study carried out with 26 students from the 8th year of elementary school who participated in mathematics activities through research using technologies. The aim of the aim of the investigation was to analyze the perceptions of these students in relation to the development of activities through classroom research and to see how technologies contributed to learning. For the analysis of the results, the Discursive Textual Analysis was used, going through the process of unitarization, categorization and rewriting up to the metatext. With that, it can be concluded that the students perceive the practice of the activities carried out as an integral and fundamental part for them to understand concepts and the practical use of each researched activity. Therefore, the has been an expressive evolution in the development of knowledge with regard to indicators of competence such as: interest in research; own elaborations and active participation in the work.
publishDate 2022
dc.date.none.fl_str_mv 2022-02-16
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://seer.ufs.br/index.php/ReviSe/article/view/14523
10.34179/revisem.v7i1.14523
url https://seer.ufs.br/index.php/ReviSe/article/view/14523
identifier_str_mv 10.34179/revisem.v7i1.14523
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufs.br/index.php/ReviSe/article/view/14523/12722
dc.rights.driver.fl_str_mv Copyright (c) 2022 Carla Martins da Silva, Thaísa Jacintho Müller
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Carla Martins da Silva, Thaísa Jacintho Müller
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 Sergipe
publisher.none.fl_str_mv Universidade Federal de Sergipe
dc.source.none.fl_str_mv Revista Sergipana de Matemática e Educação Matemática; v. 7 n. 1 (2022): Revista Sergipana de Matemática e Educação Matemática; 1-23
Revista Sergipana de Matemática e Educação Matemática; Vol. 7 No. 1 (2022): Revista Sergipana de Matemática e Educação Matemática; 1-23
Revista Sergipana de Matemática e Educação Matemática; Vol. 7 Núm. 1 (2022): Revista Sergipana de Matemática e Educação Matemática; 1-23
Revista Sergipana de Matemática e Educação Matemática; Vol. 7 No. 1 (2022): Revista Sergipana de Matemática e Educação Matemática; 1-23
2525-5444
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instacron:UFS
instname_str Universidade Federal de Sergipe (UFS)
instacron_str UFS
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reponame_str Revista Sergipana de Matemática e Educação Matemática
collection Revista Sergipana de Matemática e Educação Matemática
repository.name.fl_str_mv Revista Sergipana de Matemática e Educação Matemática - Universidade Federal de Sergipe (UFS)
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