Aprendizagem baseada em problemas na formação inicial do professor de matemática: um experimento
Autor(a) principal: | |
---|---|
Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/23593 |
Resumo: | The present research has as a problem to investigate what are the learning potentials of a group, composed of four students of the Mathematics Degree course at the Federal University of Santa Maria (UFSM). Through a didactic sequence along the lines of Problem Based Learning (PBL) in teaching functions. Altogether, 11 meetings were held, one per week in the afternoon shift, with an average duration of two hours. The elaborated activities are composed by the concept of affine functions, quadratic and applications. As a theoretical contribution, John Sweller's Theory of Cognitive Load was adopted. Before the development of the study, the group answered an initial questionnaire to verify previous knowledge about functions and PBL, and a second questionnaire at the end of the didactic sequence. As a tool for data collection, the researcher's diary and a spreadsheet called the photograph of the moment were created, serving as support to fulfill the objective. Therefore, a qualitative research-action was carried out. Analyzing the first questionnaire, it was possible to identify the lack of knowledge about active methodologies, the concept of open problem. By comparing the researcher's diary and the second questionnaire with the first, it was possible to infer that PBL has so many complicating factors - time, teacher preparation, problem construction, fear of using new methods and students' difficulties - such as facilitators - interdisciplinarity, professional preparation, initiation into the scientific method, practical activity and group work. |
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2022-01-20T14:09:51Z2022-01-20T14:09:51Z2019-12-17http://repositorio.ufsm.br/handle/1/23593The present research has as a problem to investigate what are the learning potentials of a group, composed of four students of the Mathematics Degree course at the Federal University of Santa Maria (UFSM). Through a didactic sequence along the lines of Problem Based Learning (PBL) in teaching functions. Altogether, 11 meetings were held, one per week in the afternoon shift, with an average duration of two hours. The elaborated activities are composed by the concept of affine functions, quadratic and applications. As a theoretical contribution, John Sweller's Theory of Cognitive Load was adopted. Before the development of the study, the group answered an initial questionnaire to verify previous knowledge about functions and PBL, and a second questionnaire at the end of the didactic sequence. As a tool for data collection, the researcher's diary and a spreadsheet called the photograph of the moment were created, serving as support to fulfill the objective. Therefore, a qualitative research-action was carried out. Analyzing the first questionnaire, it was possible to identify the lack of knowledge about active methodologies, the concept of open problem. By comparing the researcher's diary and the second questionnaire with the first, it was possible to infer that PBL has so many complicating factors - time, teacher preparation, problem construction, fear of using new methods and students' difficulties - such as facilitators - interdisciplinarity, professional preparation, initiation into the scientific method, practical activity and group work.A presente pesquisa tem por problemática investigar quais são as potencialidades de aprendizados de um grupo, composto por quatro estudantes do curso de Licenciatura em Matemática da Universidade Federal de Santa Maria (UFSM). Através de uma sequência didática nos moldes da Aprendizagem Baseada em Problemas (ABP) no ensino de funções. Ao todo, foram desenvolvidos 11 encontros, sendo um por semana no turno da tarde, com duração média de duas horas. As atividades elaboradas são compostas pelo conceito de funções afim, quadrática e aplicações. Como aporte teórico adotou-se a Teoria da Carga Cognitiva, de John Sweller. Antes do desenvolvimento do estudo, o grupo respondeu a um questionário inicial para verificar os conhecimentos prévios acerca de funções e do ABP, e um segundo questionário no final da sequência didática. Como ferramenta de coleta de dados foram constituídos o diário do pesquisador e uma planilha intitulada de fotografia do momento, servindo de apoio para cumprimento do objetivo. Realizou-se, portanto, uma pesquisa-ação, de cunho qualitativo. Analisando o primeiro questionário, foi possível identificar o desconhecimento acerca de metodologias ativas, do conceito de problema em aberto. Confrontando o diário do pesquisador e o segundo questionário com o primeiro, foi possível inferir que o ABP apresenta tanto fatores complicadores – o tempo, a preparação do professor, a construção do problema, o medo em utilizar métodos novos e as dificuldades dos alunos – como facilitadores – a interdisciplinaridade, a preparação profissional, a iniciação no método científico, a atividade prática e o trabalho em grupo.porUniversidade Federal de Santa MariaCentro de Ciências Naturais e ExatasPrograma de Pós-Graduação em Educação Matemática e Ensino de FísicaUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessTeoria da carga cognitivaAprendizagem baseada em problemasEnsino de funçõesTheory of cognitive loadProblem-based learningTeaching functionsCNPQ::CIENCIAS HUMANAS::EDUCACAOAprendizagem baseada em problemas na formação inicial do professor de matemática: um experimentoProblem-based learning in the initial training of the mathematics teacher: an experimentinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisFajardo, Ricardohttp://lattes.cnpq.br/4796609278630063Bulegon, Ana MarliMathias, Carmen Vieirahttp://lattes.cnpq.br/5162159768738862Zimmermann, Samuel Sonego7008000000066006006006b8969e6-2ca9-4ffa-8382-107fa8a29ed5eabc1840-65d8-46fa-bd68-e19af18c173a758a3eb6-b5c8-4873-bcde-741968eedf4461725bb3-72e9-42c8-9cfe-0e6e40455f2areponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Aprendizagem baseada em problemas na formação inicial do professor de matemática: um experimento |
dc.title.alternative.eng.fl_str_mv |
Problem-based learning in the initial training of the mathematics teacher: an experiment |
title |
Aprendizagem baseada em problemas na formação inicial do professor de matemática: um experimento |
spellingShingle |
Aprendizagem baseada em problemas na formação inicial do professor de matemática: um experimento Zimmermann, Samuel Sonego Teoria da carga cognitiva Aprendizagem baseada em problemas Ensino de funções Theory of cognitive load Problem-based learning Teaching functions CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Aprendizagem baseada em problemas na formação inicial do professor de matemática: um experimento |
title_full |
Aprendizagem baseada em problemas na formação inicial do professor de matemática: um experimento |
title_fullStr |
Aprendizagem baseada em problemas na formação inicial do professor de matemática: um experimento |
title_full_unstemmed |
Aprendizagem baseada em problemas na formação inicial do professor de matemática: um experimento |
title_sort |
Aprendizagem baseada em problemas na formação inicial do professor de matemática: um experimento |
author |
Zimmermann, Samuel Sonego |
author_facet |
Zimmermann, Samuel Sonego |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Fajardo, Ricardo |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4796609278630063 |
dc.contributor.referee1.fl_str_mv |
Bulegon, Ana Marli |
dc.contributor.referee2.fl_str_mv |
Mathias, Carmen Vieira |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5162159768738862 |
dc.contributor.author.fl_str_mv |
Zimmermann, Samuel Sonego |
contributor_str_mv |
Fajardo, Ricardo Bulegon, Ana Marli Mathias, Carmen Vieira |
dc.subject.por.fl_str_mv |
Teoria da carga cognitiva Aprendizagem baseada em problemas Ensino de funções |
topic |
Teoria da carga cognitiva Aprendizagem baseada em problemas Ensino de funções Theory of cognitive load Problem-based learning Teaching functions CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Theory of cognitive load Problem-based learning Teaching functions |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The present research has as a problem to investigate what are the learning potentials of a group, composed of four students of the Mathematics Degree course at the Federal University of Santa Maria (UFSM). Through a didactic sequence along the lines of Problem Based Learning (PBL) in teaching functions. Altogether, 11 meetings were held, one per week in the afternoon shift, with an average duration of two hours. The elaborated activities are composed by the concept of affine functions, quadratic and applications. As a theoretical contribution, John Sweller's Theory of Cognitive Load was adopted. Before the development of the study, the group answered an initial questionnaire to verify previous knowledge about functions and PBL, and a second questionnaire at the end of the didactic sequence. As a tool for data collection, the researcher's diary and a spreadsheet called the photograph of the moment were created, serving as support to fulfill the objective. Therefore, a qualitative research-action was carried out. Analyzing the first questionnaire, it was possible to identify the lack of knowledge about active methodologies, the concept of open problem. By comparing the researcher's diary and the second questionnaire with the first, it was possible to infer that PBL has so many complicating factors - time, teacher preparation, problem construction, fear of using new methods and students' difficulties - such as facilitators - interdisciplinarity, professional preparation, initiation into the scientific method, practical activity and group work. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-12-17 |
dc.date.accessioned.fl_str_mv |
2022-01-20T14:09:51Z |
dc.date.available.fl_str_mv |
2022-01-20T14:09:51Z |
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.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/23593 |
url |
http://repositorio.ufsm.br/handle/1/23593 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
700800000006 |
dc.relation.confidence.fl_str_mv |
600 600 600 |
dc.relation.authority.fl_str_mv |
6b8969e6-2ca9-4ffa-8382-107fa8a29ed5 eabc1840-65d8-46fa-bd68-e19af18c173a 758a3eb6-b5c8-4873-bcde-741968eedf44 61725bb3-72e9-42c8-9cfe-0e6e40455f2a |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação Matemática e Ensino de Física |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
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