Do aprender ao ensinar álgebra: formação de futuros professores que ensinam matemática
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/22471 |
Resumo: | This Master's dissertation in Mathematics Education, from the Graduate Program in Mathematics Education and Physics Teaching at the Federal University of Santa Maria - UFSM, has as its theme the teaching and learning of algebra in the training of teachers who teach mathematics in the early years. Based on the researcher's concerns about this subject, this research has as main objective: to investigate training possibilities for prospective teachers who teach mathematics with regard to teaching and learning algebra in the early years of elementary school. Based on the assumptions that the human being develops through socialization and interaction with other subjects and thus produces culture, this study is theoretically based on Vigotski's Historical-Cultural Theory - HCT; in Leontiev's Activity Theory - AT; and in the Moura’s Teaching Guiding Activity - TGA. Understanding that the basic algebraic concepts, present in the early years, when worked efficiently, contribute to students' learning and development, it is essential to think about the forms of organization of this teaching in this school phase, in order to training the teacher that teaches mathematics to face challenges. For the development of this investigation, actions were developed in the perspective of a formative experiment, related to the algebraic conceptual nexuses, with students of the Mathematics Education B class of the Daytime Pedagogy course at the Federal University of Santa Maria, context of the formation of the prospective teacher who teaches mathematics in the early years. Based on the logical-historical movement of algebra, the actions were planned and based on the following nexuses: sequence, pattern, regularity, fluency, interdependence, variable, field of variation and relation of equality. The actions constituted a didactic unit composed of six teaching situations based on the perspective of Triggering Situations of Learning - TLS. The production of data took place through video and audio recordings, photographs, records and the researcher's logbook. It was possible to identify that, when planning actions based on the logical-historical movement of algebra and, more specifically, when exploring the conceptual algebraic nexuses through situations, there was an approximation with the essence of algebra, since academics were able to attribute meaning to such actions, coinciding with their historically and culturally produced meaning. The results confirm the importance of formative possibilities that guide prospective teachers to the learning of mathematical knowledge, as long as their organizer dominates mathematical knowledge and, more specifically, in this case, the algebraic knowledge, and can plan and organize teaching that aims to develop the theoretical thinking of Basic Education students. Thus, future teachers are set in motion to organize actions based on the ways in which they have learned certain knowledge. |
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2021-10-19T19:25:48Z2021-10-19T19:25:48Z2020-12-02http://repositorio.ufsm.br/handle/1/22471This Master's dissertation in Mathematics Education, from the Graduate Program in Mathematics Education and Physics Teaching at the Federal University of Santa Maria - UFSM, has as its theme the teaching and learning of algebra in the training of teachers who teach mathematics in the early years. Based on the researcher's concerns about this subject, this research has as main objective: to investigate training possibilities for prospective teachers who teach mathematics with regard to teaching and learning algebra in the early years of elementary school. Based on the assumptions that the human being develops through socialization and interaction with other subjects and thus produces culture, this study is theoretically based on Vigotski's Historical-Cultural Theory - HCT; in Leontiev's Activity Theory - AT; and in the Moura’s Teaching Guiding Activity - TGA. Understanding that the basic algebraic concepts, present in the early years, when worked efficiently, contribute to students' learning and development, it is essential to think about the forms of organization of this teaching in this school phase, in order to training the teacher that teaches mathematics to face challenges. For the development of this investigation, actions were developed in the perspective of a formative experiment, related to the algebraic conceptual nexuses, with students of the Mathematics Education B class of the Daytime Pedagogy course at the Federal University of Santa Maria, context of the formation of the prospective teacher who teaches mathematics in the early years. Based on the logical-historical movement of algebra, the actions were planned and based on the following nexuses: sequence, pattern, regularity, fluency, interdependence, variable, field of variation and relation of equality. The actions constituted a didactic unit composed of six teaching situations based on the perspective of Triggering Situations of Learning - TLS. The production of data took place through video and audio recordings, photographs, records and the researcher's logbook. It was possible to identify that, when planning actions based on the logical-historical movement of algebra and, more specifically, when exploring the conceptual algebraic nexuses through situations, there was an approximation with the essence of algebra, since academics were able to attribute meaning to such actions, coinciding with their historically and culturally produced meaning. The results confirm the importance of formative possibilities that guide prospective teachers to the learning of mathematical knowledge, as long as their organizer dominates mathematical knowledge and, more specifically, in this case, the algebraic knowledge, and can plan and organize teaching that aims to develop the theoretical thinking of Basic Education students. Thus, future teachers are set in motion to organize actions based on the ways in which they have learned certain knowledge.A presente dissertação de Mestrado em Educação Matemática, do Programa de Pós-Graduação em Educação Matemática e Ensino de Física da Universidade Federal de Santa Maria – UFSM, tem como tema o ensino e aprendizagem da álgebra na formação de professores que ensinam matemática nos anos iniciais. A partir de inquietações da pesquisadora acerca dessa temática, esta pesquisa tem como objetivo principal: investigar possibilidades formativas para futuros professores que ensinam Matemática no que se refere ao ensino e aprendizagem de álgebra nos anos iniciais do Ensino Fundamental. Pautado nos pressupostos de que o ser humano desenvolve-se por meio da socialização e interação com os outros sujeitos e assim vai produzindo cultura, este estudo embasa-se teoricamente na Teoria Histórico-Cultural – THC, de Vigotski; na Teoria da Atividade – TA, de Leontiev; e na Atividade de Orientadora de Ensino – AOE, de Moura. Entendendo que os conceitos algébricos básicos, presentes nos anos iniciais, quando trabalhados de forma eficiente, contribuem para a aprendizagem e para o desenvolvimento dos estudantes, faz-se primordial pensar nas formas de organização deste ensino nesta fase escolar, com vista a capacitar o professor que ensina matemática a enfrentar desafios. Para o desenvolvimento desta investigação, foram desenvolvidas ações na perspectiva de um experimento formativo, relacionado aos nexos conceituais algébricos, com acadêmicos da disciplina Educação Matemática B do curso de Pedagogia Diurno da Universidade Federal de Santa Maria, contexto de formação do futuro professor que ensina matemática nos anos iniciais. Com base no movimento lógico-histórico da álgebra, as ações foram planejadas e baseadas nos seguintes nexos: sequência, padrão, regularidade, fluência, interdependência, variável, campo de variação e relação de igualdade. As ações constituíram uma unidade didática composta por seis situações de ensino pautadas na perspectiva de Situações Desencadeadoras de Aprendizagem - SDA. A produção de dados se deu por meio de gravações de vídeo e áudio, fotografias, registros e diário de bordo da pesquisadora. Foi possível identificar que, ao planejar as ações baseadas no movimento lógico-histórico da álgebra e, mais especificamente, ao explorar os nexos conceituais algébricos por meio das situações, houve uma aproximação com a essência da álgebra, uma vez que os acadêmicos conseguiram atribuir sentido a tais ações, coincidentes com seu significado histórica e culturalmente produzido. Os resultados ratificam a importância de possibilidades formativas que direcionem os futuros professores a aprendizagem do conhecimento matemático, desde que seu organizador domine o conhecimento matemático, e, mais especificamente, neste caso, os conhecimentos algébricos e possa planejar e organizar um ensino que vise desenvolver o pensamento teórico dos estudantes da Educação Básica. Dessa forma, os futuros professores se colocam em movimento de organizar ações embasados nos modos como aprenderam determinados conhecimentos.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade 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/openAccessFormação inicial de professoresÁlgebraAnos iniciaisNexos conceituais algébricosTeoria histórico-culturalInitial teacher trainingAlgebraEarly yearsAlgebraic conceptual nexusesHistorical-cultural theoryCNPQ::CIENCIAS HUMANAS::EDUCACAODo aprender ao ensinar álgebra: formação de futuros professores que ensinam matemáticaFrom learning to teaching algebra: training prospective teachers who teach mathematicsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisLopes, Anemari Roesler Luersen Vieirahttp://lattes.cnpq.br/7102436522771207Bathelt, Regina EhlersAlves, Rozane da SilveiraFraga, Laura Pippihttp://lattes.cnpq.br/2077020486481564Noro, Iasmim Martins700800000006600600600600d35754ba-be65-447a-a95d-9c39a8397c5233f7e0d6-9c42-433c-9187-2814df7e2231cd43abfd-d22e-44c9-8e8a-55d3d7a7b7c347062db3-a45f-404a-9e0d-57db128e56b344b13fca-ac71-4660-b241-cd9b386509a5reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEMEF_2020_NORO_IASMIM.pdfDIS_PPGEMEF_2020_NORO_IASMIM.pdfDissertação de Mestradoapplication/pdf5033639http://repositorio.ufsm.br/bitstream/1/22471/1/DIS_PPGEMEF_2020_NORO_IASMIM.pdf4691612bc5af36eaeeb361b2b9993139MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Do aprender ao ensinar álgebra: formação de futuros professores que ensinam matemática |
dc.title.alternative.eng.fl_str_mv |
From learning to teaching algebra: training prospective teachers who teach mathematics |
title |
Do aprender ao ensinar álgebra: formação de futuros professores que ensinam matemática |
spellingShingle |
Do aprender ao ensinar álgebra: formação de futuros professores que ensinam matemática Noro, Iasmim Martins Formação inicial de professores Álgebra Anos iniciais Nexos conceituais algébricos Teoria histórico-cultural Initial teacher training Algebra Early years Algebraic conceptual nexuses Historical-cultural theory CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Do aprender ao ensinar álgebra: formação de futuros professores que ensinam matemática |
title_full |
Do aprender ao ensinar álgebra: formação de futuros professores que ensinam matemática |
title_fullStr |
Do aprender ao ensinar álgebra: formação de futuros professores que ensinam matemática |
title_full_unstemmed |
Do aprender ao ensinar álgebra: formação de futuros professores que ensinam matemática |
title_sort |
Do aprender ao ensinar álgebra: formação de futuros professores que ensinam matemática |
author |
Noro, Iasmim Martins |
author_facet |
Noro, Iasmim Martins |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Lopes, Anemari Roesler Luersen Vieira |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7102436522771207 |
dc.contributor.advisor-co1.fl_str_mv |
Bathelt, Regina Ehlers |
dc.contributor.referee1.fl_str_mv |
Alves, Rozane da Silveira |
dc.contributor.referee2.fl_str_mv |
Fraga, Laura Pippi |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2077020486481564 |
dc.contributor.author.fl_str_mv |
Noro, Iasmim Martins |
contributor_str_mv |
Lopes, Anemari Roesler Luersen Vieira Bathelt, Regina Ehlers Alves, Rozane da Silveira Fraga, Laura Pippi |
dc.subject.por.fl_str_mv |
Formação inicial de professores Álgebra Anos iniciais Nexos conceituais algébricos Teoria histórico-cultural |
topic |
Formação inicial de professores Álgebra Anos iniciais Nexos conceituais algébricos Teoria histórico-cultural Initial teacher training Algebra Early years Algebraic conceptual nexuses Historical-cultural theory CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Initial teacher training Algebra Early years Algebraic conceptual nexuses Historical-cultural theory |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This Master's dissertation in Mathematics Education, from the Graduate Program in Mathematics Education and Physics Teaching at the Federal University of Santa Maria - UFSM, has as its theme the teaching and learning of algebra in the training of teachers who teach mathematics in the early years. Based on the researcher's concerns about this subject, this research has as main objective: to investigate training possibilities for prospective teachers who teach mathematics with regard to teaching and learning algebra in the early years of elementary school. Based on the assumptions that the human being develops through socialization and interaction with other subjects and thus produces culture, this study is theoretically based on Vigotski's Historical-Cultural Theory - HCT; in Leontiev's Activity Theory - AT; and in the Moura’s Teaching Guiding Activity - TGA. Understanding that the basic algebraic concepts, present in the early years, when worked efficiently, contribute to students' learning and development, it is essential to think about the forms of organization of this teaching in this school phase, in order to training the teacher that teaches mathematics to face challenges. For the development of this investigation, actions were developed in the perspective of a formative experiment, related to the algebraic conceptual nexuses, with students of the Mathematics Education B class of the Daytime Pedagogy course at the Federal University of Santa Maria, context of the formation of the prospective teacher who teaches mathematics in the early years. Based on the logical-historical movement of algebra, the actions were planned and based on the following nexuses: sequence, pattern, regularity, fluency, interdependence, variable, field of variation and relation of equality. The actions constituted a didactic unit composed of six teaching situations based on the perspective of Triggering Situations of Learning - TLS. The production of data took place through video and audio recordings, photographs, records and the researcher's logbook. It was possible to identify that, when planning actions based on the logical-historical movement of algebra and, more specifically, when exploring the conceptual algebraic nexuses through situations, there was an approximation with the essence of algebra, since academics were able to attribute meaning to such actions, coinciding with their historically and culturally produced meaning. The results confirm the importance of formative possibilities that guide prospective teachers to the learning of mathematical knowledge, as long as their organizer dominates mathematical knowledge and, more specifically, in this case, the algebraic knowledge, and can plan and organize teaching that aims to develop the theoretical thinking of Basic Education students. Thus, future teachers are set in motion to organize actions based on the ways in which they have learned certain knowledge. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-12-02 |
dc.date.accessioned.fl_str_mv |
2021-10-19T19:25:48Z |
dc.date.available.fl_str_mv |
2021-10-19T19:25:48Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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http://repositorio.ufsm.br/handle/1/22471 |
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http://repositorio.ufsm.br/handle/1/22471 |
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por |
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por |
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700800000006 |
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600 600 600 600 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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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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