Formação inicial do professor que ensina matemática nos anos iniciais no curso de pedagogia EAD
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/25348 |
Resumo: | The present research was developed in the Post-Graduate Program in Mathematics Education and Physics Teaching at the Federal University of Santa Maria – UFSM and has as theme training of teachers who teach mathematics. In this sense, the guiding question is: in what way does the teacher training process take place in the early years of the distance learning pedagogy course? The general objective of the research is to investigate aspects related to the training process of the future teacher who will teach Mathematics in the Distance Learning Pedagogy Course at UFSM. Therefore, the theoretical framework is divided into two chapters, which initially address the history of distance learning, the legislation that guarantees this type of education. the structure of the Distance Learning Pedagogy Course at UFSM, as well as the syllabus of Mathematics Education I and II subjects. The other chapter that brings theoretical basis refers to the initial training of teachers who will teach Mathematics in the early years. For this, we used different authors and their perceptions on the subject. To achieve our objective, we present the research scenario, defining our subjects who are academic students from Cerro Largo’s pole and who have already taken Mathematics Education I and II subjects, in addition to the tutors of these curricular components. As methodological actions, a questionnaire was developed with the students via Google Forms and another with Mathematics Education’s tutors. As main results, it was identified the little approximation of academic students with Mathematics, especially when they were Basic Education academic students. However, after studying the subjects mentioned above, future pedagogues feel prepared to teach Mathematics. |
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2022-07-14T14:47:36Z2022-07-14T14:47:36Z2022-03-25http://repositorio.ufsm.br/handle/1/25348The present research was developed in the Post-Graduate Program in Mathematics Education and Physics Teaching at the Federal University of Santa Maria – UFSM and has as theme training of teachers who teach mathematics. In this sense, the guiding question is: in what way does the teacher training process take place in the early years of the distance learning pedagogy course? The general objective of the research is to investigate aspects related to the training process of the future teacher who will teach Mathematics in the Distance Learning Pedagogy Course at UFSM. Therefore, the theoretical framework is divided into two chapters, which initially address the history of distance learning, the legislation that guarantees this type of education. the structure of the Distance Learning Pedagogy Course at UFSM, as well as the syllabus of Mathematics Education I and II subjects. The other chapter that brings theoretical basis refers to the initial training of teachers who will teach Mathematics in the early years. For this, we used different authors and their perceptions on the subject. To achieve our objective, we present the research scenario, defining our subjects who are academic students from Cerro Largo’s pole and who have already taken Mathematics Education I and II subjects, in addition to the tutors of these curricular components. As methodological actions, a questionnaire was developed with the students via Google Forms and another with Mathematics Education’s tutors. As main results, it was identified the little approximation of academic students with Mathematics, especially when they were Basic Education academic students. However, after studying the subjects mentioned above, future pedagogues feel prepared to teach Mathematics.A presente pesquisa foi desenvolvida no Programa de Pós-Graduação em Educação Matemática e Ensino de Física da Universidade Federal de Santa Maria – UFSM e tem como tema a formação do professor que ensina Matemática. Nesse sentido, a questão que norteia o trabalho é: de que forma acontece o processo de formação dos professores nos anos iniciais do curso de Licenciatura em Pedagogia a distância no que se refere à matemática? O objetivo geral da pesquisa é investigar aspectos relacionados ao processo formativo, no curso de Pedagogia EaD da UFSM, do futuro professor de anos iniciais que ensinará Matemática. Para isso, o referencial teórico está dividido em dois capítulos, em que, inicialmente, é abordada a história da EaD, a legislação que garante essa modalidade de ensino, a estrutura do curso de Pedagogia EaD da UFSM, bem como a ementa das disciplinas de Educação Matemática I e II. O outro capítulo que traz embasamento teórico se refere à formação inicial de professores que ensinarão Matemática nos anos iniciais. Para isso, utilizaram-se diferentes autores e suas percepções em relação ao tema. Para atingir o objetivo, apresenta-se o cenário da pesquisa, definindo-se os sujeitos, que são acadêmicos do polo de Cerro Largo e que já cursaram as disciplinas de Educação Matemática I e II, além das tutoras desses componentes curriculares. Como ações metodológicas, foi desenvolvido, com os acadêmicos, um questionário a via Google Forms, e outro com as tutoras das disciplinas de Educação Matemática. Como principais resultados, identificou-se a pouca aproximação das acadêmicas com a Matemática, sobretudo quando eram alunas da Educação Básica. No entanto, após cursarem as disciplinas já mencionadas, as futuras pedagogas sentem-se preparadas para ensinar Matemática.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/openAccessEducação matemáticaPedagogiaEducação a distânciaFormação inicial de professoresMathematics educationPedagogyDistance educationInitial teacher trainingCNPQ::CIENCIAS HUMANAS::EDUCACAOFormação inicial do professor que ensina matemática nos anos iniciais no curso de pedagogia EADInitial training of teachers who teach mathematics in the early years in distance learning pedagogy courseinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisFajardo, Ricardohttp://lattes.cnpq.br/4796609278630063Lopes, Anemari Roesler Luersen VieiraCecchin, Andréa ForgiariniFraga, Laura PippiTibulo, Vaneza De Carlihttp://lattes.cnpq.br/1262753569718118Konzen, Tanira Eloisa7008000000066006006006006006006006b8969e6-2ca9-4ffa-8382-107fa8a29ed538a78f43-afcf-4542-9024-abe906df94b4976cfa3b-1935-4f40-addd-ef4ce1a893c8bd78bc9f-c911-4ad8-a0c1-833f0092c5e444b13fca-ac71-4660-b241-cd9b386509a57351a0c7-a2e2-407f-a8e2-ef92cf7dfb7freponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.ufsm.br/bitstream/1/25348/2/license_rdf4460e5956bc1d1639be9ae6146a50347MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81956http://repositorio.ufsm.br/bitstream/1/25348/3/license.txt2f0571ecee68693bd5cd3f17c1e075dfMD53ORIGINALDIS_PPGEMEF_2022_KONZEN_TANIRA.pdfDIS_PPGEMEF_2022_KONZEN_TANIRA.pdfDissertação de mestradoapplication/pdf11661856http://repositorio.ufsm.br/bitstream/1/25348/1/DIS_PPGEMEF_2022_KONZEN_TANIRA.pdf6946633cbd2a7e334c4c2e49e6116d09MD511/253482022-08-09 11:32:06.503oai:repositorio.ufsm.br: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 Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-08-09T14:32:06Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Formação inicial do professor que ensina matemática nos anos iniciais no curso de pedagogia EAD |
dc.title.alternative.eng.fl_str_mv |
Initial training of teachers who teach mathematics in the early years in distance learning pedagogy course |
title |
Formação inicial do professor que ensina matemática nos anos iniciais no curso de pedagogia EAD |
spellingShingle |
Formação inicial do professor que ensina matemática nos anos iniciais no curso de pedagogia EAD Konzen, Tanira Eloisa Educação matemática Pedagogia Educação a distância Formação inicial de professores Mathematics education Pedagogy Distance education Initial teacher training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Formação inicial do professor que ensina matemática nos anos iniciais no curso de pedagogia EAD |
title_full |
Formação inicial do professor que ensina matemática nos anos iniciais no curso de pedagogia EAD |
title_fullStr |
Formação inicial do professor que ensina matemática nos anos iniciais no curso de pedagogia EAD |
title_full_unstemmed |
Formação inicial do professor que ensina matemática nos anos iniciais no curso de pedagogia EAD |
title_sort |
Formação inicial do professor que ensina matemática nos anos iniciais no curso de pedagogia EAD |
author |
Konzen, Tanira Eloisa |
author_facet |
Konzen, Tanira Eloisa |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Fajardo, Ricardo |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4796609278630063 |
dc.contributor.advisor-co1.fl_str_mv |
Lopes, Anemari Roesler Luersen Vieira |
dc.contributor.referee1.fl_str_mv |
Cecchin, Andréa Forgiarini |
dc.contributor.referee2.fl_str_mv |
Fraga, Laura Pippi |
dc.contributor.referee3.fl_str_mv |
Tibulo, Vaneza De Carli |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1262753569718118 |
dc.contributor.author.fl_str_mv |
Konzen, Tanira Eloisa |
contributor_str_mv |
Fajardo, Ricardo Lopes, Anemari Roesler Luersen Vieira Cecchin, Andréa Forgiarini Fraga, Laura Pippi Tibulo, Vaneza De Carli |
dc.subject.por.fl_str_mv |
Educação matemática Pedagogia Educação a distância Formação inicial de professores |
topic |
Educação matemática Pedagogia Educação a distância Formação inicial de professores Mathematics education Pedagogy Distance education Initial teacher training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Mathematics education Pedagogy Distance education Initial teacher training |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The present research was developed in the Post-Graduate Program in Mathematics Education and Physics Teaching at the Federal University of Santa Maria – UFSM and has as theme training of teachers who teach mathematics. In this sense, the guiding question is: in what way does the teacher training process take place in the early years of the distance learning pedagogy course? The general objective of the research is to investigate aspects related to the training process of the future teacher who will teach Mathematics in the Distance Learning Pedagogy Course at UFSM. Therefore, the theoretical framework is divided into two chapters, which initially address the history of distance learning, the legislation that guarantees this type of education. the structure of the Distance Learning Pedagogy Course at UFSM, as well as the syllabus of Mathematics Education I and II subjects. The other chapter that brings theoretical basis refers to the initial training of teachers who will teach Mathematics in the early years. For this, we used different authors and their perceptions on the subject. To achieve our objective, we present the research scenario, defining our subjects who are academic students from Cerro Largo’s pole and who have already taken Mathematics Education I and II subjects, in addition to the tutors of these curricular components. As methodological actions, a questionnaire was developed with the students via Google Forms and another with Mathematics Education’s tutors. As main results, it was identified the little approximation of academic students with Mathematics, especially when they were Basic Education academic students. However, after studying the subjects mentioned above, future pedagogues feel prepared to teach Mathematics. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-07-14T14:47:36Z |
dc.date.available.fl_str_mv |
2022-07-14T14:47:36Z |
dc.date.issued.fl_str_mv |
2022-03-25 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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http://repositorio.ufsm.br/handle/1/25348 |
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por |
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por |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
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Programa de Pós-Graduação em Educação Matemática e Ensino de Física |
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UFSM |
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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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