Challenges and opportunities of working with projects and technologies with a degree in mathematics

Detalhes bibliográficos
Autor(a) principal: Richit, Adriana
Data de Publicação: 2010
Outros Autores: Maltempi, Marcus Vinicius
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646692
Resumo: The initial teacher education is an object of research in education,mathematics education and other areas of knowledge. It is also the focus ofrecent public policies of the Brazilian Ministry of Education, due to themovement of social and political changes that impact schools and teaching.Among these changes is the presence and use of technology in educationalactivities and the various human social practices. From this perspective,understanding how these changes are reflected in teaching practice and in theprocess of initial teacher education is essential to improve education andimplement changes in schools. Given this, our aim in this article is to offer somereflections on the possibilities offered by technologies in the process of initialteacher education, focusing on project work as being able to organize specific,teaching and technology education. For such, we rely on the results of a studythat has sought to present new insights on the development of projects guidedtowards the use of technologies in the education of future mathematics teachers.The study data highlight aspects of working with projects that promote theeducation of future teachers of mathematics, since they offered the study ofspecific knowledge, while enabling students to experience situations of teachingpractice and enhance the knowledge of using software in the study ofmathematics.
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spelling Challenges and opportunities of working with projects and technologies with a degree in mathematicsDesafios e possibilidades do trabalho com projetos e com tecnologias na licenciatura em matemáticaProject-based pedagogyInitial teacher education in mathematicsInformation technologiesAnalytic geometry teaching.Pedagogia de projetos Formação inicial docente em matemáticaTecnologias informáticasEnsino de geometria analíticaThe initial teacher education is an object of research in education,mathematics education and other areas of knowledge. It is also the focus ofrecent public policies of the Brazilian Ministry of Education, due to themovement of social and political changes that impact schools and teaching.Among these changes is the presence and use of technology in educationalactivities and the various human social practices. From this perspective,understanding how these changes are reflected in teaching practice and in theprocess of initial teacher education is essential to improve education andimplement changes in schools. Given this, our aim in this article is to offer somereflections on the possibilities offered by technologies in the process of initialteacher education, focusing on project work as being able to organize specific,teaching and technology education. For such, we rely on the results of a studythat has sought to present new insights on the development of projects guidedtowards the use of technologies in the education of future mathematics teachers.The study data highlight aspects of working with projects that promote theeducation of future teachers of mathematics, since they offered the study ofspecific knowledge, while enabling students to experience situations of teachingpractice and enhance the knowledge of using software in the study ofmathematics.A formação inicial docente, considerando sua especificidade e dimensões, constitui-se em objeto de estudo de pesquisas em educação, educação matemática e outras áreas do conhecimento e é tema de debates e alvo de atenção das recentes políticas públicas do Ministério da Educação, devido ao movimento de mudanças sociais e políticas que impactam na escola e na prática docente. Dentre essas, destacam-se aquelas deflagradas pela presença e utilização das tecnologias nas atividades educativas e nas diversas práticas sociais humanas. Nessa perspectiva, compreender como essas mudanças se refletem na prática docente e no processo de formação inicial de professores torna-se essencial à qualificação da educação e à implementação de mudanças na escola. Diante disso, buscamos, neste artigo, apresentar algumas reflexões sobre as possibilidades propiciadas pelas tecnologias no processo de formação inicial docente, focando o trabalho com projetos como articulador da formação específica, pedagógica e tecnológica. Para tanto, baseamo-nos nos resultados de uma pesquisa que buscou apresentar novas compreensões sobre o desenvolvimento de projetos pautados no uso de tecnologias na formação do futuro professor de matemática. Os dados do estudo ressaltam aspectos do trabalho com projetos que favorecem a formação do futuro professor de matemática, visto que possibilitaram o aprofundamento do conhecimento específico, ao mesmo tempo que propiciam ao licenciando a vivência de situações da prática docente e o aprofundamento de conhecimentos de uso de softwares no estudo da matemática.Universidade Estadual de Campinas2010-12-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/864669210.20396/zet.v18i33.8646692Zetetike; Vol. 18 No. 1 (2010): jan./jun. [33]; 15-42Zetetike; Vol. 18 Núm. 1 (2010): jan./jun. [33]; 15-42Zetetike; v. 18 n. 1 (2010): jan./jun. [33]; 15-422176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646692/13594Brazil; 2009Brasil; 2009Copyright (c) 2014 Zetetiké: Revista de Educação Matemáticahttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessRichit, AdrianaMaltempi, Marcus Vinicius2023-11-10T16:12:37Zoai:ojs.periodicos.sbu.unicamp.br:article/8646692Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2023-11-10T16:12:37Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Challenges and opportunities of working with projects and technologies with a degree in mathematics
Desafios e possibilidades do trabalho com projetos e com tecnologias na licenciatura em matemática
title Challenges and opportunities of working with projects and technologies with a degree in mathematics
spellingShingle Challenges and opportunities of working with projects and technologies with a degree in mathematics
Richit, Adriana
Project-based pedagogy
Initial teacher education in mathematics
Information technologies
Analytic geometry teaching.
Pedagogia de projetos
Formação inicial docente em matemática
Tecnologias informáticas
Ensino de geometria analítica
title_short Challenges and opportunities of working with projects and technologies with a degree in mathematics
title_full Challenges and opportunities of working with projects and technologies with a degree in mathematics
title_fullStr Challenges and opportunities of working with projects and technologies with a degree in mathematics
title_full_unstemmed Challenges and opportunities of working with projects and technologies with a degree in mathematics
title_sort Challenges and opportunities of working with projects and technologies with a degree in mathematics
author Richit, Adriana
author_facet Richit, Adriana
Maltempi, Marcus Vinicius
author_role author
author2 Maltempi, Marcus Vinicius
author2_role author
dc.contributor.author.fl_str_mv Richit, Adriana
Maltempi, Marcus Vinicius
dc.subject.por.fl_str_mv Project-based pedagogy
Initial teacher education in mathematics
Information technologies
Analytic geometry teaching.
Pedagogia de projetos
Formação inicial docente em matemática
Tecnologias informáticas
Ensino de geometria analítica
topic Project-based pedagogy
Initial teacher education in mathematics
Information technologies
Analytic geometry teaching.
Pedagogia de projetos
Formação inicial docente em matemática
Tecnologias informáticas
Ensino de geometria analítica
description The initial teacher education is an object of research in education,mathematics education and other areas of knowledge. It is also the focus ofrecent public policies of the Brazilian Ministry of Education, due to themovement of social and political changes that impact schools and teaching.Among these changes is the presence and use of technology in educationalactivities and the various human social practices. From this perspective,understanding how these changes are reflected in teaching practice and in theprocess of initial teacher education is essential to improve education andimplement changes in schools. Given this, our aim in this article is to offer somereflections on the possibilities offered by technologies in the process of initialteacher education, focusing on project work as being able to organize specific,teaching and technology education. For such, we rely on the results of a studythat has sought to present new insights on the development of projects guidedtowards the use of technologies in the education of future mathematics teachers.The study data highlight aspects of working with projects that promote theeducation of future teachers of mathematics, since they offered the study ofspecific knowledge, while enabling students to experience situations of teachingpractice and enhance the knowledge of using software in the study ofmathematics.
publishDate 2010
dc.date.none.fl_str_mv 2010-12-23
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Texto
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646692
10.20396/zet.v18i33.8646692
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646692
identifier_str_mv 10.20396/zet.v18i33.8646692
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646692/13594
dc.rights.driver.fl_str_mv Copyright (c) 2014 Zetetiké: Revista de Educação Matemática
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2014 Zetetiké: Revista de Educação Matemática
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.coverage.none.fl_str_mv Brazil; 2009
Brasil; 2009
dc.publisher.none.fl_str_mv Universidade Estadual de Campinas
publisher.none.fl_str_mv Universidade Estadual de Campinas
dc.source.none.fl_str_mv Zetetike; Vol. 18 No. 1 (2010): jan./jun. [33]; 15-42
Zetetike; Vol. 18 Núm. 1 (2010): jan./jun. [33]; 15-42
Zetetike; v. 18 n. 1 (2010): jan./jun. [33]; 15-42
2176-1744
reponame:Zetetiké (Online)
instname:Universidade Estadual de Campinas (UNICAMP)
instacron:UNICAMP
instname_str Universidade Estadual de Campinas (UNICAMP)
instacron_str UNICAMP
institution UNICAMP
reponame_str Zetetiké (Online)
collection Zetetiké (Online)
repository.name.fl_str_mv Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)
repository.mail.fl_str_mv zetetike@unicamp.br
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