A systemic analysis, focusing on Teacher-Student-Content in a discourse of Mathematics

Detalhes bibliográficos
Autor(a) principal: Costa, Eveline Vieira
Data de Publicação: 2013
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646612
Resumo: : This work shows how we can consider the teacher, students and content as a dynamic system.We understand that these three elements mutually impact each other through time, acting one uponanother. A micro analysis was conducted, where the chronological time was our parameter; and a macroanalysis was made, in which the time of learning was considered. We have used the operational termepisode, in order to characterize different relationships between these elements. The objects of the studyconsisted of three randomly selected regular 7th grade classes with students of a public school in themetropolitan area of Recife, with their math teacher. As a result of this methodology, we have foundthree possible patterns of communication in a classroom: explanation; problematization; and internalization.We have also been able to characterize the fragment analyzed in this paper as highly related toproblematization.
id UNICAMP-21_f66acdc1aa0d03121e50f505cd450285
oai_identifier_str oai:ojs.periodicos.sbu.unicamp.br:article/8646612
network_acronym_str UNICAMP-21
network_name_str Zetetiké (Online)
repository_id_str
spelling A systemic analysis, focusing on Teacher-Student-Content in a discourse of MathematicsUma análise sistêmica, enfocando professor-aluno-conteúdo em um discurso de matemáticaDynamic systemMathematics teachingLearningSistema dinâmicoEnsino da matemáticaAprendizagemálgebraequação do primeiro grauequivalência algébrica: This work shows how we can consider the teacher, students and content as a dynamic system.We understand that these three elements mutually impact each other through time, acting one uponanother. A micro analysis was conducted, where the chronological time was our parameter; and a macroanalysis was made, in which the time of learning was considered. We have used the operational termepisode, in order to characterize different relationships between these elements. The objects of the studyconsisted of three randomly selected regular 7th grade classes with students of a public school in themetropolitan area of Recife, with their math teacher. As a result of this methodology, we have foundthree possible patterns of communication in a classroom: explanation; problematization; and internalization.We have also been able to characterize the fragment analyzed in this paper as highly related toproblematization.Este trabalho investiga a situação didática, considerando professor, aluno e o conteúdo, em seus sentidos e significados, como um sistema dinâmico. Para tanto, partimos da concepção de como estes três elementos se influenciam mutuamente, modificando-se ao longo do tempo; agindo uns sobre os outros. Foi feita uma microanálise, tendo como parâmetro o tempo cronológico, e uma macroanálise, tendo como parâmetro o tempo da aprendizagem. Utilizamos ainda o termo operacional episódio, objetivando caracterizar diferentes relações de comunicação entre os três elementos. O objeto de estudo consistiu em três aulas com alunos do 7o ano do Ensino Fundamental de escola pública da região metropolitana do Recife e um professor de matemática, escolhidos ao acaso. Como resultado desta metodologia, encontramos três padrões de comunicação possíveis em uma sala de aula: explanação; problematização e internalização. Ainda, como consequência da metodologia, conseguimos caracterizar o fragmento analisado como fortemente atraído pelo padrão da problematização.Universidade Estadual de Campinas2013-05-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/864661210.20396/zet.v20i38.8646612Zetetike; Vol. 20 No. 2 (2012): jul./dez. [38]; 89-109Zetetike; Vol. 20 Núm. 2 (2012): jul./dez. [38]; 89-109Zetetike; v. 20 n. 2 (2012): jul./dez. [38]; 89-1092176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646612/13514Brazil; 2012Brasil; 2012Copyright (c) 2014 Zetetiké: Revista de Educação Matemáticahttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessCosta, Eveline Vieira2023-11-23T13:59:10Zoai:ojs.periodicos.sbu.unicamp.br:article/8646612Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2023-11-23T13:59:10Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv A systemic analysis, focusing on Teacher-Student-Content in a discourse of Mathematics
Uma análise sistêmica, enfocando professor-aluno-conteúdo em um discurso de matemática
title A systemic analysis, focusing on Teacher-Student-Content in a discourse of Mathematics
spellingShingle A systemic analysis, focusing on Teacher-Student-Content in a discourse of Mathematics
Costa, Eveline Vieira
Dynamic system
Mathematics teaching
Learning
Sistema dinâmico
Ensino da matemática
Aprendizagem
álgebra
equação do primeiro grau
equivalência algébrica
title_short A systemic analysis, focusing on Teacher-Student-Content in a discourse of Mathematics
title_full A systemic analysis, focusing on Teacher-Student-Content in a discourse of Mathematics
title_fullStr A systemic analysis, focusing on Teacher-Student-Content in a discourse of Mathematics
title_full_unstemmed A systemic analysis, focusing on Teacher-Student-Content in a discourse of Mathematics
title_sort A systemic analysis, focusing on Teacher-Student-Content in a discourse of Mathematics
author Costa, Eveline Vieira
author_facet Costa, Eveline Vieira
author_role author
dc.contributor.author.fl_str_mv Costa, Eveline Vieira
dc.subject.por.fl_str_mv Dynamic system
Mathematics teaching
Learning
Sistema dinâmico
Ensino da matemática
Aprendizagem
álgebra
equação do primeiro grau
equivalência algébrica
topic Dynamic system
Mathematics teaching
Learning
Sistema dinâmico
Ensino da matemática
Aprendizagem
álgebra
equação do primeiro grau
equivalência algébrica
description : This work shows how we can consider the teacher, students and content as a dynamic system.We understand that these three elements mutually impact each other through time, acting one uponanother. A micro analysis was conducted, where the chronological time was our parameter; and a macroanalysis was made, in which the time of learning was considered. We have used the operational termepisode, in order to characterize different relationships between these elements. The objects of the studyconsisted of three randomly selected regular 7th grade classes with students of a public school in themetropolitan area of Recife, with their math teacher. As a result of this methodology, we have foundthree possible patterns of communication in a classroom: explanation; problematization; and internalization.We have also been able to characterize the fragment analyzed in this paper as highly related toproblematization.
publishDate 2013
dc.date.none.fl_str_mv 2013-05-08
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/8646612
10.20396/zet.v20i38.8646612
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646612
identifier_str_mv 10.20396/zet.v20i38.8646612
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/8646612/13514
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; 2012
Brasil; 2012
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. 20 No. 2 (2012): jul./dez. [38]; 89-109
Zetetike; Vol. 20 Núm. 2 (2012): jul./dez. [38]; 89-109
Zetetike; v. 20 n. 2 (2012): jul./dez. [38]; 89-109
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
_version_ 1798329589913616384

Registros relacionados