Instrumental Genesis from the methodologies rotation by stations and peer instruction: an experience report in the PARFOR program

Detalhes bibliográficos
Autor(a) principal: Feitosa, Francisco Eteval da Silva
Data de Publicação: 2021
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/23970
Resumo: The objective of this paper is to report a didactic experience with active methodologies in a training course for mathematics teachers in the National Training Plan for Basic Education Teachers (PARFOR). The work was developed in two meetings with 20 teachers in training in the city of Itacoatiara, in the state of Amazonas. The active methodologies approached were the hybrid teaching model rotation by stations and peer instruction. The underlying theoretical framework is Pierre Rabardel's Instrumental Approach, with a focus on Instrumental Genesis, which studies the transformation of an artifact into an instrument. For the methodological path, we rely on the construction of a didactic sequence inspired by the principles of the methodologies themselves. The investigation, qualitative in nature and outlined as an action research, had as instruments direct observation, application of questionnaires with open and closed questions and photographic records of each step of the activity. The results achieved allowed us to conclude that, despite some difficulties with the mathematical concepts addressed, the teachers actively participated in the activities, promoting extensive discussions with their peers and showed great commitment to learning the content and willingness to integrate such methodologies in their teaching practice. It was also found that most teachers were able to achieve the process of instrumentalization and that the dynamic environment provided by the active methodologies contributed to the instrumentation.
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spelling Instrumental Genesis from the methodologies rotation by stations and peer instruction: an experience report in the PARFOR programGénesis instrumental a partir de la rotación de metodologías por estaciones e instrucción entre pares: informe de una experiencia en el programa PARFORGênese Instrumental a partir das metodologias rotação por estações e instrução por pares: um relato de experiência no programa PARFORInstrumental GenesisMathematics EducationPARFOR.Génesis instrumentalEducación matemáticaPARFOR.Gênese InstrumentalEducação MatemáticaPARFOR.The objective of this paper is to report a didactic experience with active methodologies in a training course for mathematics teachers in the National Training Plan for Basic Education Teachers (PARFOR). The work was developed in two meetings with 20 teachers in training in the city of Itacoatiara, in the state of Amazonas. The active methodologies approached were the hybrid teaching model rotation by stations and peer instruction. The underlying theoretical framework is Pierre Rabardel's Instrumental Approach, with a focus on Instrumental Genesis, which studies the transformation of an artifact into an instrument. For the methodological path, we rely on the construction of a didactic sequence inspired by the principles of the methodologies themselves. The investigation, qualitative in nature and outlined as an action research, had as instruments direct observation, application of questionnaires with open and closed questions and photographic records of each step of the activity. The results achieved allowed us to conclude that, despite some difficulties with the mathematical concepts addressed, the teachers actively participated in the activities, promoting extensive discussions with their peers and showed great commitment to learning the content and willingness to integrate such methodologies in their teaching practice. It was also found that most teachers were able to achieve the process of instrumentalization and that the dynamic environment provided by the active methodologies contributed to the instrumentation.El objetivo de este trabajo es reportar una experiencia de enseñanza con metodologías activas en un curso de formación de profesores de matemáticas del Plan Nacional de Formación de Profesores de Educación Básica (PARFOR). El trabajo se desarrolló en dos reuniones con 20 profesores en formación en Itacoatiara, Amazonas. Las metodologías activas abordadas fueron la rotación del modelo de enseñanza híbrido por estaciones y la instrucción entre pares. El marco teórico subyacente es el Enfoque Instrumental de Pierre Rabardel, centrado en la Génesis Instrumental, que estudia la transformación de un artefacto en un instrumento. Para el recorrido metodológico, nos basamos en la construcción de una secuencia didáctica inspirada en los principios de las propias metodologías. La investigación, de carácter cualitativo y perfilada como investigación-acción, tuvo como instrumentos la observación directa, la aplicación de cuestionarios con preguntas abiertas y cerradas y el registro fotográfico de cada paso de la actividad. Los resultados obtenidos permitieron concluir que, a pesar de algunas dificultades con los conceptos matemáticos abordados, los profesores participaron activamente en las actividades promoviendo amplias discusiones con sus compañeros y se mostraron muy comprometidos con el aprendizaje de los contenidos y dispuestos a integrar dichas metodologías en su práctica docente. También se comprobó que la mayoría de los profesores lograron el proceso de instrumentalización y que el entorno dinámico proporcionado por las metodologías activas contribuyó a la instrumentación.O objetivo deste trabalho é relatar uma experiência didática com metodologias ativas em um curso de formação de professores de matemática no Plano Nacional de Formação de Professores da Educação Básica (PARFOR). O trabalho foi desenvolvido em dois encontros com 20 professores em formação no município de Itacoatiara, interior do Amazonas. As metodologias ativas abordadas foram o modelo de ensino híbrido rotação por estações e a instrução por pares. O referencial teórico subjacente é a Abordagem Instrumental de Pierre Rabardel, com foco na Gênese Instrumental, que estuda a transformação de um artefato em instrumento. Para o percurso metodológico, apoiamo-nos na construção de uma sequência didática inspirada nos princípios das próprias metodologias. A investigação, de cunho qualitativo e delineamento de uma pesquisa ação, teve como instrumentos a observação direta, aplicação de questionários com perguntas abertas e fechadas e com registros fotográficos de cada etapa da atividade. Os resultados alcançados nos permitiram concluir que, apesar de algumas dificuldades com conceitos matemáticos abordados, os professores participaram ativamente das atividades promovendo amplos debates com seus pares e mostraram-se bastante empenhados no aprendizado do conteúdo e dispostos a integrar tais metodologias na sua prática docente. Verificou-se ainda que a maioria dos professores conseguiu alcançar o processo de instrumentalização e que o ambiente dinâmico propiciado pelas metodologias ativas colaborou para a instrumentação.Research, Society and Development2021-12-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2397010.33448/rsd-v10i16.23970Research, Society and Development; Vol. 10 No. 16; e462101623970Research, Society and Development; Vol. 10 Núm. 16; e462101623970Research, Society and Development; v. 10 n. 16; e4621016239702525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/23970/21119Copyright (c) 2021 Francisco Eteval da Silva Feitosahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFeitosa, Francisco Eteval da Silva2021-12-20T11:03:07Zoai:ojs.pkp.sfu.ca:article/23970Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:42:40.594981Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Instrumental Genesis from the methodologies rotation by stations and peer instruction: an experience report in the PARFOR program
Génesis instrumental a partir de la rotación de metodologías por estaciones e instrucción entre pares: informe de una experiencia en el programa PARFOR
Gênese Instrumental a partir das metodologias rotação por estações e instrução por pares: um relato de experiência no programa PARFOR
title Instrumental Genesis from the methodologies rotation by stations and peer instruction: an experience report in the PARFOR program
spellingShingle Instrumental Genesis from the methodologies rotation by stations and peer instruction: an experience report in the PARFOR program
Feitosa, Francisco Eteval da Silva
Instrumental Genesis
Mathematics Education
PARFOR.
Génesis instrumental
Educación matemática
PARFOR.
Gênese Instrumental
Educação Matemática
PARFOR.
title_short Instrumental Genesis from the methodologies rotation by stations and peer instruction: an experience report in the PARFOR program
title_full Instrumental Genesis from the methodologies rotation by stations and peer instruction: an experience report in the PARFOR program
title_fullStr Instrumental Genesis from the methodologies rotation by stations and peer instruction: an experience report in the PARFOR program
title_full_unstemmed Instrumental Genesis from the methodologies rotation by stations and peer instruction: an experience report in the PARFOR program
title_sort Instrumental Genesis from the methodologies rotation by stations and peer instruction: an experience report in the PARFOR program
author Feitosa, Francisco Eteval da Silva
author_facet Feitosa, Francisco Eteval da Silva
author_role author
dc.contributor.author.fl_str_mv Feitosa, Francisco Eteval da Silva
dc.subject.por.fl_str_mv Instrumental Genesis
Mathematics Education
PARFOR.
Génesis instrumental
Educación matemática
PARFOR.
Gênese Instrumental
Educação Matemática
PARFOR.
topic Instrumental Genesis
Mathematics Education
PARFOR.
Génesis instrumental
Educación matemática
PARFOR.
Gênese Instrumental
Educação Matemática
PARFOR.
description The objective of this paper is to report a didactic experience with active methodologies in a training course for mathematics teachers in the National Training Plan for Basic Education Teachers (PARFOR). The work was developed in two meetings with 20 teachers in training in the city of Itacoatiara, in the state of Amazonas. The active methodologies approached were the hybrid teaching model rotation by stations and peer instruction. The underlying theoretical framework is Pierre Rabardel's Instrumental Approach, with a focus on Instrumental Genesis, which studies the transformation of an artifact into an instrument. For the methodological path, we rely on the construction of a didactic sequence inspired by the principles of the methodologies themselves. The investigation, qualitative in nature and outlined as an action research, had as instruments direct observation, application of questionnaires with open and closed questions and photographic records of each step of the activity. The results achieved allowed us to conclude that, despite some difficulties with the mathematical concepts addressed, the teachers actively participated in the activities, promoting extensive discussions with their peers and showed great commitment to learning the content and willingness to integrate such methodologies in their teaching practice. It was also found that most teachers were able to achieve the process of instrumentalization and that the dynamic environment provided by the active methodologies contributed to the instrumentation.
publishDate 2021
dc.date.none.fl_str_mv 2021-12-16
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/23970
10.33448/rsd-v10i16.23970
url https://rsdjournal.org/index.php/rsd/article/view/23970
identifier_str_mv 10.33448/rsd-v10i16.23970
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/23970/21119
dc.rights.driver.fl_str_mv Copyright (c) 2021 Francisco Eteval da Silva Feitosa
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Francisco Eteval da Silva Feitosa
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 10 No. 16; e462101623970
Research, Society and Development; Vol. 10 Núm. 16; e462101623970
Research, Society and Development; v. 10 n. 16; e462101623970
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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