Difficulties and learning progress demonstrated by pedagogy students in a mathematics course
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/30504 |
Resumo: | The article discusses learning difficulties and progress in applying the concept of divisibility in a course offered to undergraduate students and the pedagogical implications of its didactic exploration in primary school. During the diagnostic evaluation, the students showed little knowledge about the subject of knowledge (Euclid's algorithm), as well as when interpreting the obtained results, they also showed little knowledge in solving problems with an unknown term in the division algorithm. The diagnosis served as an indication that the low performance of the students might be due to a lack of knowledge of some mathematical concepts and served as a point of reference for (re)planning the course. This is a qualitative and interpretive research. During the development of the course, the students appropriated the concepts of divisibility and showed significant learning progress by the end. However, the research points to the need for teachers teaching mathematics in pedagogy courses to consider the possibility of applying different forms of Euclid's algorithm in a way that meets students' needs and contributes to their professional training. Considering that in this perspective the assessment of learning is consolidated through the process of analysis and critique of reality in order to transform it. |
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Difficulties and learning progress demonstrated by pedagogy students in a mathematics courseDificultades y avances de aprendizaje demostrados por alumnas de licenciatura en pedagogía en la Carrera de matemáticasDificuldades e avanços de aprendizagem demonstrados por alunas de licenciatura em pedagogia num curso de matemática Division algorithmDiagnostic assessmentDifficultiesMathematicsProblem solving.Algoritmo de la divisiónEvaluación diagnósticadaDificultadesMatemáticasResolución de problemas. Algoritmo da divisãoAvaliação diagnósticaDificuldadesMatemáticaResolução de problemas.The article discusses learning difficulties and progress in applying the concept of divisibility in a course offered to undergraduate students and the pedagogical implications of its didactic exploration in primary school. During the diagnostic evaluation, the students showed little knowledge about the subject of knowledge (Euclid's algorithm), as well as when interpreting the obtained results, they also showed little knowledge in solving problems with an unknown term in the division algorithm. The diagnosis served as an indication that the low performance of the students might be due to a lack of knowledge of some mathematical concepts and served as a point of reference for (re)planning the course. This is a qualitative and interpretive research. During the development of the course, the students appropriated the concepts of divisibility and showed significant learning progress by the end. However, the research points to the need for teachers teaching mathematics in pedagogy courses to consider the possibility of applying different forms of Euclid's algorithm in a way that meets students' needs and contributes to their professional training. Considering that in this perspective the assessment of learning is consolidated through the process of analysis and critique of reality in order to transform it.El artículo discute dificultades y avances de aprendizaje en la aplicación del concepto de divisibilidad, en un curso, ofrecido a estudiantes de Pedagogía y a las implicaciones pedagógicas de su exploración didáctica en la enseñanza primaria. En la evaluación diagnosticada, las alumnas demostraron poco saber sobre el objeto del conocimiento (algoritmo de Euclides), así como en interpretar los resultados obtenidos, revelaron también, poco conocimiento en resolución de problemas envolviendo algún término desconocido en el algoritmo de la división. El diagnóstico sirvió para indicar que el bajo rendimiento de las estudiantes puede estar en el desconocimiento de algunos conceptos de matemáticas y sirvieron de indicativo para hacer un nuevo planeamiento del curso. Se trata de una investigación de naturaleza cualitativa e interpretativa. En el transcurso del curso, las estudiantes fueron apropiándose de los conceptos de divisibilidad y al final, demostraron avances significativos de aprendizaje. Sin embargo, la investigación apunta para la necesidad de los docentes que enseñan matemáticas en la carrera de Pedagogía, consideraron la posibilidad de aplicación de diferentes formas do algoritmo de Euclides de manera que atienda las necesidades de las estudiantes, y contribuyan para su formación profesional. Considerándose que la evaluación del aprendizaje, en esa perspectiva se consolida por el proceso de análisis y crítica de la realidad, de modo a transformarla.O artigo discute dificuldades e avanços de aprendizagem na aplicação do conceito de divisibilidade, num curso, oferecido a estudantes de Pedagogia e as implicações pedagógicas de sua exploração didática no ensino fundamental. Na avaliação diagnóstica, as alunas demonstraram pouco saber sobre o objeto do conhecimento (algoritmo de Euclides), assim como em interpretar os resultados obtidos, revelaram ainda, pouco conhecimento em resolução de problemas envolvendo algum termo desconhecido no algoritmo da divisão. O diagnóstico serviu para indicar que o baixo rendimento das discentes pode residir no desconhecimento de alguns conceitos de matemática e serviram de indicativo para (re)planejar o curso. Trata-se de uma pesquisa de natureza qualitativa e interpretativa. No desenvolver do curso, as estudantes foram se apropriando dos conceitos de divisibilidade e ao final, demonstraram avanços significativos de aprendizagem. Entretanto, a pesquisa aponta para a necessidade dos docentes que ensinam matemática nos cursos de Pedagogia, considerarem a possibilidade de aplicação de diferentes formas do algoritmo de Euclides de maneira que atenda às necessidades das estudantes, e contribua para a sua formação profissional. Considerando-se que a avaliação da aprendizagem, nessa perspectiva se consolida pelo processo de análise e crítica da realidade, de modo a transformá-la.Research, Society and Development2022-06-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/3050410.33448/rsd-v11i8.30504Research, Society and Development; Vol. 11 No. 8; e4011830504Research, Society and Development; Vol. 11 Núm. 8; e4011830504Research, Society and Development; v. 11 n. 8; e40118305042525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/30504/26252Copyright (c) 2022 Raimundo Luna Neres; Reullyanne Freitas de Aguiar; Rosângela dos Santos Rodrigues; Israel Alves de Ananias Medeiros; Raimundo José Barbosa Brandão ; Nadja Fonseca da Silva https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessNeres, Raimundo Luna Aguiar, Reullyanne Freitas de Rodrigues, Rosângela dos Santos Medeiros, Israel Alves de Ananias Brandão , Raimundo José Barbosa Silva , Nadja Fonseca da 2022-07-01T13:34:06Zoai:ojs.pkp.sfu.ca:article/30504Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:47:13.937359Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Difficulties and learning progress demonstrated by pedagogy students in a mathematics course Dificultades y avances de aprendizaje demostrados por alumnas de licenciatura en pedagogía en la Carrera de matemáticas Dificuldades e avanços de aprendizagem demonstrados por alunas de licenciatura em pedagogia num curso de matemática |
title |
Difficulties and learning progress demonstrated by pedagogy students in a mathematics course |
spellingShingle |
Difficulties and learning progress demonstrated by pedagogy students in a mathematics course Neres, Raimundo Luna Division algorithm Diagnostic assessment Difficulties Mathematics Problem solving. Algoritmo de la división Evaluación diagnósticada Dificultades Matemáticas Resolución de problemas. Algoritmo da divisão Avaliação diagnóstica Dificuldades Matemática Resolução de problemas. |
title_short |
Difficulties and learning progress demonstrated by pedagogy students in a mathematics course |
title_full |
Difficulties and learning progress demonstrated by pedagogy students in a mathematics course |
title_fullStr |
Difficulties and learning progress demonstrated by pedagogy students in a mathematics course |
title_full_unstemmed |
Difficulties and learning progress demonstrated by pedagogy students in a mathematics course |
title_sort |
Difficulties and learning progress demonstrated by pedagogy students in a mathematics course |
author |
Neres, Raimundo Luna |
author_facet |
Neres, Raimundo Luna Aguiar, Reullyanne Freitas de Rodrigues, Rosângela dos Santos Medeiros, Israel Alves de Ananias Brandão , Raimundo José Barbosa Silva , Nadja Fonseca da |
author_role |
author |
author2 |
Aguiar, Reullyanne Freitas de Rodrigues, Rosângela dos Santos Medeiros, Israel Alves de Ananias Brandão , Raimundo José Barbosa Silva , Nadja Fonseca da |
author2_role |
author author author author author |
dc.contributor.author.fl_str_mv |
Neres, Raimundo Luna Aguiar, Reullyanne Freitas de Rodrigues, Rosângela dos Santos Medeiros, Israel Alves de Ananias Brandão , Raimundo José Barbosa Silva , Nadja Fonseca da |
dc.subject.por.fl_str_mv |
Division algorithm Diagnostic assessment Difficulties Mathematics Problem solving. Algoritmo de la división Evaluación diagnósticada Dificultades Matemáticas Resolución de problemas. Algoritmo da divisão Avaliação diagnóstica Dificuldades Matemática Resolução de problemas. |
topic |
Division algorithm Diagnostic assessment Difficulties Mathematics Problem solving. Algoritmo de la división Evaluación diagnósticada Dificultades Matemáticas Resolución de problemas. Algoritmo da divisão Avaliação diagnóstica Dificuldades Matemática Resolução de problemas. |
description |
The article discusses learning difficulties and progress in applying the concept of divisibility in a course offered to undergraduate students and the pedagogical implications of its didactic exploration in primary school. During the diagnostic evaluation, the students showed little knowledge about the subject of knowledge (Euclid's algorithm), as well as when interpreting the obtained results, they also showed little knowledge in solving problems with an unknown term in the division algorithm. The diagnosis served as an indication that the low performance of the students might be due to a lack of knowledge of some mathematical concepts and served as a point of reference for (re)planning the course. This is a qualitative and interpretive research. During the development of the course, the students appropriated the concepts of divisibility and showed significant learning progress by the end. However, the research points to the need for teachers teaching mathematics in pedagogy courses to consider the possibility of applying different forms of Euclid's algorithm in a way that meets students' needs and contributes to their professional training. Considering that in this perspective the assessment of learning is consolidated through the process of analysis and critique of reality in order to transform it. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-06-07 |
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/30504 10.33448/rsd-v11i8.30504 |
url |
https://rsdjournal.org/index.php/rsd/article/view/30504 |
identifier_str_mv |
10.33448/rsd-v11i8.30504 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/30504/26252 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
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. 11 No. 8; e4011830504 Research, Society and Development; Vol. 11 Núm. 8; e4011830504 Research, Society and Development; v. 11 n. 8; e4011830504 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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1797052836225220608 |