Memories, history and a math class with Elementary School children

Detalhes bibliográficos
Autor(a) principal: Corrêa, Bárbara Drielle Roncoletta
Data de Publicação: 2021
Outros Autores: Scherer, Suely
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação Matemática Debate
Texto Completo: https://www.periodicos.unimontes.br/index.php/emd/article/view/3677
Resumo: This article establishes some dialogues and analysis, in and from a narrative about movements and knowledge mobilized in a Math class from the early years of Elementary School. The narrative was made from some results of a research in a public school of Basic Education in Campo Grande (MS) for two consecutive years.  In this narrative was established a dialogue with studies by Mishra and Koehler (2006), that helped us to discuss Technological, Pedagogical and Content Knowledge (CTPC), and with studies by Sanchez (2002, 2003), which enabled to reflect on processes of Integration of Digital Technologies into the Curriculum. Based on the narrative, in which research data are discussed, it was possible to thinking, among other issues, on the relationship between the movement of integrating technologies into the mathematics class and the teacher's CTPC knowledge.
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spelling Memories, history and a math class with Elementary School childrenMemorias, historia y una clase de matemáticas con niños de PrimariaMemórias, história e uma aula de Matemática com crianças do Ensino FundamentalTecnologias DigitaisEnsino de MatemáticaNarrativasEducação BásicaDigital TechnologiesMathematics TeachingNarrativesBasic EducationTecnologías DigitalesEnseñanza de la MatemáticaNarrativasEducación BásicaThis article establishes some dialogues and analysis, in and from a narrative about movements and knowledge mobilized in a Math class from the early years of Elementary School. The narrative was made from some results of a research in a public school of Basic Education in Campo Grande (MS) for two consecutive years.  In this narrative was established a dialogue with studies by Mishra and Koehler (2006), that helped us to discuss Technological, Pedagogical and Content Knowledge (CTPC), and with studies by Sanchez (2002, 2003), which enabled to reflect on processes of Integration of Digital Technologies into the Curriculum. Based on the narrative, in which research data are discussed, it was possible to thinking, among other issues, on the relationship between the movement of integrating technologies into the mathematics class and the teacher's CTPC knowledge.En este artículo, establecemos algunos diálogos y reflexiones dentro y desde una narrativa sobre movimientos y conocimientos que fueron discutidos en una clase de Matemáticas de un curso perteneciente a los primeros años de la Educación Fundamental. La narrativa fue constituida a partir de algunos resultados de una investigación desarrollada en una escuela pública de Educación Básica en el Municipio de Campo Grande (MS) durante el período de dos años. En la narrativa establecimos un diálogo con estudios de Mishra y Koehler (2006), quienes nos ayudaron a discutir el Conocimiento Tecnológico, Pedagógico y de Contenido (CTPC), y con estudios de Sánchez (2002, 2003), que nos permitieron reflexionar sobre los procesos de Integración de Tecnologías Digitales en el Currículo. Sobre la base de esa narrativa se discutió los datos de la investigación y fue posible reflexionar, entre otros temas, sobre la relación entre el movimiento de integración de tecnologías en la clase de matemáticas y el conocimiento del profesor sobre CTPC.Neste artigo, estabelecemos alguns diálogos e reflexões em e a partir de uma narrativa sobre movimentos e conhecimentos mobilizados em uma aula de Matemática com uma turma dos Anos Iniciais do Ensino Fundamental. A narrativa foi constituída a partir de alguns resultados de uma pesquisa desenvolvida em uma escola pública de Educação Básica no Município de Campo Grande (MS) durante o período de dois anos. Na narrativa estabelecemos um diálogo com estudos de Mishra e Koehler (2006), que nos ajudaram a discutir sobre o Conhecimento Tecnológico, Pedagógico e do Conteúdo (CTPC), e com estudos de Sanchez (2002, 2003), que nos possibilitaram refletir sobre processos de Integração de Tecnologias Digitais ao Currículo. A partir da narrativa, em que dados da pesquisa são discutidos, foi possível refletir, entre outras problematizações, sobre relações entre o movimento de integração de tecnologias à aula de matemática e o conhecimento do tipo CTPC da professora.Editora Unimontes2021-03-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.unimontes.br/index.php/emd/article/view/367710.46551/emd.e202106Educação Matemática Debate; v. 5 n. 11 (2021): jan./dez.; 1-182526-6136reponame:Educação Matemática Debateinstname:Universidade Estadual de Montes Claros (UNIMONTES)instacron:UNIMONTESporhttps://www.periodicos.unimontes.br/index.php/emd/article/view/3677/4195https://www.periodicos.unimontes.br/index.php/emd/article/view/3677/3838https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessCorrêa, Bárbara Drielle RoncolettaScherer, Suely2024-03-27T18:02:23Zoai:ojs2.periodicos.unimontes.br:article/3677Revistahttps://www.periodicos.unimontes.br/index.php/emdPUBhttps://www.periodicos.unimontes.br/index.php/emdrevista.emd@unimontes.br||2526-61362526-6136opendoar:2024-03-27T18:02:23Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES)false
dc.title.none.fl_str_mv Memories, history and a math class with Elementary School children
Memorias, historia y una clase de matemáticas con niños de Primaria
Memórias, história e uma aula de Matemática com crianças do Ensino Fundamental
title Memories, history and a math class with Elementary School children
spellingShingle Memories, history and a math class with Elementary School children
Corrêa, Bárbara Drielle Roncoletta
Tecnologias Digitais
Ensino de Matemática
Narrativas
Educação Básica
Digital Technologies
Mathematics Teaching
Narratives
Basic Education
Tecnologías Digitales
Enseñanza de la Matemática
Narrativas
Educación Básica
title_short Memories, history and a math class with Elementary School children
title_full Memories, history and a math class with Elementary School children
title_fullStr Memories, history and a math class with Elementary School children
title_full_unstemmed Memories, history and a math class with Elementary School children
title_sort Memories, history and a math class with Elementary School children
author Corrêa, Bárbara Drielle Roncoletta
author_facet Corrêa, Bárbara Drielle Roncoletta
Scherer, Suely
author_role author
author2 Scherer, Suely
author2_role author
dc.contributor.author.fl_str_mv Corrêa, Bárbara Drielle Roncoletta
Scherer, Suely
dc.subject.por.fl_str_mv Tecnologias Digitais
Ensino de Matemática
Narrativas
Educação Básica
Digital Technologies
Mathematics Teaching
Narratives
Basic Education
Tecnologías Digitales
Enseñanza de la Matemática
Narrativas
Educación Básica
topic Tecnologias Digitais
Ensino de Matemática
Narrativas
Educação Básica
Digital Technologies
Mathematics Teaching
Narratives
Basic Education
Tecnologías Digitales
Enseñanza de la Matemática
Narrativas
Educación Básica
description This article establishes some dialogues and analysis, in and from a narrative about movements and knowledge mobilized in a Math class from the early years of Elementary School. The narrative was made from some results of a research in a public school of Basic Education in Campo Grande (MS) for two consecutive years.  In this narrative was established a dialogue with studies by Mishra and Koehler (2006), that helped us to discuss Technological, Pedagogical and Content Knowledge (CTPC), and with studies by Sanchez (2002, 2003), which enabled to reflect on processes of Integration of Digital Technologies into the Curriculum. Based on the narrative, in which research data are discussed, it was possible to thinking, among other issues, on the relationship between the movement of integrating technologies into the mathematics class and the teacher's CTPC knowledge.
publishDate 2021
dc.date.none.fl_str_mv 2021-03-12
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://www.periodicos.unimontes.br/index.php/emd/article/view/3677
10.46551/emd.e202106
url https://www.periodicos.unimontes.br/index.php/emd/article/view/3677
identifier_str_mv 10.46551/emd.e202106
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.periodicos.unimontes.br/index.php/emd/article/view/3677/4195
https://www.periodicos.unimontes.br/index.php/emd/article/view/3677/3838
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Unimontes
publisher.none.fl_str_mv Editora Unimontes
dc.source.none.fl_str_mv Educação Matemática Debate; v. 5 n. 11 (2021): jan./dez.; 1-18
2526-6136
reponame:Educação Matemática Debate
instname:Universidade Estadual de Montes Claros (UNIMONTES)
instacron:UNIMONTES
instname_str Universidade Estadual de Montes Claros (UNIMONTES)
instacron_str UNIMONTES
institution UNIMONTES
reponame_str Educação Matemática Debate
collection Educação Matemática Debate
repository.name.fl_str_mv Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES)
repository.mail.fl_str_mv revista.emd@unimontes.br||
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