Memories, history and a math class with Elementary School children
Autor(a) principal: | |
---|---|
Data de Publicação: | 2021 |
Outros Autores: | |
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. |
id |
UNIMONTES1_c96a3b067ce92835b0fbe04f36eb97c7 |
---|---|
oai_identifier_str |
oai:ojs2.periodicos.unimontes.br:article/3677 |
network_acronym_str |
UNIMONTES1 |
network_name_str |
Educação Matemática Debate |
repository_id_str |
|
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|| |
_version_ |
1797174834966298624 |