Criatividade e geração de ideias em atividades de modelagem matemática
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | http://tede.unioeste.br/handle/tede/4684 |
Resumo: | This research aims to investigate moments of idea generation in mathematical modeling activities. The research can be characterized as qualitative and the participating subjects were the students of the Mathematical Modeling discipline of the fourth year of a degree course in Mathematics at a university in the state of Paraná. Since idea generation is directly linked to creativity, we are based on authors who deal with creativity (AMABILE, 1982 and 2011; ALENCAR; FLEITH, 2003a and 2003b; GONTIJO, 2007a; LUBART, 2007) and models of creativity (AMABILE, 1982 STERBENG; LUBART, 1991; CSIKSZENTMIHALYI, 1999). In this research the subjects developed modeling activities proposed by the researcher. For the elaboration and monitoring of mathematical modeling activities, we base ourselves on the works of Almeida, Silva and Vertuan (2012), about the cognitive actions of students during mathematical modeling activities. To analyze how an idea is considered by a group of people, we rely on Csikszentmihalyi's (1999; 2014) creativity model. For this, the data collection took place during the development of activities in the classroom, from the use of audio recorders. Prior to data collection, the researcher spent a period of seven weeks making observations in the class in order to note topics of interest for the preparation of proposals for mathematical modeling activities. During this observation period the researcher used a field agenda to write down pertinent information to the research. The data organization was made through the adaptation of a temporal organization tool proposed by Shoenfeld (1992). After the temporal organization, the recordings analyzes were made based on the theoretical foundation about creativity and creativity models. To answer the questions in this research, we highlight Episodes of Interest during the analysis. These episodes are times when subjects came up with ideas and how these ideas were considered within the group during the resolution. We are more specifically interested in student group brainstorming when developing mathematical modeling activities. Our objective is to investigate at what moments the generation of ideas occurs during the development of Mathematical Modeling activities with students of a Mathematics Degree course, undertaken in groups, and what implications do these ideas trigger in the investigation of the problem. In this context, in our research, we aim to analyze the moments of ideas generation in student groups during the development of mathematical modeling activities. Do mathematical modeling activities make it possible for students to generate ideas? When do ideas come up? How does the group manage the ideas that come up? Which ideas are selected and which are discarded by the group? Is it possible to infer why some ideas are considered and others discarded by students? And what attitudes of the teacher can stimulate the generation of ideas? Our goal is to identify and analyze the moments of idea generation and the implications of these moments during the development of a modeling activity in groups of students, in this case, already started in mathematical modeling. From the analysis and based on the theoretical foundation, we infer that countless ideas are generated during modeling activities, specifically during the first twenty minutes. In this period of time the main action of the students was the phase of interaction. We emphasize that the affinity, prior knowledge and experiences that the subjects had with the themes of the proposed activities were fundamental for the development of the activities. In addition, judgment has emerged constantly among students and this fact has a direct impact on ideas that arise and are rejected, or even ideas that are no longer presented in the context of discussions |
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Vertuan, Rodolfo Eduardohttp://lattes.cnpq.br/7270314006427713Vertuan, Rodolfo Eduardohttp://lattes.cnpq.br/7270314006427713Klüber, Tiago Emanuelhttp://lattes.cnpq.br/5540300916224438Gontijo, Cleyton Hérculeshttp://lattes.cnpq.br/0556476746202406http://lattes.cnpq.br/4763619324274198Dal Pasquale Junior, Marlon Luiz2020-02-10T17:22:01Z2019-09-09DAL PASQUALE JUNIOR, Marlon Luiz. Criatividade e geração de ideias em atividades de modelagem matemática. 2019. 195 f. Mestrado em Educação em Ciências e Educação Matemática - Universidade Estadual do Oeste do Paraná, Cascavel .http://tede.unioeste.br/handle/tede/4684This research aims to investigate moments of idea generation in mathematical modeling activities. The research can be characterized as qualitative and the participating subjects were the students of the Mathematical Modeling discipline of the fourth year of a degree course in Mathematics at a university in the state of Paraná. Since idea generation is directly linked to creativity, we are based on authors who deal with creativity (AMABILE, 1982 and 2011; ALENCAR; FLEITH, 2003a and 2003b; GONTIJO, 2007a; LUBART, 2007) and models of creativity (AMABILE, 1982 STERBENG; LUBART, 1991; CSIKSZENTMIHALYI, 1999). In this research the subjects developed modeling activities proposed by the researcher. For the elaboration and monitoring of mathematical modeling activities, we base ourselves on the works of Almeida, Silva and Vertuan (2012), about the cognitive actions of students during mathematical modeling activities. To analyze how an idea is considered by a group of people, we rely on Csikszentmihalyi's (1999; 2014) creativity model. For this, the data collection took place during the development of activities in the classroom, from the use of audio recorders. Prior to data collection, the researcher spent a period of seven weeks making observations in the class in order to note topics of interest for the preparation of proposals for mathematical modeling activities. During this observation period the researcher used a field agenda to write down pertinent information to the research. The data organization was made through the adaptation of a temporal organization tool proposed by Shoenfeld (1992). After the temporal organization, the recordings analyzes were made based on the theoretical foundation about creativity and creativity models. To answer the questions in this research, we highlight Episodes of Interest during the analysis. These episodes are times when subjects came up with ideas and how these ideas were considered within the group during the resolution. We are more specifically interested in student group brainstorming when developing mathematical modeling activities. Our objective is to investigate at what moments the generation of ideas occurs during the development of Mathematical Modeling activities with students of a Mathematics Degree course, undertaken in groups, and what implications do these ideas trigger in the investigation of the problem. In this context, in our research, we aim to analyze the moments of ideas generation in student groups during the development of mathematical modeling activities. Do mathematical modeling activities make it possible for students to generate ideas? When do ideas come up? How does the group manage the ideas that come up? Which ideas are selected and which are discarded by the group? Is it possible to infer why some ideas are considered and others discarded by students? And what attitudes of the teacher can stimulate the generation of ideas? Our goal is to identify and analyze the moments of idea generation and the implications of these moments during the development of a modeling activity in groups of students, in this case, already started in mathematical modeling. From the analysis and based on the theoretical foundation, we infer that countless ideas are generated during modeling activities, specifically during the first twenty minutes. In this period of time the main action of the students was the phase of interaction. We emphasize that the affinity, prior knowledge and experiences that the subjects had with the themes of the proposed activities were fundamental for the development of the activities. In addition, judgment has emerged constantly among students and this fact has a direct impact on ideas that arise and are rejected, or even ideas that are no longer presented in the context of discussionsEsta pesquisa tem como objetivo investigar momentos de geração de ideias em atividades de modelagem matemática. A pesquisa pode ser caracterizada como qualitativa e os sujeitos participantes foram os alunos da disciplina de Modelagem Matemática do quarto ano de um curso em Licenciatura em Matemática de uma universidade do estado do Paraná. Como a geração de ideias está diretamente ligada à criatividade, nos fundamentamos em autores que tratam da criatividade (AMABILE, 1982 e 2011; ALENCAR; FLEITH, 2003a e 2003b; GONTIJO, 2007a; LUBART, 2007) e modelos de criatividade (AMABILE, 1982; STERBENG; LUBART, 1991; CSIKSZENTMIHALYI, 1999). Nesta pesquisa os sujeitos desenvolveram atividades de modelagem propostas pelo pesquisador. Para a elaboração e monitoramento das atividades de modelagem matemática, nos fundamentamos nos trabalhos de Almeida, Silva e Vertuan (2012), a respeito das ações cognitivas dos alunos durante atividades de modelagem matemática. Para analisar como uma ideia é considerada por um grupo de pessoas, nos amparamos no modelo de criatividade de Csikszentmihalyi (1999; 2014). Para isto, a coleta de dados se deu durante o desenvolvimento das atividades em sala de aula, a partir do uso de gravadores de áudio. Antes da coleta de dados, o pesquisador passou um período de sete semanas fazendo observações na turma com o objetivo de anotar temas de interesse para a elaboração de propostas de atividades de modelagem matemática. Durante esse período de observações o pesquisador utilizou uma agenda de campo para anotar informações pertinentes à pesquisa. A organização dos dados foi feita por meio da adaptação de uma ferramenta de organização temporal proposta por Shoenfeld (1992). Após a organização temporal, as análises das gravações foram feitas com base na fundamentação teórica acerca da criatividade e modelos de criatividade. Para responder às questões desta pesquisa, destacamos Episódios de Interesses durante as análises. Estes episódios são momentos em que os sujeitos tiveram ideias e como estas ideias foram consideradas no âmbito do grupo durante a resolução. Estamos interessados mais especificamente nos momentos de geração de ideias em grupos de alunos durante o desenvolvimento de atividades de modelagem matemática. Nosso objetivo é identificar e analisar em que momentos ocorre a geração de ideias durante o desenvolvimento de atividades de Modelagem Matemática com alunos de um curso de Licenciatura em Matemática, empreendidas no âmbito de grupos, e quais implicações estas ideias desencadeiam na investigação do problema. Neste contexto, em nossa pesquisa, temos como objetivo analisar os momentos de geração de ideias em grupos de alunos durante o desenvolvimento de atividades de modelagem matemática. Atividades de modelagem matemática possibilitam a geração de ideias pelos alunos? Em que momento as ideias surgem? Como o grupo administra as ideias que surgem? Quais ideias são selecionadas e quais são descartadas pelo grupo? É possível inferir porque algumas ideias são consideradas e outras descartadas pelos alunos? E que atitudes do professor podem estimular a geração de ideias? Nosso objetivo é identificar e analisar os momentos de geração de ideias e quais as implicações destes momentos durante o desenvolvimento de uma atividade de modelagem em grupos de alunos, neste caso, já iniciados em modelagem matemática. Por meio das análises e com base na fundamentação teórica, inferimos que inúmeras ideias são geradas durante as atividades de modelagem, mais especificamente durante os primeiros vinte minutos. Nesse período de tempo a principal ação dos alunos foi a fase de inteiração. Destacamos que a afinidade, os conhecimentos prévios e as experiências que os sujeitos tiveram com os temas das atividades propostas foram fundamentais para o desenvolvimento das atividades. Além disso, o julgamento surgiu constantemente entre os alunos e esse fato tem impacto direto nas ideias que surgem e são rejeitas, ou mesmo, as ideias que deixam de ser apresentadas no âmbito das discussõesSubmitted by Rosangela Silva (rosangela.silva3@unioeste.br) on 2020-02-10T17:22:01Z No. of bitstreams: 1 Marlon Pasquale 2019.pdf: 3448199 bytes, checksum: af02e2eb8cde02ce59b134876eeea019 (MD5)Made available in DSpace on 2020-02-10T17:22:01Z (GMT). No. of bitstreams: 1 Marlon Pasquale 2019.pdf: 3448199 bytes, checksum: af02e2eb8cde02ce59b134876eeea019 (MD5) Previous issue date: 2019-09-09application/pdfpor6588633818200016417500Universidade Estadual do Oeste do ParanáCascavelPrograma de Pós-Graduação em Educação em Ciências e Educação MatemáticaUNIOESTEBrasilCentro de Ciências Exatas e TecnológicasModelagem MatemáticaCriatividade em MatemáticaPerspectiva de SistemasGeração de IdeiasEducação MatemáticaCIENCIAS HUMANAS::EDUCACAOCriatividade e geração de ideias em atividades de modelagem matemáticaCreativity and idea generation in mathematical modeling activitiesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-32595992254177029036006006002214374442868382015-240345818910352367info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações do UNIOESTEinstname:Universidade Estadual do Oeste do Paraná (UNIOESTE)instacron:UNIOESTEORIGINALMarlon Pasquale 2019.pdfMarlon Pasquale 2019.pdfapplication/pdf3448199http://tede.unioeste.br:8080/tede/bitstream/tede/4684/2/Marlon+Pasquale+2019.pdfaf02e2eb8cde02ce59b134876eeea019MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://tede.unioeste.br:8080/tede/bitstream/tede/4684/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/46842020-02-18 16:36:47.021oai:tede.unioeste.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede.unioeste.br/PUBhttp://tede.unioeste.br/oai/requestbiblioteca.repositorio@unioeste.bropendoar:2020-02-18T19:36:47Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE)false |
dc.title.por.fl_str_mv |
Criatividade e geração de ideias em atividades de modelagem matemática |
dc.title.alternative.eng.fl_str_mv |
Creativity and idea generation in mathematical modeling activities |
title |
Criatividade e geração de ideias em atividades de modelagem matemática |
spellingShingle |
Criatividade e geração de ideias em atividades de modelagem matemática Dal Pasquale Junior, Marlon Luiz Modelagem Matemática Criatividade em Matemática Perspectiva de Sistemas Geração de Ideias Educação Matemática CIENCIAS HUMANAS::EDUCACAO |
title_short |
Criatividade e geração de ideias em atividades de modelagem matemática |
title_full |
Criatividade e geração de ideias em atividades de modelagem matemática |
title_fullStr |
Criatividade e geração de ideias em atividades de modelagem matemática |
title_full_unstemmed |
Criatividade e geração de ideias em atividades de modelagem matemática |
title_sort |
Criatividade e geração de ideias em atividades de modelagem matemática |
author |
Dal Pasquale Junior, Marlon Luiz |
author_facet |
Dal Pasquale Junior, Marlon Luiz |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Vertuan, Rodolfo Eduardo |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7270314006427713 |
dc.contributor.referee1.fl_str_mv |
Vertuan, Rodolfo Eduardo |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/7270314006427713 |
dc.contributor.referee2.fl_str_mv |
Klüber, Tiago Emanuel |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/5540300916224438 |
dc.contributor.referee3.fl_str_mv |
Gontijo, Cleyton Hércules |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/0556476746202406 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4763619324274198 |
dc.contributor.author.fl_str_mv |
Dal Pasquale Junior, Marlon Luiz |
contributor_str_mv |
Vertuan, Rodolfo Eduardo Vertuan, Rodolfo Eduardo Klüber, Tiago Emanuel Gontijo, Cleyton Hércules |
dc.subject.por.fl_str_mv |
Modelagem Matemática Criatividade em Matemática Perspectiva de Sistemas Geração de Ideias Educação Matemática |
topic |
Modelagem Matemática Criatividade em Matemática Perspectiva de Sistemas Geração de Ideias Educação Matemática CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This research aims to investigate moments of idea generation in mathematical modeling activities. The research can be characterized as qualitative and the participating subjects were the students of the Mathematical Modeling discipline of the fourth year of a degree course in Mathematics at a university in the state of Paraná. Since idea generation is directly linked to creativity, we are based on authors who deal with creativity (AMABILE, 1982 and 2011; ALENCAR; FLEITH, 2003a and 2003b; GONTIJO, 2007a; LUBART, 2007) and models of creativity (AMABILE, 1982 STERBENG; LUBART, 1991; CSIKSZENTMIHALYI, 1999). In this research the subjects developed modeling activities proposed by the researcher. For the elaboration and monitoring of mathematical modeling activities, we base ourselves on the works of Almeida, Silva and Vertuan (2012), about the cognitive actions of students during mathematical modeling activities. To analyze how an idea is considered by a group of people, we rely on Csikszentmihalyi's (1999; 2014) creativity model. For this, the data collection took place during the development of activities in the classroom, from the use of audio recorders. Prior to data collection, the researcher spent a period of seven weeks making observations in the class in order to note topics of interest for the preparation of proposals for mathematical modeling activities. During this observation period the researcher used a field agenda to write down pertinent information to the research. The data organization was made through the adaptation of a temporal organization tool proposed by Shoenfeld (1992). After the temporal organization, the recordings analyzes were made based on the theoretical foundation about creativity and creativity models. To answer the questions in this research, we highlight Episodes of Interest during the analysis. These episodes are times when subjects came up with ideas and how these ideas were considered within the group during the resolution. We are more specifically interested in student group brainstorming when developing mathematical modeling activities. Our objective is to investigate at what moments the generation of ideas occurs during the development of Mathematical Modeling activities with students of a Mathematics Degree course, undertaken in groups, and what implications do these ideas trigger in the investigation of the problem. In this context, in our research, we aim to analyze the moments of ideas generation in student groups during the development of mathematical modeling activities. Do mathematical modeling activities make it possible for students to generate ideas? When do ideas come up? How does the group manage the ideas that come up? Which ideas are selected and which are discarded by the group? Is it possible to infer why some ideas are considered and others discarded by students? And what attitudes of the teacher can stimulate the generation of ideas? Our goal is to identify and analyze the moments of idea generation and the implications of these moments during the development of a modeling activity in groups of students, in this case, already started in mathematical modeling. From the analysis and based on the theoretical foundation, we infer that countless ideas are generated during modeling activities, specifically during the first twenty minutes. In this period of time the main action of the students was the phase of interaction. We emphasize that the affinity, prior knowledge and experiences that the subjects had with the themes of the proposed activities were fundamental for the development of the activities. In addition, judgment has emerged constantly among students and this fact has a direct impact on ideas that arise and are rejected, or even ideas that are no longer presented in the context of discussions |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-09-09 |
dc.date.accessioned.fl_str_mv |
2020-02-10T17:22:01Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
DAL PASQUALE JUNIOR, Marlon Luiz. Criatividade e geração de ideias em atividades de modelagem matemática. 2019. 195 f. Mestrado em Educação em Ciências e Educação Matemática - Universidade Estadual do Oeste do Paraná, Cascavel . |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/4684 |
identifier_str_mv |
DAL PASQUALE JUNIOR, Marlon Luiz. Criatividade e geração de ideias em atividades de modelagem matemática. 2019. 195 f. Mestrado em Educação em Ciências e Educação Matemática - Universidade Estadual do Oeste do Paraná, Cascavel . |
url |
http://tede.unioeste.br/handle/tede/4684 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
-3259599225417702903 |
dc.relation.confidence.fl_str_mv |
600 600 600 |
dc.relation.department.fl_str_mv |
2214374442868382015 |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
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Programa de Pós-Graduação em Educação em Ciências e Educação Matemática |
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UNIOESTE |
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Brasil |
dc.publisher.department.fl_str_mv |
Centro de Ciências Exatas e Tecnológicas |
publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTE instname:Universidade Estadual do Oeste do Paraná (UNIOESTE) instacron:UNIOESTE |
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Universidade Estadual do Oeste do Paraná (UNIOESTE) |
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UNIOESTE |
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UNIOESTE |
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Biblioteca Digital de Teses e Dissertações do UNIOESTE |
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Biblioteca Digital de Teses e Dissertações do UNIOESTE |
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http://tede.unioeste.br:8080/tede/bitstream/tede/4684/2/Marlon+Pasquale+2019.pdf http://tede.unioeste.br:8080/tede/bitstream/tede/4684/1/license.txt |
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Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE) |
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biblioteca.repositorio@unioeste.br |
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