O ensino de frações via resolução de problemas na formação de futuras professoras de pedagogia
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.1590/1980-4415v29n52a15 http://hdl.handle.net/11449/168003 |
Resumo: | This article presents a research that aimed to promote understanding of the teaching of fractions via problem solving for future Pedagogy teachers. After a training held at the beginning of the Mathematics Teaching Methodology course, we applied a situation and, at the end of the discipline, another situation, which the 25 undergraduate should provide explanations of how they lead the teaching of fractions in the approach to problem solving. To analyze these explanations, four categories were prepared, characterized as reference aspects in teaching. The results showed that, initially, 36% had classroom practices that included these four aspects, and in the end, this percentage increased to only 44%. In addition to that, by the end, 40% did not propose the problem as a starting point. We conclude that, despite the training provided, these aspects were poorly understood by the participants, especially when proposing the problem as a starting point. |
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O ensino de frações via resolução de problemas na formação de futuras professoras de pedagogiaThe teaching of fractions via problem solving in the formation of future pedagogy of teachersFractionsPedagogyProblem SolvingTeacher Education in the Initial Years.This article presents a research that aimed to promote understanding of the teaching of fractions via problem solving for future Pedagogy teachers. After a training held at the beginning of the Mathematics Teaching Methodology course, we applied a situation and, at the end of the discipline, another situation, which the 25 undergraduate should provide explanations of how they lead the teaching of fractions in the approach to problem solving. To analyze these explanations, four categories were prepared, characterized as reference aspects in teaching. The results showed that, initially, 36% had classroom practices that included these four aspects, and in the end, this percentage increased to only 44%. In addition to that, by the end, 40% did not propose the problem as a starting point. We conclude that, despite the training provided, these aspects were poorly understood by the participants, especially when proposing the problem as a starting point.Universidade Estadual Paulista (UNESP), Departamento de Matemática da Universidade Estadual de Maringá/UEM, Jardim Universitário, 1 andar, sala 118Universidade Estadual Paulista (UNESP), Departamento de Matemática da Universidade Estadual de Maringá/UEM, Jardim Universitário, 1 andar, sala 118Universidade Estadual Paulista (Unesp)De Proença, Marcelo Carlos [UNESP]2018-12-11T16:39:12Z2018-12-11T16:39:12Z2015-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article729-755application/pdfhttp://dx.doi.org/10.1590/1980-4415v29n52a15Bolema - Mathematics Education Bulletin, v. 29, n. 52, p. 729-755, 2015.1980-44150103-636Xhttp://hdl.handle.net/11449/16800310.1590/1980-4415v29n52a15S0103-636X20150002000162-s2.0-84941351009S0103-636X2015000200016.pdfScopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporBolema - Mathematics Education Bulletin0,196info:eu-repo/semantics/openAccess2023-10-17T06:03:17Zoai:repositorio.unesp.br:11449/168003Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462023-10-17T06:03:17Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
O ensino de frações via resolução de problemas na formação de futuras professoras de pedagogia The teaching of fractions via problem solving in the formation of future pedagogy of teachers |
title |
O ensino de frações via resolução de problemas na formação de futuras professoras de pedagogia |
spellingShingle |
O ensino de frações via resolução de problemas na formação de futuras professoras de pedagogia De Proença, Marcelo Carlos [UNESP] Fractions Pedagogy Problem Solving Teacher Education in the Initial Years. |
title_short |
O ensino de frações via resolução de problemas na formação de futuras professoras de pedagogia |
title_full |
O ensino de frações via resolução de problemas na formação de futuras professoras de pedagogia |
title_fullStr |
O ensino de frações via resolução de problemas na formação de futuras professoras de pedagogia |
title_full_unstemmed |
O ensino de frações via resolução de problemas na formação de futuras professoras de pedagogia |
title_sort |
O ensino de frações via resolução de problemas na formação de futuras professoras de pedagogia |
author |
De Proença, Marcelo Carlos [UNESP] |
author_facet |
De Proença, Marcelo Carlos [UNESP] |
author_role |
author |
dc.contributor.none.fl_str_mv |
Universidade Estadual Paulista (Unesp) |
dc.contributor.author.fl_str_mv |
De Proença, Marcelo Carlos [UNESP] |
dc.subject.por.fl_str_mv |
Fractions Pedagogy Problem Solving Teacher Education in the Initial Years. |
topic |
Fractions Pedagogy Problem Solving Teacher Education in the Initial Years. |
description |
This article presents a research that aimed to promote understanding of the teaching of fractions via problem solving for future Pedagogy teachers. After a training held at the beginning of the Mathematics Teaching Methodology course, we applied a situation and, at the end of the discipline, another situation, which the 25 undergraduate should provide explanations of how they lead the teaching of fractions in the approach to problem solving. To analyze these explanations, four categories were prepared, characterized as reference aspects in teaching. The results showed that, initially, 36% had classroom practices that included these four aspects, and in the end, this percentage increased to only 44%. In addition to that, by the end, 40% did not propose the problem as a starting point. We conclude that, despite the training provided, these aspects were poorly understood by the participants, especially when proposing the problem as a starting point. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-01-01 2018-12-11T16:39:12Z 2018-12-11T16:39:12Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.1590/1980-4415v29n52a15 Bolema - Mathematics Education Bulletin, v. 29, n. 52, p. 729-755, 2015. 1980-4415 0103-636X http://hdl.handle.net/11449/168003 10.1590/1980-4415v29n52a15 S0103-636X2015000200016 2-s2.0-84941351009 S0103-636X2015000200016.pdf |
url |
http://dx.doi.org/10.1590/1980-4415v29n52a15 http://hdl.handle.net/11449/168003 |
identifier_str_mv |
Bolema - Mathematics Education Bulletin, v. 29, n. 52, p. 729-755, 2015. 1980-4415 0103-636X 10.1590/1980-4415v29n52a15 S0103-636X2015000200016 2-s2.0-84941351009 S0103-636X2015000200016.pdf |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
Bolema - Mathematics Education Bulletin 0,196 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
729-755 application/pdf |
dc.source.none.fl_str_mv |
Scopus reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
|
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1803649437235412992 |