The delimitation of mathematical tasks in the light of the design research: an opportunity of reflection of the pedagogical practice

Detalhes bibliográficos
Autor(a) principal: Marino, Cleiton Antonio
Data de Publicação: 2018
Outros Autores: Mendes, Marcele Tavares
Tipo de documento: Artigo
Idioma: por
Título da fonte: Actio (Curitiba)
Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/7945
Resumo: The present work is a review of an ongoing master's degree research, which aims to analyze the process of elaborating a teaching and learning trajectory - involved in the context of low plants - for students of the 6th year of Elementary School. All reflection is based on the principles of the teaching approach Realistic Mathematical Education that: recognizes mathematics as a human activity, proposes a classroom context in which the student recognizes himself as the protagonist and responsible for his / her learning process and, the teacher as a guide that guides and accompanies its students, through interventions, toward the goals of the desired education. Specifically, in this work, the objective is to present a reflection constructed from an iterative cycle of application and refinement of one of the tasks that make up the first design of the teaching and learning trajectory, in order to present and discuss aspects of its application, analysis, evaluation and reformulation for new design and new iterative cycle. It is a qualitative study of an interpretive nature in which the process of its elaboration is based on the Research of Development (Design Research). The phase of application of the first iterative cycle occurred with a group of eight students from the 6th year of elementary school in a state school in Paraná, in the second half of 2017. We could infer that for a teacher to experience and analyze the process of evolution and delineation of enunciates of mathematical tasks makes possible a reflection and improvement of its pedagogical practice, as well as exploring contexts in mathematical tasks in classes developed in the light of the principles of Realistic Mathematical Education, it becomes an alternative to surpass a approach of teaching of conventional mathematics.
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spelling The delimitation of mathematical tasks in the light of the design research: an opportunity of reflection of the pedagogical practiceO delineamento de tarefas matemáticas à luz da pesquisa de desenvolvimento: uma oportunidade de reflexão para a prática pedagógicaEnsino. Ensino de MatemáticaEducação Matemática Realística; Trajetória de ensino e aprendizagem; Tarefas matemáticas; Pesquisa de Desenvolvimento.Realistic Mathematics Education; Trajectory of teaching and learning; Mathematical tasks; Design ResearchThe present work is a review of an ongoing master's degree research, which aims to analyze the process of elaborating a teaching and learning trajectory - involved in the context of low plants - for students of the 6th year of Elementary School. All reflection is based on the principles of the teaching approach Realistic Mathematical Education that: recognizes mathematics as a human activity, proposes a classroom context in which the student recognizes himself as the protagonist and responsible for his / her learning process and, the teacher as a guide that guides and accompanies its students, through interventions, toward the goals of the desired education. Specifically, in this work, the objective is to present a reflection constructed from an iterative cycle of application and refinement of one of the tasks that make up the first design of the teaching and learning trajectory, in order to present and discuss aspects of its application, analysis, evaluation and reformulation for new design and new iterative cycle. It is a qualitative study of an interpretive nature in which the process of its elaboration is based on the Research of Development (Design Research). The phase of application of the first iterative cycle occurred with a group of eight students from the 6th year of elementary school in a state school in Paraná, in the second half of 2017. We could infer that for a teacher to experience and analyze the process of evolution and delineation of enunciates of mathematical tasks makes possible a reflection and improvement of its pedagogical practice, as well as exploring contexts in mathematical tasks in classes developed in the light of the principles of Realistic Mathematical Education, it becomes an alternative to surpass a approach of teaching of conventional mathematics.O presente trabalho é recorte de uma pesquisa de mestrado em andamento, que visa analisar o processo de elaboração de uma trajetória de ensino e de aprendizagem – envolvida no contexto de plantas baixas – para alunos do 6º ano do Ensino Fundamental.  Toda reflexão fundamenta-se nos princípios da abordagem de ensino Educação Matemática Realística que: reconhece a matemática como uma atividade humana, propõe um contexto de sala de aula em que o aluno se reconhece protagonista e responsável por seu processo de aprendizagem e, o professor como um guia que orienta e acompanha seus alunos, por meio de intervenções, na direção dos objetivos da educação desejada. De modo específico, neste trabalho, o objetivo é apresentar uma reflexão construída a partir de um ciclo iterativo de aplicação e refinamento de uma das tarefas que compõem o primeiro design da trajetória de ensino e de aprendizagem, na direção de apresentar e discutir aspectos de sua aplicação, análise, avaliação e reformulação para novo design e novo ciclo iterativo. Trata-se de um estudo de natureza qualitativa de cunho interpretativo em que o processo de sua elaboração baseia-se na Pesquisa de Desenvolvimento (Design Research). A fase de aplicação do primeiro ciclo iterativo ocorreu com um grupo de oito alunos do 6º ano do Ensino Fundamental em uma escola estadual do Paraná, no segundo semestre de 2017. Pudemos inferir que para um professor vivenciar e analisar o processo de evolução e delineamento de enunciados de tarefas matemáticas possibilita uma reflexão e aprimoramento de sua prática pedagógica, assim como explorar contextos em tarefas de matemática em aulas desenvolvidas à luz dos princípios da Educação Matemática Realística faz-se uma alternativa para superar uma abordagem de ensino de matemática convencional.Universidade Tecnológica Federal do Paraná (UTFPR)Marino, Cleiton AntonioMendes, Marcele Tavares2018-11-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionDossiê TemáticoPesquisa de Desenvolvimentoapplication/pdftext/htmlhttps://periodicos.utfpr.edu.br/actio/article/view/794510.3895/actio.v3n3.7945ACTIO: Teaching in Sciences; v. 3, n. 3 (2018); 431-450ACTIO: Docência em Ciências; v. 3, n. 3 (2018); 431-4502525-892310.3895/actio.v3n3reponame:Actio (Curitiba)instname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporhttps://periodicos.utfpr.edu.br/actio/article/view/7945/5764https://periodicos.utfpr.edu.br/actio/article/view/7945/5765Direitos autorais 2018 CC-BYhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2022-10-18T23:54:03Zoai:periodicos.utfpr:article/7945Revistahttps://periodicos.utfpr.edu.br/actio/PUBhttps://periodicos.utfpr.edu.br/actio/oaimarcelolambach@utfpr.edu.br||actio-ct@utfpr.edu.br||periodicos@utfpr.edu.br2525-89232525-8923opendoar:2022-10-18T23:54:03Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR)false
dc.title.none.fl_str_mv The delimitation of mathematical tasks in the light of the design research: an opportunity of reflection of the pedagogical practice
O delineamento de tarefas matemáticas à luz da pesquisa de desenvolvimento: uma oportunidade de reflexão para a prática pedagógica
title The delimitation of mathematical tasks in the light of the design research: an opportunity of reflection of the pedagogical practice
spellingShingle The delimitation of mathematical tasks in the light of the design research: an opportunity of reflection of the pedagogical practice
Marino, Cleiton Antonio
Ensino. Ensino de Matemática
Educação Matemática Realística; Trajetória de ensino e aprendizagem; Tarefas matemáticas; Pesquisa de Desenvolvimento.
Realistic Mathematics Education; Trajectory of teaching and learning; Mathematical tasks; Design Research
title_short The delimitation of mathematical tasks in the light of the design research: an opportunity of reflection of the pedagogical practice
title_full The delimitation of mathematical tasks in the light of the design research: an opportunity of reflection of the pedagogical practice
title_fullStr The delimitation of mathematical tasks in the light of the design research: an opportunity of reflection of the pedagogical practice
title_full_unstemmed The delimitation of mathematical tasks in the light of the design research: an opportunity of reflection of the pedagogical practice
title_sort The delimitation of mathematical tasks in the light of the design research: an opportunity of reflection of the pedagogical practice
author Marino, Cleiton Antonio
author_facet Marino, Cleiton Antonio
Mendes, Marcele Tavares
author_role author
author2 Mendes, Marcele Tavares
author2_role author
dc.contributor.none.fl_str_mv

dc.contributor.author.fl_str_mv Marino, Cleiton Antonio
Mendes, Marcele Tavares
dc.subject.por.fl_str_mv Ensino. Ensino de Matemática
Educação Matemática Realística; Trajetória de ensino e aprendizagem; Tarefas matemáticas; Pesquisa de Desenvolvimento.
Realistic Mathematics Education; Trajectory of teaching and learning; Mathematical tasks; Design Research
topic Ensino. Ensino de Matemática
Educação Matemática Realística; Trajetória de ensino e aprendizagem; Tarefas matemáticas; Pesquisa de Desenvolvimento.
Realistic Mathematics Education; Trajectory of teaching and learning; Mathematical tasks; Design Research
description The present work is a review of an ongoing master's degree research, which aims to analyze the process of elaborating a teaching and learning trajectory - involved in the context of low plants - for students of the 6th year of Elementary School. All reflection is based on the principles of the teaching approach Realistic Mathematical Education that: recognizes mathematics as a human activity, proposes a classroom context in which the student recognizes himself as the protagonist and responsible for his / her learning process and, the teacher as a guide that guides and accompanies its students, through interventions, toward the goals of the desired education. Specifically, in this work, the objective is to present a reflection constructed from an iterative cycle of application and refinement of one of the tasks that make up the first design of the teaching and learning trajectory, in order to present and discuss aspects of its application, analysis, evaluation and reformulation for new design and new iterative cycle. It is a qualitative study of an interpretive nature in which the process of its elaboration is based on the Research of Development (Design Research). The phase of application of the first iterative cycle occurred with a group of eight students from the 6th year of elementary school in a state school in Paraná, in the second half of 2017. We could infer that for a teacher to experience and analyze the process of evolution and delineation of enunciates of mathematical tasks makes possible a reflection and improvement of its pedagogical practice, as well as exploring contexts in mathematical tasks in classes developed in the light of the principles of Realistic Mathematical Education, it becomes an alternative to surpass a approach of teaching of conventional mathematics.
publishDate 2018
dc.date.none.fl_str_mv 2018-11-28
dc.type.none.fl_str_mv
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Dossiê Temático
Pesquisa de Desenvolvimento
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.utfpr.edu.br/actio/article/view/7945
10.3895/actio.v3n3.7945
url https://periodicos.utfpr.edu.br/actio/article/view/7945
identifier_str_mv 10.3895/actio.v3n3.7945
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.utfpr.edu.br/actio/article/view/7945/5764
https://periodicos.utfpr.edu.br/actio/article/view/7945/5765
dc.rights.driver.fl_str_mv Direitos autorais 2018 CC-BY
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2018 CC-BY
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
dc.source.none.fl_str_mv ACTIO: Teaching in Sciences; v. 3, n. 3 (2018); 431-450
ACTIO: Docência em Ciências; v. 3, n. 3 (2018); 431-450
2525-8923
10.3895/actio.v3n3
reponame:Actio (Curitiba)
instname:Universidade Tecnológica Federal do Paraná (UTFPR)
instacron:UTFPR
instname_str Universidade Tecnológica Federal do Paraná (UTFPR)
instacron_str UTFPR
institution UTFPR
reponame_str Actio (Curitiba)
collection Actio (Curitiba)
repository.name.fl_str_mv Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR)
repository.mail.fl_str_mv marcelolambach@utfpr.edu.br||actio-ct@utfpr.edu.br||periodicos@utfpr.edu.br
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