Os saberes mobilizados por futuros professores em atividades de modelagem matemática envolvendo a função afim

• Ano de defesa: 2015
• Autor(a) principal: Alves, Carlos Alex
• Orientador(a): Assis, Cibelle de Fatima Castro de
• Banca de defesa: Rêgo, Rogéria Gaudencio do , Campos, Jamilson Ramos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: Brasil
• Palavras-chave em Português: Mobilização de saberes; Formação de professores; Modelagem Matemática; Educação Matemática
• Palavras-chave em Inglês: Knowledge Mobilization; Teacher training; Mathematical Modeling; Mathematics Education
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/2439

This work is a professional master's research that discusses theoretical and methodological aspects involving Mathematical Modeling and training of mathematics teachers in the field of teaching knowledge. The main objective of this research is to investigate which knowledges are mobilized for future teachers when they are involved in the Modeling activities about mathematical content Function. The main theoretical framework that supported the research were Barbosa (2001, 2004) and Tardif (2002). The methodology used was a case study with students and ex- students of program PIBID of Mathematics developed at a public school of the Mamanguape municipality and the data analysis took a qualitative proposal. We used as instruments of production data a questionnaire and two Mathematical Modeling activities about issues related with water consumption in domestic context and aware of eletric energy consumption involving the Function content. The data collected were tabulated and analyzed by establishing three main categories of teacher knowledge: Knowledge of Mathematical Modeling, Knowledge of teacher of Mathematics for Modeling and Knowledge Society. The results revealed the predominant mobilization of relevant knowledge to the first two categories and enabled the dynamic perception of them facing the context of Modeling activities that have been developed. We conclude that the professional training of teachers of Mathematics to Modeling in Basic Education should add to Knowledge Modeling the Knowledge of teaching and Knowledge Society which also includes the school environment and context of students. Finally, we point out that a Modeling environment as developed can be configured on a device for the training of future teachers of Mathematics and also the description of mobilized (or not) knowledge can be un elemento of evaluation of the quality of this process.