Árvores, carrinhos e investigações: narrativas sobre a comunicação na sala de aula de matemática
Ano de defesa: | 2019 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Goiás
|
Programa de Pós-Graduação: |
Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG)
|
Departamento: |
Pró-Reitoria de Pós-graduação (PRPG)
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.bc.ufg.br/tede/handle/tede/10318 |
Resumo: | This dissertation deals with Communication in math classes, in a context of Mathematical Investigations and Problem Solving. It seeks to analyze to understand and narrate communication in math classes, in a context of investigative and problem solving classes, and its relationship with the roles of students and teachers in this context. More specifically, it aims to: i) analyze how students express their ideas and argue them in the process of mathematical investigation; ii) establish a relationship between the elements of communication and the attitude of students and teacher; iii) analyze how communication may or may not characterize the class dynamics. Methodologically, the research is characterized as Narrative Inquiry (CLANDININ; CONNELLY, 2015). The material analyzed was collected from the field diary and audio and video recordings of the math classes of the sixth grade of Elementary School, the Centro de Ensino e Pesquisa Aplicada à Educação (CEPAE / UFG), in the Laboratório de Ensino e Pesquisa em Educação Matemática “Luiz José de Macedo” (LEPEM), which occurred during two periods: between March 20 and April 3, 2018; and between June 26 and August 21, 2018. After the production of the material, a Narrative Analysis was performed (Bolivar, 2002), relating the theory studied on communication in the mathematics classroom (ALRØ; SKOVSMOSE, 2010), Diálogo (FREIRE, 2015, 2016), Mathematical Investigations in the classroom (PONTE; BROCARDO; OLIVEIRA, 2013), as well as the researcher's memories, in a relational aspect. At the end of the analysis, two narratives were produced that tell and analyze the communication in the investigated environment. It is considered that classroom work with mathematical investigations and problem solving has provided a conducive environment for disruption or, at least, for students to question a conception that in mathematics there will always be only one answer. correct, thought linked to bureaucratic absolutism. In addition, narrative analysis allows us to understand that when students are asked to take an active stance and have, with the teacher, responsibility for the development of the class, they tend to conduct research and take over in the process. However, when the teacher takes on the responsibility of presenting his or her strategy to the class without sharing between teacher and students, the latter decide to address other issues outside the math class as they quickly realize when they are part of the class. process and when they are not. |
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Gonçalves Júnior, Marcos Antoniohttp://lattes.cnpq.br/5872958439710615Lima, Luciano Feliciano deBarros, Roseli Araújohttp://lattes.cnpq.br/3154524667074200Amorim, Marcos Vinicius dos Santos2020-01-22T13:10:52Z2019-10-21AMORIM, Marcos Vinicius dos Santos. Árvores, carrinhos e investigações: narrativas sobre a comunicação na sala de aula de matemática. 2019. 142 f. Dissertação (Mestrado em Educação em Ciências e Matemática) -Universidade Federal de Goiás, Goiânia, 2019.http://repositorio.bc.ufg.br/tede/handle/tede/10318This dissertation deals with Communication in math classes, in a context of Mathematical Investigations and Problem Solving. It seeks to analyze to understand and narrate communication in math classes, in a context of investigative and problem solving classes, and its relationship with the roles of students and teachers in this context. More specifically, it aims to: i) analyze how students express their ideas and argue them in the process of mathematical investigation; ii) establish a relationship between the elements of communication and the attitude of students and teacher; iii) analyze how communication may or may not characterize the class dynamics. Methodologically, the research is characterized as Narrative Inquiry (CLANDININ; CONNELLY, 2015). The material analyzed was collected from the field diary and audio and video recordings of the math classes of the sixth grade of Elementary School, the Centro de Ensino e Pesquisa Aplicada à Educação (CEPAE / UFG), in the Laboratório de Ensino e Pesquisa em Educação Matemática “Luiz José de Macedo” (LEPEM), which occurred during two periods: between March 20 and April 3, 2018; and between June 26 and August 21, 2018. After the production of the material, a Narrative Analysis was performed (Bolivar, 2002), relating the theory studied on communication in the mathematics classroom (ALRØ; SKOVSMOSE, 2010), Diálogo (FREIRE, 2015, 2016), Mathematical Investigations in the classroom (PONTE; BROCARDO; OLIVEIRA, 2013), as well as the researcher's memories, in a relational aspect. At the end of the analysis, two narratives were produced that tell and analyze the communication in the investigated environment. It is considered that classroom work with mathematical investigations and problem solving has provided a conducive environment for disruption or, at least, for students to question a conception that in mathematics there will always be only one answer. correct, thought linked to bureaucratic absolutism. In addition, narrative analysis allows us to understand that when students are asked to take an active stance and have, with the teacher, responsibility for the development of the class, they tend to conduct research and take over in the process. However, when the teacher takes on the responsibility of presenting his or her strategy to the class without sharing between teacher and students, the latter decide to address other issues outside the math class as they quickly realize when they are part of the class. process and when they are not.A presente dissertação versa sobre a Comunicação em aulas de matemática, em um contexto de Investigações Matemáticas e Resolução de Problemas. Nela, busca-se analisar para compreender e narrar a comunicação em aulas de matemática, em um contexto de aulas investigativas e de Resolução de Problemas, e sua relação com os papéis dos alunos e professores, nesse contexto. De forma mais específica, objetiva-se: i) analisar de que forma os alunos expressam suas ideias e as argumentam, no processo de investigação matemática; ii) estabelecer uma relação entre os elementos da comunicação e a postura dos alunos e professor; iii) analisar como a comunicação pode ou não caracterizar a dinâmica das aulas. Metodologicamente, a pesquisa se caracteriza como Pesquisa Narrativa (CLANDININ; CONNELLY, 2015). O material analisado foi recolhido a partir do diário de campo e gravações de áudio e vídeo das aulas de matemática do sexto ano do Ensino Fundamental, do Centro de Ensino e Pesquisa Aplicada à Educação (CEPAE/UFG), no Laboratório de Ensino e Pesquisa em Educação Matemática “Luiz José de Macedo” (LEPEM), que ocorreram durante dois períodos: entre 20 de março e 3 de abril de 2018; e entre 26 de junho e 21 de agosto de 2018. Após a produção do material, realizou-se uma Análise Narrativa (BOLÍVAR, 2002), relacionando a teoria estudada sobre Comunicação na sala de aula de Matemática (ALRØ; SKOVSMOSE, 2010), Diálogo (FREIRE, 2015, 2016), Investigações Matemáticas na sala de aula (PONTE; BROCARDO; OLIVEIRA, 2013), bem como memórias do pesquisador, em um aspecto relacional. Produziu-se, ao fim da análise, duas narrativas que contam e analisam a comunicação no ambiente investigado. Considera-se que o trabalho em sala de aula com investigações matemáticas e resolução de problemas permitiu um ambiente propício para a ruptura ou, pelo menos, para o questionamento, por parte dos alunos, de uma concepção de que em matemática sempre existirá somente uma resposta correta, pensamento vinculado ao absolutismo burocrático. Além disso, a análise das narrativas permite compreender que quando os alunos são convidados a ter uma postura ativa e ter, com o professor, responsabilidade sobre o desenvolvimento da aula, eles tendem a realizar a investigação e se assumir no processo. No entanto, quando o professor toma para si a responsabilidade de apresentar sua estratégia à turma, sem haver um compartilhamento entre professor e alunos, estes últimos decidem tratar de outros assuntos, externos à aula de matemática, uma vez que percebem rapidamente quando são parte do processo e quando não são.Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2020-01-21T20:51:25Z No. of bitstreams: 2 Dissertação - Marcos Vinicius dos Santos Amorim - 2019.pdf: 4286202 bytes, checksum: 8679ac515029def68527b52e40b7aab3 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2020-01-22T13:10:52Z (GMT) No. of bitstreams: 2 Dissertação - Marcos Vinicius dos Santos Amorim - 2019.pdf: 4286202 bytes, checksum: 8679ac515029def68527b52e40b7aab3 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2020-01-22T13:10:52Z (GMT). No. of bitstreams: 2 Dissertação - Marcos Vinicius dos Santos Amorim - 2019.pdf: 4286202 bytes, checksum: 8679ac515029def68527b52e40b7aab3 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2019-10-21Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfporUniversidade Federal de GoiásPrograma de Pós-graduação em Educação em Ciências e Matemática (PRPG)UFGBrasilPró-Reitoria de Pós-graduação (PRPG)http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducação matemáticaComunicaçãoPesquisa narrativaMathematics educationCommunicationNarrative InquiryCIENCIAS EXATAS E DA TERRA::MATEMATICAÁrvores, carrinhos e investigações: narrativas sobre a comunicação na sala de aula de matemáticaTrees, carts and investigations: narratives about communication in the math classroominfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis8628247000970657879600600600600-264539188392646063-70908234179844016942075167498588264571reponame:Biblioteca Digital de Teses e Dissertações da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGORIGINALDissertação - Marcos Vinicius dos Santos Amorim - 2019.pdfDissertação - Marcos Vinicius dos Santos Amorim - 2019.pdfapplication/pdf4286202http://repositorio.bc.ufg.br/tede/bitstreams/998ce8c3-4e62-4a11-b113-4fb4208df36d/download8679ac515029def68527b52e40b7aab3MD55LICENSElicense.txtlicense.txttext/plain; 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dc.title.eng.fl_str_mv |
Árvores, carrinhos e investigações: narrativas sobre a comunicação na sala de aula de matemática |
dc.title.alternative.eng.fl_str_mv |
Trees, carts and investigations: narratives about communication in the math classroom |
title |
Árvores, carrinhos e investigações: narrativas sobre a comunicação na sala de aula de matemática |
spellingShingle |
Árvores, carrinhos e investigações: narrativas sobre a comunicação na sala de aula de matemática Amorim, Marcos Vinicius dos Santos Educação matemática Comunicação Pesquisa narrativa Mathematics education Communication Narrative Inquiry CIENCIAS EXATAS E DA TERRA::MATEMATICA |
title_short |
Árvores, carrinhos e investigações: narrativas sobre a comunicação na sala de aula de matemática |
title_full |
Árvores, carrinhos e investigações: narrativas sobre a comunicação na sala de aula de matemática |
title_fullStr |
Árvores, carrinhos e investigações: narrativas sobre a comunicação na sala de aula de matemática |
title_full_unstemmed |
Árvores, carrinhos e investigações: narrativas sobre a comunicação na sala de aula de matemática |
title_sort |
Árvores, carrinhos e investigações: narrativas sobre a comunicação na sala de aula de matemática |
author |
Amorim, Marcos Vinicius dos Santos |
author_facet |
Amorim, Marcos Vinicius dos Santos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Gonçalves Júnior, Marcos Antonio |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5872958439710615 |
dc.contributor.referee1.fl_str_mv |
Lima, Luciano Feliciano de |
dc.contributor.referee2.fl_str_mv |
Barros, Roseli Araújo |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3154524667074200 |
dc.contributor.author.fl_str_mv |
Amorim, Marcos Vinicius dos Santos |
contributor_str_mv |
Gonçalves Júnior, Marcos Antonio Lima, Luciano Feliciano de Barros, Roseli Araújo |
dc.subject.por.fl_str_mv |
Educação matemática Comunicação Pesquisa narrativa |
topic |
Educação matemática Comunicação Pesquisa narrativa Mathematics education Communication Narrative Inquiry CIENCIAS EXATAS E DA TERRA::MATEMATICA |
dc.subject.eng.fl_str_mv |
Mathematics education Communication Narrative Inquiry |
dc.subject.cnpq.fl_str_mv |
CIENCIAS EXATAS E DA TERRA::MATEMATICA |
description |
This dissertation deals with Communication in math classes, in a context of Mathematical Investigations and Problem Solving. It seeks to analyze to understand and narrate communication in math classes, in a context of investigative and problem solving classes, and its relationship with the roles of students and teachers in this context. More specifically, it aims to: i) analyze how students express their ideas and argue them in the process of mathematical investigation; ii) establish a relationship between the elements of communication and the attitude of students and teacher; iii) analyze how communication may or may not characterize the class dynamics. Methodologically, the research is characterized as Narrative Inquiry (CLANDININ; CONNELLY, 2015). The material analyzed was collected from the field diary and audio and video recordings of the math classes of the sixth grade of Elementary School, the Centro de Ensino e Pesquisa Aplicada à Educação (CEPAE / UFG), in the Laboratório de Ensino e Pesquisa em Educação Matemática “Luiz José de Macedo” (LEPEM), which occurred during two periods: between March 20 and April 3, 2018; and between June 26 and August 21, 2018. After the production of the material, a Narrative Analysis was performed (Bolivar, 2002), relating the theory studied on communication in the mathematics classroom (ALRØ; SKOVSMOSE, 2010), Diálogo (FREIRE, 2015, 2016), Mathematical Investigations in the classroom (PONTE; BROCARDO; OLIVEIRA, 2013), as well as the researcher's memories, in a relational aspect. At the end of the analysis, two narratives were produced that tell and analyze the communication in the investigated environment. It is considered that classroom work with mathematical investigations and problem solving has provided a conducive environment for disruption or, at least, for students to question a conception that in mathematics there will always be only one answer. correct, thought linked to bureaucratic absolutism. In addition, narrative analysis allows us to understand that when students are asked to take an active stance and have, with the teacher, responsibility for the development of the class, they tend to conduct research and take over in the process. However, when the teacher takes on the responsibility of presenting his or her strategy to the class without sharing between teacher and students, the latter decide to address other issues outside the math class as they quickly realize when they are part of the class. process and when they are not. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-10-21 |
dc.date.accessioned.fl_str_mv |
2020-01-22T13:10:52Z |
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 |
AMORIM, Marcos Vinicius dos Santos. Árvores, carrinhos e investigações: narrativas sobre a comunicação na sala de aula de matemática. 2019. 142 f. Dissertação (Mestrado em Educação em Ciências e Matemática) -Universidade Federal de Goiás, Goiânia, 2019. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/10318 |
identifier_str_mv |
AMORIM, Marcos Vinicius dos Santos. Árvores, carrinhos e investigações: narrativas sobre a comunicação na sala de aula de matemática. 2019. 142 f. Dissertação (Mestrado em Educação em Ciências e Matemática) -Universidade Federal de Goiás, Goiânia, 2019. |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/10318 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
8628247000970657879 |
dc.relation.confidence.fl_str_mv |
600 600 600 600 |
dc.relation.department.fl_str_mv |
-264539188392646063 |
dc.relation.cnpq.fl_str_mv |
-7090823417984401694 |
dc.relation.sponsorship.fl_str_mv |
2075167498588264571 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Pró-Reitoria de Pós-graduação (PRPG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da UFG instname:Universidade Federal de Goiás (UFG) instacron:UFG |
instname_str |
Universidade Federal de Goiás (UFG) |
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UFG |
institution |
UFG |
reponame_str |
Biblioteca Digital de Teses e Dissertações da UFG |
collection |
Biblioteca Digital de Teses e Dissertações da UFG |
bitstream.url.fl_str_mv |
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bitstream.checksum.fl_str_mv |
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bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da UFG - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
tesesdissertacoes.bc@ufg.br ||tesesdissertacoes.bc@ufg.br |
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