A matemática nos anos finais do Ensino Fundamental: um estudo visando conhecer as principais dificuldades de ensino e aprendizagem em Cachoeira do Sul (RS)
Ano de defesa: | 2017 |
---|---|
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 Santa Maria
Centro de Ciências Naturais e Exatas |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação Matemática e Ensino de Física
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/14478 |
Resumo: | This dissertation is about a master‟s degree research that had the objective to find in the daily classroom possible way-outs to the difficulties faced in the teaching and learning process of Mathematics in the final years of the middle school, considering the rural and urban municipal schools in Cachoeira do Sul/RS. This was an empirical research that had as subjects 20 teachers and 75 students, at a total of 10 schools in the mentioned city. For the data collect realization it was applied semi-structured questionnaires, with 30 questions for teachers and 26 for students. These questionnaires had the intention to register the perception regarding the motivation, learning, difficulties, pedagogical actions and relevant aspects of their formation. The data collect‟s analysis and interpretation were performed through the use of categories of Bardin‟s studies (2016). For the interpretation of the questionnaires, it was stablished three groups: initial, intermediary and final categories. After gathering the categories, it was chosen to make an analysis movement of the final category, which includes the intermediary category. These are defined trough the initial categories with the pretension to return to the original texts to a better understanding and this way, expressing a look over the meanings and senses realized in the questionnaires. For that, the critical theoretical studies of Saviani, Libâneo and Skovsmose were used as contributions. Among the findings with the analysis made, it stands out that everyone showed compromise with the teaching and learning process. It is pointed out that these same teachers highlighted that: it is up to the teacher to search for teaching methods that can facilitate the learning absorption and motivates the student to learn and to use creativity to resolve problems that involve his reality and the society reality as an all. It was also verified the importance of an affectivity relation between teachers and students. Another understood factor, and which influences significantly at the discipline learning, is related to the impressions that students have about learning techniques used by teachers. We conclude that, exclusively, through knowledge we can instigate the student to be participatory, conscious of his rights and duties, emancipating his creativity, believing in himself, recognizing himself as an apprentice, having wisdom and self-criticism. |
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2018-10-05T20:30:32Z2018-10-05T20:30:32Z2017-08-17http://repositorio.ufsm.br/handle/1/14478This dissertation is about a master‟s degree research that had the objective to find in the daily classroom possible way-outs to the difficulties faced in the teaching and learning process of Mathematics in the final years of the middle school, considering the rural and urban municipal schools in Cachoeira do Sul/RS. This was an empirical research that had as subjects 20 teachers and 75 students, at a total of 10 schools in the mentioned city. For the data collect realization it was applied semi-structured questionnaires, with 30 questions for teachers and 26 for students. These questionnaires had the intention to register the perception regarding the motivation, learning, difficulties, pedagogical actions and relevant aspects of their formation. The data collect‟s analysis and interpretation were performed through the use of categories of Bardin‟s studies (2016). For the interpretation of the questionnaires, it was stablished three groups: initial, intermediary and final categories. After gathering the categories, it was chosen to make an analysis movement of the final category, which includes the intermediary category. These are defined trough the initial categories with the pretension to return to the original texts to a better understanding and this way, expressing a look over the meanings and senses realized in the questionnaires. For that, the critical theoretical studies of Saviani, Libâneo and Skovsmose were used as contributions. Among the findings with the analysis made, it stands out that everyone showed compromise with the teaching and learning process. It is pointed out that these same teachers highlighted that: it is up to the teacher to search for teaching methods that can facilitate the learning absorption and motivates the student to learn and to use creativity to resolve problems that involve his reality and the society reality as an all. It was also verified the importance of an affectivity relation between teachers and students. Another understood factor, and which influences significantly at the discipline learning, is related to the impressions that students have about learning techniques used by teachers. We conclude that, exclusively, through knowledge we can instigate the student to be participatory, conscious of his rights and duties, emancipating his creativity, believing in himself, recognizing himself as an apprentice, having wisdom and self-criticism.Essa dissertação consiste da pesquisa de mestrado com o intuito de encontrar no cotidiano de sala de aula, possíveis indícios das dificuldades enfrentadas no processo de ensino e aprendizagem da Matemática nos anos finais do Ensino Fundamental, considerando as escolas municipais rurais e urbanas de Cachoeira do Sul/RS. Este foi o lócus para a realização empírica da pesquisa, tendo como sujeitos 20 professores e 75 alunos, num total de 10 escolas na cidade mencionada. Para a realização da coleta de dados, aplicaram-se questionários semiestruturados, com 30 questões para professores e 26 para os alunos. Esses questionários tiveram o intuito de registrar a percepção no que tange a motivação, aprendizagem, dificuldades, ações pedagógicas e aspectos pertinentes de sua formação. A análise e interpretação dos dados coletados foram realizadas mediante o uso de categorias considerada a partir de estudos de Bardin (2016). Para a interpretação dos questionários estabeleceram-se três grupos: categorias iniciais, categorias intermediárias e categorias finais. Após reunir as categorias, optou-se iniciar o movimento de análise da categoria final que, por sua vez, abrange as categorias intermediárias. Essas são definidas pelas categorias iniciais com a pretensão de retornar aos textos originais, a fim de se ter uma melhor compreensão, expressando assim um olhar sobre significados e sentidos percebidos nos questionários. Para isso foram utilizados, como aportes, os estudos teóricos críticos de Saviani, Libâneo e Skovsmose. Dentre os achados com a análise realizada, destaca-se que todos se mostraram comprometidos com o processo ensino e aprendizagem. Salienta-se que esses mesmos professores ressaltaram que: cabe ao professor, buscar métodos de ensino que facilitem a absorção do aprendizado e motive o aluno a aprender e utilizar a criatividade com o intuito de resolver problemas que envolvam sua realidade e da sociedade como um todo. Verificou-se também a importância da relação de afetividade entre professor e alunos. Outro fator compreendido e que influencia significativamente na aprendizagem da disciplina, diz respeito às impressões que os alunos têm sobre as técnicas de ensino utilizadas pelos docentes. Concluímos que, exclusivamente, através do conhecimento é que se consegue instigar o aluno a ser participativo consciente de seus direitos e deveres, emancipando sua criatividade, acreditando em si mesmo, reconhecendo-se como aprendiz, tendo sabedoria e autocrítica.porUniversidade Federal de Santa MariaCentro de Ciências Naturais e ExatasPrograma de Pós-Graduação em Educação Matemática e Ensino de FísicaUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessMatemáticaDificuldadesEnsinoAprendizagemMathematicsDifficultiesTeachingLearningCNPQ::CIENCIAS HUMANAS::EDUCACAOA matemática nos anos finais do Ensino Fundamental: um estudo visando conhecer as principais dificuldades de ensino e aprendizagem em Cachoeira do Sul (RS)The mathematics in the final years of the middle school: a study aiming to know the principal difficulties of teaching and learning in Cachoeira do Sul (RS)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisFajardo, Ricardohttp://lattes.cnpq.br/4796609278630063Santos, Silvia Maria Barreto doshttp://lattes.cnpq.br/3773360425575614Roos, Liane Teresinha Wendlinghttp://lattes.cnpq.br/9093687996155230http://lattes.cnpq.br/1820932431615467Amador, Ivonete Pereira7008000000066006b8969e6-2ca9-4ffa-8382-107fa8a29ed5346bb7f2-35bd-4d5d-9a1e-79772fa38c73ec91cd62-b68d-4e16-92e0-e52e272b0216237ff3f4-1044-4ec2-b2d9-92e2b4a7e1a2reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEMEF_2017_AMADOR_IVONETE.pdfDIS_PPGEMEF_2017_AMADOR_IVONETE.pdfDissertação de Mestradoapplication/pdf1425312http://repositorio.ufsm.br/bitstream/1/14478/1/DIS_PPGEMEF_2017_AMADOR_IVONETE.pdf5d663e8004042c324f39b78b1ef8df29MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
A matemática nos anos finais do Ensino Fundamental: um estudo visando conhecer as principais dificuldades de ensino e aprendizagem em Cachoeira do Sul (RS) |
dc.title.alternative.eng.fl_str_mv |
The mathematics in the final years of the middle school: a study aiming to know the principal difficulties of teaching and learning in Cachoeira do Sul (RS) |
title |
A matemática nos anos finais do Ensino Fundamental: um estudo visando conhecer as principais dificuldades de ensino e aprendizagem em Cachoeira do Sul (RS) |
spellingShingle |
A matemática nos anos finais do Ensino Fundamental: um estudo visando conhecer as principais dificuldades de ensino e aprendizagem em Cachoeira do Sul (RS) Amador, Ivonete Pereira Matemática Dificuldades Ensino Aprendizagem Mathematics Difficulties Teaching Learning CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A matemática nos anos finais do Ensino Fundamental: um estudo visando conhecer as principais dificuldades de ensino e aprendizagem em Cachoeira do Sul (RS) |
title_full |
A matemática nos anos finais do Ensino Fundamental: um estudo visando conhecer as principais dificuldades de ensino e aprendizagem em Cachoeira do Sul (RS) |
title_fullStr |
A matemática nos anos finais do Ensino Fundamental: um estudo visando conhecer as principais dificuldades de ensino e aprendizagem em Cachoeira do Sul (RS) |
title_full_unstemmed |
A matemática nos anos finais do Ensino Fundamental: um estudo visando conhecer as principais dificuldades de ensino e aprendizagem em Cachoeira do Sul (RS) |
title_sort |
A matemática nos anos finais do Ensino Fundamental: um estudo visando conhecer as principais dificuldades de ensino e aprendizagem em Cachoeira do Sul (RS) |
author |
Amador, Ivonete Pereira |
author_facet |
Amador, Ivonete Pereira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Fajardo, Ricardo |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4796609278630063 |
dc.contributor.referee1.fl_str_mv |
Santos, Silvia Maria Barreto dos |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/3773360425575614 |
dc.contributor.referee2.fl_str_mv |
Roos, Liane Teresinha Wendling |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/9093687996155230 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1820932431615467 |
dc.contributor.author.fl_str_mv |
Amador, Ivonete Pereira |
contributor_str_mv |
Fajardo, Ricardo Santos, Silvia Maria Barreto dos Roos, Liane Teresinha Wendling |
dc.subject.por.fl_str_mv |
Matemática Dificuldades Ensino Aprendizagem |
topic |
Matemática Dificuldades Ensino Aprendizagem Mathematics Difficulties Teaching Learning CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Mathematics Difficulties Teaching Learning |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This dissertation is about a master‟s degree research that had the objective to find in the daily classroom possible way-outs to the difficulties faced in the teaching and learning process of Mathematics in the final years of the middle school, considering the rural and urban municipal schools in Cachoeira do Sul/RS. This was an empirical research that had as subjects 20 teachers and 75 students, at a total of 10 schools in the mentioned city. For the data collect realization it was applied semi-structured questionnaires, with 30 questions for teachers and 26 for students. These questionnaires had the intention to register the perception regarding the motivation, learning, difficulties, pedagogical actions and relevant aspects of their formation. The data collect‟s analysis and interpretation were performed through the use of categories of Bardin‟s studies (2016). For the interpretation of the questionnaires, it was stablished three groups: initial, intermediary and final categories. After gathering the categories, it was chosen to make an analysis movement of the final category, which includes the intermediary category. These are defined trough the initial categories with the pretension to return to the original texts to a better understanding and this way, expressing a look over the meanings and senses realized in the questionnaires. For that, the critical theoretical studies of Saviani, Libâneo and Skovsmose were used as contributions. Among the findings with the analysis made, it stands out that everyone showed compromise with the teaching and learning process. It is pointed out that these same teachers highlighted that: it is up to the teacher to search for teaching methods that can facilitate the learning absorption and motivates the student to learn and to use creativity to resolve problems that involve his reality and the society reality as an all. It was also verified the importance of an affectivity relation between teachers and students. Another understood factor, and which influences significantly at the discipline learning, is related to the impressions that students have about learning techniques used by teachers. We conclude that, exclusively, through knowledge we can instigate the student to be participatory, conscious of his rights and duties, emancipating his creativity, believing in himself, recognizing himself as an apprentice, having wisdom and self-criticism. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-08-17 |
dc.date.accessioned.fl_str_mv |
2018-10-05T20:30:32Z |
dc.date.available.fl_str_mv |
2018-10-05T20:30:32Z |
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.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/14478 |
url |
http://repositorio.ufsm.br/handle/1/14478 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
700800000006 |
dc.relation.confidence.fl_str_mv |
600 |
dc.relation.authority.fl_str_mv |
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dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação Matemática e Ensino de Física |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.source.none.fl_str_mv |
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