Inser??o da rob?tica educacional nas aulas de matem?tica : desafios e possibilidades
Ano de defesa: | 2018 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontif?cia Universidade Cat?lica do Rio Grande do Sul
|
Programa de Pós-Graduação: |
Programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica
|
Departamento: |
Escola de Ci?ncias
|
País: |
Brasil
|
Palavras-chave em Português: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede2.pucrs.br/tede2/handle/tede/8176 |
Resumo: | This investigation aimed at analyzing the repercussions of educational robotics integration to teaching and learning processes of Mathematics. The subjects were eighteen students of the eighth year of Elementary School, their Math teacher and the educational technologies assistant, all from private school located in a city in the countryside of Southern Brazil. Participant observation and group interview were used as instruments of data collection. The statements and descriptions of observations were analyzed qualitatively through the Discursive Textual Analysis method. From the data analysis, three categories and subcategories emerged. In the category Autonomous Learning and protagonism, the participants? perceptions about learning were evaluated and validated, emphasizing the autonomous role of the student and the contributions of group work to personal and professional formation, as well as the understanding that errors are part of the learning process. The category Interdisciplinarity: dialogue between the sciences has evidenced and legitimized that educational robotics has an interdisciplinary character, and that is why activities must be developed in a contextualized manner, enabling investigation, discovery and learning of mathematical concepts situations. Programming was inserted as a possibility of learning of algebraic concepts, through algorithms and logical sequence. And the third category, Problematization as a pedagogical strategy, fostered the importance of problem solving and the necessary mediating function of the teacher in the development of robotic activities. It is, thus, concluded that using contextualization as a guiding principle of pedagogical planning of educational robotics activities is necessary and that the use of this technology enables students to learn concepts in an integrated way and that problematization is configured as the structuring axis of the teaching activity. |
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M?ller, Thaisa Jacinthohttp://lattes.cnpq.br/9841564835844236http://lattes.cnpq.br/0131627471389756Maffi, Caroline2018-06-28T14:16:27Z2018-03-22http://tede2.pucrs.br/tede2/handle/tede/8176This investigation aimed at analyzing the repercussions of educational robotics integration to teaching and learning processes of Mathematics. The subjects were eighteen students of the eighth year of Elementary School, their Math teacher and the educational technologies assistant, all from private school located in a city in the countryside of Southern Brazil. Participant observation and group interview were used as instruments of data collection. The statements and descriptions of observations were analyzed qualitatively through the Discursive Textual Analysis method. From the data analysis, three categories and subcategories emerged. In the category Autonomous Learning and protagonism, the participants? perceptions about learning were evaluated and validated, emphasizing the autonomous role of the student and the contributions of group work to personal and professional formation, as well as the understanding that errors are part of the learning process. The category Interdisciplinarity: dialogue between the sciences has evidenced and legitimized that educational robotics has an interdisciplinary character, and that is why activities must be developed in a contextualized manner, enabling investigation, discovery and learning of mathematical concepts situations. Programming was inserted as a possibility of learning of algebraic concepts, through algorithms and logical sequence. And the third category, Problematization as a pedagogical strategy, fostered the importance of problem solving and the necessary mediating function of the teacher in the development of robotic activities. It is, thus, concluded that using contextualization as a guiding principle of pedagogical planning of educational robotics activities is necessary and that the use of this technology enables students to learn concepts in an integrated way and that problematization is configured as the structuring axis of the teaching activity.Esta investiga??o teve por objetivo analisar as repercuss?es da integra??o da rob?tica educacional para os processos de ensino e aprendizagem de Matem?tica. Os participantes foram dezoito estudantes do oitavo ano do Ensino Fundamental, a professora de matem?tica da turma e o assistente de tecnologias educacionais, de uma escola particular de uma cidade do interior do estado do Rio Grande do Sul ? RS. Como instrumentos de coleta de dados foram utilizados observa??o participante e entrevista em grupo. Os depoimentos e as descri??es das observa??es foram analisados qualitativamente por meio do m?todo de An?lise Textual Discursiva. A partir da an?lise dos dados emergiram tr?s categorias e subcategorias. Na categoria Aprendizagem aut?noma e protagonismo verificou-se e validou-se as percep??es dos participantes da pesquisa sobre aprendizagem, enfatizando o papel aut?nomo do estudante e as contribui??es do trabalho em grupo para a forma??o pessoal e profissional, bem como o entendimento de que o erro faz parte do processo de aprendizagem. A categoria Interdisciplinaridade: di?logo entre as ci?ncias evidenciou e legitimou que a rob?tica educacional tem car?ter interdisciplinar, por isso as atividades devem ser desenvolvidas de maneira contextualizada, possibilitando situa??es de investiga??o, descoberta e aprendizagem de conceitos matem?ticos. A programa??o inseriu-se como uma possibilidade de aprendizagem de conceitos alg?bricos, por meio dos algoritmos e sequ?ncia l?gica. E a terceira categoria Problematiza??o como estrat?gia pedag?gica fomentou a import?ncia da resolu??o de problemas e a necess?ria fun??o mediadora do professor no desenvolvimento das atividades de rob?tica. Conclui-se que ? necess?ria a utiliza??o da contextualiza??o como um princ?pio norteador do planejamento pedag?gico das atividades de rob?tica educacional e que o uso dessa tecnologia possibilita aos estudantes aprenderem conceitos de forma integrada e a problematiza??o configura-se como o eixo estruturador da atividade docente.Submitted by PPG Educa??o em Ci?ncias e Matem?tica (educem-pg@pucrs.br) on 2018-06-20T16:38:13Z No. of bitstreams: 1 Dissertac?a?o_Maffi_FINAL-caroline-maffi homologada 200618.pdf: 1432209 bytes, checksum: c25694edacd79c1f456dca410d1375bc (MD5)Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-06-28T13:43:27Z (GMT) No. of bitstreams: 1 Dissertac?a?o_Maffi_FINAL-caroline-maffi homologada 200618.pdf: 1432209 bytes, checksum: c25694edacd79c1f456dca410d1375bc (MD5)Made available in DSpace on 2018-06-28T14:16:27Z (GMT). No. of bitstreams: 1 Dissertac?a?o_Maffi_FINAL-caroline-maffi homologada 200618.pdf: 1432209 bytes, checksum: c25694edacd79c1f456dca410d1375bc (MD5) Previous issue date: 2018-03-22Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPESapplication/pdfhttp://tede2.pucrs.br:80/tede2/retrieve/172662/Dissertac%cc%a7a%cc%83o_Maffi_FINAL-caroline-maffi%20homologada%20200618.pdf.jpgporPontif?cia Universidade Cat?lica do Rio Grande do SulPrograma de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?ticaPUCRSBrasilEscola de Ci?nciasRob?tica EducacionalMatem?ticaTecnologiasEnsino e AprendizagemProblematiza??oCIENCIAS HUMANAS::EDUCACAOInser??o da rob?tica educacional nas aulas de matem?tica : desafios e possibilidadesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisTrabalho n?o apresenta restri??o para publica??o3565627554998330423500500600-2403458189103523672075167498588264571info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAILDissertac?a?o_Maffi_FINAL-caroline-maffi homologada 200618.pdf.jpgDissertac?a?o_Maffi_FINAL-caroline-maffi homologada 200618.pdf.jpgimage/jpeg6531http://tede2.pucrs.br/tede2/bitstream/tede/8176/4/Dissertac%CC%A7a%CC%83o_Maffi_FINAL-caroline-maffi+homologada+200618.pdf.jpg69f9ad4edb4771af3ff4528f137289caMD54TEXTDissertac?a?o_Maffi_FINAL-caroline-maffi homologada 200618.pdf.txtDissertac?a?o_Maffi_FINAL-caroline-maffi homologada 200618.pdf.txttext/plain252015http://tede2.pucrs.br/tede2/bitstream/tede/8176/3/Dissertac%CC%A7a%CC%83o_Maffi_FINAL-caroline-maffi+homologada+200618.pdf.txt04e4dbff47673abfa66631d20a7a8168MD53ORIGINALDissertac?a?o_Maffi_FINAL-caroline-maffi homologada 200618.pdfDissertac?a?o_Maffi_FINAL-caroline-maffi homologada 200618.pdfapplication/pdf1432209http://tede2.pucrs.br/tede2/bitstream/tede/8176/2/Dissertac%CC%A7a%CC%83o_Maffi_FINAL-caroline-maffi+homologada+200618.pdfc25694edacd79c1f456dca410d1375bcMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8610http://tede2.pucrs.br/tede2/bitstream/tede/8176/1/license.txt5a9d6006225b368ef605ba16b4f6d1beMD51tede/81762018-06-28 12:01:05.578oai:tede2.pucrs.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2018-06-28T15:01:05Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
Inser??o da rob?tica educacional nas aulas de matem?tica : desafios e possibilidades |
title |
Inser??o da rob?tica educacional nas aulas de matem?tica : desafios e possibilidades |
spellingShingle |
Inser??o da rob?tica educacional nas aulas de matem?tica : desafios e possibilidades Maffi, Caroline Rob?tica Educacional Matem?tica Tecnologias Ensino e Aprendizagem Problematiza??o CIENCIAS HUMANAS::EDUCACAO |
title_short |
Inser??o da rob?tica educacional nas aulas de matem?tica : desafios e possibilidades |
title_full |
Inser??o da rob?tica educacional nas aulas de matem?tica : desafios e possibilidades |
title_fullStr |
Inser??o da rob?tica educacional nas aulas de matem?tica : desafios e possibilidades |
title_full_unstemmed |
Inser??o da rob?tica educacional nas aulas de matem?tica : desafios e possibilidades |
title_sort |
Inser??o da rob?tica educacional nas aulas de matem?tica : desafios e possibilidades |
author |
Maffi, Caroline |
author_facet |
Maffi, Caroline |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
M?ller, Thaisa Jacintho |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9841564835844236 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0131627471389756 |
dc.contributor.author.fl_str_mv |
Maffi, Caroline |
contributor_str_mv |
M?ller, Thaisa Jacintho |
dc.subject.por.fl_str_mv |
Rob?tica Educacional Matem?tica Tecnologias Ensino e Aprendizagem Problematiza??o |
topic |
Rob?tica Educacional Matem?tica Tecnologias Ensino e Aprendizagem Problematiza??o CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This investigation aimed at analyzing the repercussions of educational robotics integration to teaching and learning processes of Mathematics. The subjects were eighteen students of the eighth year of Elementary School, their Math teacher and the educational technologies assistant, all from private school located in a city in the countryside of Southern Brazil. Participant observation and group interview were used as instruments of data collection. The statements and descriptions of observations were analyzed qualitatively through the Discursive Textual Analysis method. From the data analysis, three categories and subcategories emerged. In the category Autonomous Learning and protagonism, the participants? perceptions about learning were evaluated and validated, emphasizing the autonomous role of the student and the contributions of group work to personal and professional formation, as well as the understanding that errors are part of the learning process. The category Interdisciplinarity: dialogue between the sciences has evidenced and legitimized that educational robotics has an interdisciplinary character, and that is why activities must be developed in a contextualized manner, enabling investigation, discovery and learning of mathematical concepts situations. Programming was inserted as a possibility of learning of algebraic concepts, through algorithms and logical sequence. And the third category, Problematization as a pedagogical strategy, fostered the importance of problem solving and the necessary mediating function of the teacher in the development of robotic activities. It is, thus, concluded that using contextualization as a guiding principle of pedagogical planning of educational robotics activities is necessary and that the use of this technology enables students to learn concepts in an integrated way and that problematization is configured as the structuring axis of the teaching activity. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-06-28T14:16:27Z |
dc.date.issued.fl_str_mv |
2018-03-22 |
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por |
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Pontif?cia Universidade Cat?lica do Rio Grande do Sul |
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