Processo formativo de professores de Matemática: práticas reflexivas para a utilização da informática
Ano de defesa: | 2014 |
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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 São Carlos
|
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação - PPGEd-So
|
Departamento: |
Não Informado pela instituição
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://repositorio.ufscar.br/handle/ufscar/2806 |
Resumo: | The purpose of this research is to understand the formative process developed in a group of mathematics teachers guided in the use of computers inclusion in their pedagogical practices. The question that guided the development of the research was: What are characteristics emerge from the formative process in a collaborative group of mathematics teachers to use computers in their teaching? This research is qualitative, of type participant observation. The data collection was carried out face of meetings a collaborative group of math study entitled Collaborative Study in Mathematics Education Group (CSMEG). Discussions of audio recorded meetings were used; oral and written narratives on the teaching practice; activity of scripts built out from the work proposal with the use of information technology and e-mails from the group on the profile and individual graduation and the sharing activities. For the analysis, we used the theoretical reference on teacher education, especially on reflective practice, collaborative groups and information technology in mathematics teaching. The reading of the data allowed to establish a guiding axis that highlights aspects of content and reflexive dynamics found both in the preparation of mathematical activities and in developing classroom environments with computer technology. From the discussion of the shaft were constructed three categories of analysis: 1. The computer technology insertion on collaborative group; 2. The computer technology insertion on mathematics education; and 3 Reflective practices on collaborative group. The results indicate that the pedagogical practice needs to be the starting point of reflective learning process, as shown in the proposed content and collective choices of the group during construction activities. The computer technology insertion's potentiality of visualizing and development of activities help on exploiting and relations of mathematical concepts. The elaboration of activities with the use of computer technology directed to individual interests contribute to the redefinition of the mathematical concepts and knowledge of the practice. Moreover, the reflective discussions that permeated the elaborations of the activities with the use of computer helped the teachers analyze and build meaningful activities with a look at content, to the student and to their knowledge. |
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Zeraik, Suelen MassonGama, Renata Prenstteterhttp://lattes.cnpq.br/4153572041829838Marco, Fabiana Fiorezi dehttp://lattes.cnpq.br/3302431723262783Sousa, Maria do Carmo dehttp://lattes.cnpq.br/6637658562543505http://lattes.cnpq.br/85228025983711960e3860d8-0d57-4ceb-bd22-fcec1e37ea882016-06-02T19:42:34Z2015-10-052016-06-02T19:42:34Z2014-12-10ZERAIK, Suelen Masson. Formative process of math teachers: reflexive practices for the use of informatics. 2014. 122 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, Sorocaba, 2014.https://repositorio.ufscar.br/handle/ufscar/2806The purpose of this research is to understand the formative process developed in a group of mathematics teachers guided in the use of computers inclusion in their pedagogical practices. The question that guided the development of the research was: What are characteristics emerge from the formative process in a collaborative group of mathematics teachers to use computers in their teaching? This research is qualitative, of type participant observation. The data collection was carried out face of meetings a collaborative group of math study entitled Collaborative Study in Mathematics Education Group (CSMEG). Discussions of audio recorded meetings were used; oral and written narratives on the teaching practice; activity of scripts built out from the work proposal with the use of information technology and e-mails from the group on the profile and individual graduation and the sharing activities. For the analysis, we used the theoretical reference on teacher education, especially on reflective practice, collaborative groups and information technology in mathematics teaching. The reading of the data allowed to establish a guiding axis that highlights aspects of content and reflexive dynamics found both in the preparation of mathematical activities and in developing classroom environments with computer technology. From the discussion of the shaft were constructed three categories of analysis: 1. The computer technology insertion on collaborative group; 2. The computer technology insertion on mathematics education; and 3 Reflective practices on collaborative group. The results indicate that the pedagogical practice needs to be the starting point of reflective learning process, as shown in the proposed content and collective choices of the group during construction activities. The computer technology insertion's potentiality of visualizing and development of activities help on exploiting and relations of mathematical concepts. The elaboration of activities with the use of computer technology directed to individual interests contribute to the redefinition of the mathematical concepts and knowledge of the practice. Moreover, the reflective discussions that permeated the elaborations of the activities with the use of computer helped the teachers analyze and build meaningful activities with a look at content, to the student and to their knowledge.O objetivo dessa pesquisa é compreender o processo formativo desenvolvido em um grupo de professores de matemática pautados na inserção do uso da informática em suas práticas pedagógicas. A questão que norteou o desenvolvimento da pesquisa foi: Quais as características que emergem do processo formativo em um grupo colaborativo de professores de matemática para utilizarem o computador na sua prática pedagógica? Esta pesquisa é qualitativa, do tipo observação participante. A coleta de dados se deu a partir dos encontros presenciais de um grupo colaborativo de estudo de matemática intitulado Grupo Colaborativo de Estudos em Educação Matemática (GCEEM). Foram utilizadas as discussões audiogravadas dos encontros; narrativas orais e escritas sobre a prática docente; roteiros de atividade construídos a partir da proposta de trabalho com o uso da informática e e-mails do grupo sobre o perfil e formação individual dos participantes e o compartilhamento das atividades. Para a análise foram utilizados o referencial teórico sobre formação de professores, em especial sobre prática reflexiva, grupos colaborativos e a tecnologia da informática no ensino de matemática. A leitura dos dados permitiu estabelecer um eixo norteador que destaca os aspectos de conteúdo e dinâmicas reflexivas encontradas tanto na elaboração das atividades matemáticas quanto no desenvolvimento em ambientes de sala de aula com a tecnologia de informática. A partir da discussão do eixo construímos três categorias de análise: 1. A inserção da informática no grupo colaborativo; 2. A inserção da informática no ensino de matemática e 3. Práticas reflexivas no grupo colaborativo. Os resultados indicam que a prática pedagógica necessita ser o ponto inicial do processo formativo reflexivo, como apresentado nas propostas de conteúdos e opções coletivas do grupo durante a construção das atividades. A potencialidade da inserção da informática para a visualização e desenvolvimento de atividades auxiliam nas explorações e relações dos conceitos matemáticos. A elaboração de atividades com o uso da informática direcionadas aos interesses individuais contribuem para a ressignificação dos conceitos matemáticos e para os conhecimentos da prática. As discussões reflexivas que permearam as elaborações das atividades com o uso da informática contribuíram para que os professores analisassem e construíssem atividades significativas com um olhar para o conteúdo, para o aluno e para seus saberesFinanciadora de Estudos e Projetosapplication/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação - PPGEd-SoUFSCarBRformação continuadapráticas reflexivasgrupo colaborativoinformática e educação Matemática.continuing educationreflexive practicescollaborative groupcomputer technology and mathematics educationCIENCIAS HUMANAS::EDUCACAOProcesso formativo de professores de Matemática: práticas reflexivas para a utilização da informáticaFormative process of math teachers: reflexive practices for the use of informaticsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-1-1c5e43d3b-5b5b-4cfe-9c46-0d138bc2fd7cinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALZERAIK_Suelen_2014.pdfapplication/pdf1988734https://repositorio.ufscar.br/bitstream/ufscar/2806/1/ZERAIK_Suelen_2014.pdfa26ac8aa825beb1bdee46245fbf17a64MD51THUMBNAILZERAIK_Suelen_2014.pdf.jpgZERAIK_Suelen_2014.pdf.jpgIM Thumbnailimage/jpeg6060https://repositorio.ufscar.br/bitstream/ufscar/2806/2/ZERAIK_Suelen_2014.pdf.jpg46dea04bf488379a2cda798231a90b0cMD52ufscar/28062023-09-18 18:30:51.917oai:repositorio.ufscar.br:ufscar/2806Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:30:51Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Processo formativo de professores de Matemática: práticas reflexivas para a utilização da informática |
dc.title.alternative.eng.fl_str_mv |
Formative process of math teachers: reflexive practices for the use of informatics |
title |
Processo formativo de professores de Matemática: práticas reflexivas para a utilização da informática |
spellingShingle |
Processo formativo de professores de Matemática: práticas reflexivas para a utilização da informática Zeraik, Suelen Masson formação continuada práticas reflexivas grupo colaborativo informática e educação Matemática. continuing education reflexive practices collaborative group computer technology and mathematics education CIENCIAS HUMANAS::EDUCACAO |
title_short |
Processo formativo de professores de Matemática: práticas reflexivas para a utilização da informática |
title_full |
Processo formativo de professores de Matemática: práticas reflexivas para a utilização da informática |
title_fullStr |
Processo formativo de professores de Matemática: práticas reflexivas para a utilização da informática |
title_full_unstemmed |
Processo formativo de professores de Matemática: práticas reflexivas para a utilização da informática |
title_sort |
Processo formativo de professores de Matemática: práticas reflexivas para a utilização da informática |
author |
Zeraik, Suelen Masson |
author_facet |
Zeraik, Suelen Masson |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/8522802598371196 |
dc.contributor.author.fl_str_mv |
Zeraik, Suelen Masson |
dc.contributor.advisor1.fl_str_mv |
Gama, Renata Prenstteter |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4153572041829838 |
dc.contributor.referee1.fl_str_mv |
Marco, Fabiana Fiorezi de |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/3302431723262783 |
dc.contributor.referee2.fl_str_mv |
Sousa, Maria do Carmo de |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/6637658562543505 |
dc.contributor.authorID.fl_str_mv |
0e3860d8-0d57-4ceb-bd22-fcec1e37ea88 |
contributor_str_mv |
Gama, Renata Prenstteter Marco, Fabiana Fiorezi de Sousa, Maria do Carmo de |
dc.subject.por.fl_str_mv |
formação continuada práticas reflexivas grupo colaborativo informática e educação Matemática. |
topic |
formação continuada práticas reflexivas grupo colaborativo informática e educação Matemática. continuing education reflexive practices collaborative group computer technology and mathematics education CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
continuing education reflexive practices collaborative group computer technology and mathematics education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The purpose of this research is to understand the formative process developed in a group of mathematics teachers guided in the use of computers inclusion in their pedagogical practices. The question that guided the development of the research was: What are characteristics emerge from the formative process in a collaborative group of mathematics teachers to use computers in their teaching? This research is qualitative, of type participant observation. The data collection was carried out face of meetings a collaborative group of math study entitled Collaborative Study in Mathematics Education Group (CSMEG). Discussions of audio recorded meetings were used; oral and written narratives on the teaching practice; activity of scripts built out from the work proposal with the use of information technology and e-mails from the group on the profile and individual graduation and the sharing activities. For the analysis, we used the theoretical reference on teacher education, especially on reflective practice, collaborative groups and information technology in mathematics teaching. The reading of the data allowed to establish a guiding axis that highlights aspects of content and reflexive dynamics found both in the preparation of mathematical activities and in developing classroom environments with computer technology. From the discussion of the shaft were constructed three categories of analysis: 1. The computer technology insertion on collaborative group; 2. The computer technology insertion on mathematics education; and 3 Reflective practices on collaborative group. The results indicate that the pedagogical practice needs to be the starting point of reflective learning process, as shown in the proposed content and collective choices of the group during construction activities. The computer technology insertion's potentiality of visualizing and development of activities help on exploiting and relations of mathematical concepts. The elaboration of activities with the use of computer technology directed to individual interests contribute to the redefinition of the mathematical concepts and knowledge of the practice. Moreover, the reflective discussions that permeated the elaborations of the activities with the use of computer helped the teachers analyze and build meaningful activities with a look at content, to the student and to their knowledge. |
publishDate |
2014 |
dc.date.issued.fl_str_mv |
2014-12-10 |
dc.date.available.fl_str_mv |
2015-10-05 2016-06-02T19:42:34Z |
dc.date.accessioned.fl_str_mv |
2016-06-02T19:42:34Z |
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 |
ZERAIK, Suelen Masson. Formative process of math teachers: reflexive practices for the use of informatics. 2014. 122 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, Sorocaba, 2014. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/2806 |
identifier_str_mv |
ZERAIK, Suelen Masson. Formative process of math teachers: reflexive practices for the use of informatics. 2014. 122 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, Sorocaba, 2014. |
url |
https://repositorio.ufscar.br/handle/ufscar/2806 |
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Universidade Federal de São Carlos |
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