Construção de histórias em quadrinhos: Possibilidades para professores de Matemática em formação

• Ano de defesa: 2015
• Autor(a) principal: Souza, Eudes Henrique de
• Orientador(a): Lins, Abigail Fregni
• Banca de defesa: Freire, Morgana Ligia de Farias , Costa, Nielce Meneguelo Lobo da
• 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: BR
• Palavras-chave em Português: Educação matemática; Formação inicial de professores; Histórias em quadrinhos; Aprendizagem multimídia; Prodocência/CAPES/EUPB
• Palavras-chave em Inglês: Multimedia Learning; Comics; Mathematics teachers education; Mathematics education
• Área do conhecimento CNPq: EDUCACAO
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/73789

Our research work aimed to investigate the possibilities of working with Comic Stories in the classroom, as presenting the production process of Comic Stories for pre-service Mathematics teachers, in analogical and digital forms. Our research work is linked to the Consolidation of Teacher Education Program PRODOCÊNCIA/CAPES/UEPB. The participant subjects of our research work were ten pre-service Mathematics teachers, students of the Mathematics Education Course at the State University of Paraíba UEPB, attending the curricular component Applied Computing to Education II. The pre-service teachers were organized in couples and received all information on the production of Comic Stories. For this, we used Eisner, one of the responsible authors for the creation and production of Comics. For the discussion on teaching and learning through digital technologies, we worked the twelve guiding principles of the Mayer Cognitive Theory of Multimedia Learning (2001). In our qualitative approached research work, presented as case study, we used as instruments participant observation, questionnaires and field notes. The data triangulation method, proposed by Yin (2001), generated our case study. The first phase of our research work was to trace the pre-service Mathematics teachers initial profile related to the use of Comics in the classroom. Then, we presented to them the use of applications in the construction process of Comics. After the process of creation and production of Comics made by them, we discussed the pre-service Mathematics teachers final profile. From the data analysis, we concluded that it is possible to work with Comics in the classroom, in a way that teaching and learning mathematical concepts can become more easily understood by the students. We noted, along the research work, contributions in the education process of each one of the participant subject involved, that is, future Mathematics teachers.