Didática ativa e as sequências didáticas em dissertações de um programa de mestrado profissional em ensino de matemática

• Ano de defesa: 2019
• Autor(a) principal: Anjos, Cristine Moraes dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Didática ativa; Tendências pedagógicas; Prática pedagógica; Mestrado profissionalizante; Sequências didáticas; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Active didactics; Pedagogical trends; Pedagogical practice; Professional masters; Didactic sequences
• Link de acesso: http://ri.ufmt.br/handle/1/3876

This research work, entitled Active Didactics and the Didactic Sequences of a Professional Master's Program in Mathematics Teaching, belongs to the GRUEPEM Mathematics Education Studies and Research Group, from the Research Line of Education in Science and Mathematics Education, guided by Professor Dra. Gladys Denise Wielewski, Graduate Program in Education, Master in Education, Federal University of Mato Grosso, Cuiabá campus. In this research we seek to understand the principles of active teaching present in the conceptions of teachers who teach mathematics, so our research object is the active teaching methods present in the didactic sequences applied in the professional master's programs and to find such an object we try to answer the problem of research: What concepts of active didactics are presented in the didactic sequences developed in the dissertations of the professional master's programs in mathematics teaching in Brazil in the period from 2012 to 2017, to find the answer to this research problem we draw the objective of understanding which conceptions of Active teaching has today been expressed in the research carried out within the framework of professional master's programs on the teaching of mathematics, thus the didactic products and dissertations that are the elements of analysis of the research were raised, from then on to identify the methods, techniques, methodologies and methodological tendencies of mathematics education employed in the didactic sequences researched, we also sought to analyze the contributions and challenges presented by these sequences and to visualize a a panorama of the strategies used by these teachers to teach mathematics and to identify Tendencies . As a theoretical contribution to support us in the structuring and delineation of this research, we appropriate authors with Gadotti (1999), Libâneo (1992) and Fiorentinni (1995) among others to discuss pedagogical tendencies of teaching and Zabala (1998) and Nérici (1992) and others to discuss didactics and teaching practice in addition to authors with Polya (1995) D'Ambrosio (2001) who address methodological trends in mathematics teaching. For this, we carried out a bibliographic research, exploratory of the qualitative and interpretative type, which at first appropriated the state of knowledge methodology to identify the didactic products that meet the delimitation posta and later to be analyzed qualitatively according to the defined categories. The results showed us that the didactic sequences contemplate Active Didactics but they only have notions of active methods in all of them and there are no well defined and consolidated characteristics regarding the conceptions assumed, the planning adopted regarding the methodological tendencies used and the didactic resources. As for the panorama of these methodological tendencies we see few variations, the group has been distributed in a few modalities already discussed in mathematics teaching and the innovative profile almost did not present and despite these gaps the results brought in didactic products as originating in the development of the didactic sequence developed are very positive and agree with the propositions of the theorists who discuss the teaching of mathematics.