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Applets como artefactos de mediação semiótica na formação inicial de professores na Licenciatura em Educação Básica
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Abstract(s)
Assumindo que o reconhecimento do potencial de um determinado artefacto desempenha um papel fundamental na planificação de atividades que contemplem o seu uso,este artigo tem como objetivo caracterizar a prática da utilização de appletsnuma unidade curricular da formação inicial de professores do 1.º ciclo. O principal intuito pautou-se porse compreender em que medida a identificação por parte dos estudantes do potencial semiótico dos appletsusados pode propiciar o uso eficiente destes recursos na planificação de abordagens didáticas, visando a aprendizagem matemática. A metodologia adotada é qualitativa, assente num paradigma metodológico de designresearch, com a participação de 20 estudantes da licenciatura em educação básica e uma investigadora. Os dados foram recolhidos tendo por base as notas de campo produzidas pela investigadora e os relatórios desenvolvidos pelos estudantes, em grupo ou individualmente. Os dados evidenciam que as atividades desenvolvidas permitiram aos futuros professores analisar o potencial semiótico de diferentesapplets, identificando o conhecimento e procedimentos matemáticos produzidos com o seu uso e a influência que a abordagem metodológica e o posicionamento do professor assumem na construção desse conhecimento. Essa análise contribuiu para que os futuros professores perspetivassem as suas próprias abordagens ao uso de applets, equacionando essas duas dimensões: o potencial trazido pelo appletpara a evocação do conhecimento matemático e a relevância da abordagem didática orquestrada para o seu uso.
Assuming that the recognition of the potential of a given artefact plays a crucial role in the planning of activities that contemplates its use, this paper aims to characterize the practice of using applets in a curricular unit of elementary teachers’ course. The main purpose isto understand to what extent students’ identification of the semiotic potential of the applets used can facilitate the efficient use of these resources in the planning of didactic approaches, aiming mathematics’ learning. The research methods are qualitative, based on a design research paradigm, with the participation of 20 students in basic education course and one researcher. Data were collected based on the field notes produced by the researcher and onthestudents' works, developed in groups or individually. Data show that the activities developed allowed future teachers to analyzesemiotic potential of severalapplets, identifying the knowledge and the mathematical procedures produced with its use and the influence that the methodological approach and that teachers’ orchestration assume in the construction of that knowledge. That analysis was important for students to create their own approaches to applets’ use, by assuming those two dimensions: the potential brought by the applet to evoke mathematical knowledge and the relevance of the didacticalapproach orchestrated for its use.
Assuming that the recognition of the potential of a given artefact plays a crucial role in the planning of activities that contemplates its use, this paper aims to characterize the practice of using applets in a curricular unit of elementary teachers’ course. The main purpose isto understand to what extent students’ identification of the semiotic potential of the applets used can facilitate the efficient use of these resources in the planning of didactic approaches, aiming mathematics’ learning. The research methods are qualitative, based on a design research paradigm, with the participation of 20 students in basic education course and one researcher. Data were collected based on the field notes produced by the researcher and onthestudents' works, developed in groups or individually. Data show that the activities developed allowed future teachers to analyzesemiotic potential of severalapplets, identifying the knowledge and the mathematical procedures produced with its use and the influence that the methodological approach and that teachers’ orchestration assume in the construction of that knowledge. That analysis was important for students to create their own approaches to applets’ use, by assuming those two dimensions: the potential brought by the applet to evoke mathematical knowledge and the relevance of the didacticalapproach orchestrated for its use.
Description
Keywords
Mediação semiótica Applets Aprendizagem matemática Formação inicial de professores Semiotic mediation Mathematics’ learning Initialteacher education . Faculdade de Ciências Exatas e da Engenharia
Citation
Martins, S. (2020). Applets como artefactos de mediação semiótica na formação inicial de professores na Licenciatura em Educação Básica. Quadrante, 29(1), 74-96. https://doi.org/10.48489/quadrante.23014
Publisher
Associação de Professores de Matemática