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Publication
A formação de professores de matemática na resolução de problemas
| Name: | Description: | Size: | Format: | |
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| 69.06 MB | Adobe PDF |
Abstract(s)
O presente estudo é resultado da investigação realizada a partir das atividades desenvolvidas por um grupo de três professores da Educação Básica de Chã de Alegria- PE que participaram de uma formação continuada realizada na GRE Mata centro em Vitória de Santo Antão. Tem como problema central analisar em que aspecto as atividades desenvolvidas nessas formações, com foco em resoluções de problemas podem impactar no fazer pedagógico. Com base nos respaldo e dos relatos dos professores, nas transcrições de filmagens e nas observações, foi possível investigar como a formação continuada de professores pode auxiliar os docentes na abordagem de resoluções de problemas matemáticos visando à melhoria das práticas pedagógicas. O referencial teórico segue pressuposto que abordam a formação continuada de professores de matemática, a resoluções de problemas matemáticos e a supervisão pedagógica. A metodologia utilizada para realizar o estudo foi de cunho qualitativo com foco etnográfico. A coleta de dados foi realizada através das observações, recolhas de fotografias, filmagens, relatos dos professores e diário de campo. Os resultados que sugiram através da pesquisa realizada foram obtidos a partir da metodologia de análise de conteúdo, ressaltada por Macedo que foram instituídas em cinco categorias: Análise dos conhecimentos teóricos e práticos articulados aos saberes docentes; A relevância da formação continuada na prática letiva dos professores; Principais dificuldades demonstradas pelos docentes ao ensinarem problemas matemáticos. A importância de se ensinar matemática por meios de resolução de problemas. As descrições das categorias foram realizadas de acordo com as concepções de autores como Lima, Pimenta, Nóvoa, Dante e outros. O supervisor pedagógico auxilia os docentes no desenvolvimento dessas atividades, deixando-a mais próximas da realidade e proporcionando momentos de contentamento, sintonia e reflexão. Finalmente foi possível averiguar que os estudos teóricos e os problemas propostos na formação continuada contemplaram as expectativas iniciais dos docentes, contribuído para a produção de novos conhecimentos sobre resoluções de problemas matemáticos auxiliando os mesmos na melhoria de suas práticas pedagógicas.
The present study is the result of a research accomplished starting from the activities developed by a group of three teachers of the Educação Básica de Chã de Alegria – PE that participated in a continuous formation accomplished in the GRE Mata Centro in Vitória de Santo Antão. It has as central problem to analyze in that aspect the activities developed can affect in pedagogicaldoing. With base in the backrest and of the teachers’ reports, in the transcriptions of filming and in the observations, it was possible to investigate as the teachers’ continuous formations can aid the teachers in the approach of resolutions of mathematical problems seeking to the improvement of the pedagogic practices. The theoretical reference follows presupposition that it approaches the mathematics teachers’ continuous education, to resolutions of mathematical problems and the pedagogic supervision. The methodology used to accomplish the study was of qualitative nature with ethnographicfocus. The collection of data accomplished through the observations, collect of photographic, filiming, the teachers’ reports and field diary. The results that appeared through the accomplished research were accomplished starting from the methodology of content analysis, stood out by Macedo that were instituted in five categories: Analysis of the theoretical and practical knowledge articulated to the teaching knowledge; the relevance of the continuous formation in teaching practice; Main difficulties demonstrated by the teachers to teach mathematical problems; The importance of teaching mathematics for means of resolution of problems. The descriptions of the categories were accomplished in agreement with the authors’ conceptions as Lima, Pimenta, Nóvoa, Dante and others. The pedagogic supervisor aids he teachers in the development of those activities, leaving it closer of the reality and providing moments of joy, tuning and reflection. Finally, it was possible to discover that the continuous formation contemplated the expectations begin of the teachers, contributed to the production of new knowledge about resolutions of mathematical problem aiding the same n the improvement of their pedagogic practices.
The present study is the result of a research accomplished starting from the activities developed by a group of three teachers of the Educação Básica de Chã de Alegria – PE that participated in a continuous formation accomplished in the GRE Mata Centro in Vitória de Santo Antão. It has as central problem to analyze in that aspect the activities developed can affect in pedagogicaldoing. With base in the backrest and of the teachers’ reports, in the transcriptions of filming and in the observations, it was possible to investigate as the teachers’ continuous formations can aid the teachers in the approach of resolutions of mathematical problems seeking to the improvement of the pedagogic practices. The theoretical reference follows presupposition that it approaches the mathematics teachers’ continuous education, to resolutions of mathematical problems and the pedagogic supervision. The methodology used to accomplish the study was of qualitative nature with ethnographicfocus. The collection of data accomplished through the observations, collect of photographic, filiming, the teachers’ reports and field diary. The results that appeared through the accomplished research were accomplished starting from the methodology of content analysis, stood out by Macedo that were instituted in five categories: Analysis of the theoretical and practical knowledge articulated to the teaching knowledge; the relevance of the continuous formation in teaching practice; Main difficulties demonstrated by the teachers to teach mathematical problems; The importance of teaching mathematics for means of resolution of problems. The descriptions of the categories were accomplished in agreement with the authors’ conceptions as Lima, Pimenta, Nóvoa, Dante and others. The pedagogic supervisor aids he teachers in the development of those activities, leaving it closer of the reality and providing moments of joy, tuning and reflection. Finally, it was possible to discover that the continuous formation contemplated the expectations begin of the teachers, contributed to the production of new knowledge about resolutions of mathematical problem aiding the same n the improvement of their pedagogic practices.
Description
Keywords
Formação continuada de professores Resolução de problemas matemáticos Supervisor pedagógico Práticas letivas Matemática Teachers continuous formation Resolution of mathematical problems Pedagogic supervisor Mathematics Ciências da Educação – Supervisão Pedagógica . Faculdade de Ciências Sociais