Programa de Pós-Graduação em Educação em Ciências e Matemáticas - PPGECM/IEMCI

URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2290

O Programa de Pós-Graduação em Educação em Ciências e Matemáticas (PPGECM) faz parte das atividades do Instituto de Educação Matemática e Científica (IEMCI), antigo Núcleo de Pesquisa e Desenvolvimento da Educação Matemática e Científica (NPADC) da Universidade Federal do Pará (UFPA). O PPGECM visa oferecer aos graduados e formadores de professores das áreas de Ciências (Física, Química e Biologia), Matemática, Educação Ambiental e áreas afins, oportunidade de estudos e pesquisas sobre os fundamentos atuais do ensino e pesquisa na área de Ensino de Ciências e Matemáticas (Área 46 da CAPES).

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Agora exibindo 1 - 5 de 5

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Avaliação das aprendizagens: uma possível articulação entre avaliação somativa e formativa em matemática
(Universidade Federal do Pará, 2022-11-16) BRAYNER, Conceição de Nazaré de Morais; BORRALHO, António Manuel Águas; http://lattes.cnpq.br/3404547486428285; https://orcid.org/0000-0001-6278-2958
This research emerged from the need to study pedagogical evaluation and also on how teachers use external evaluation to improve mathematics teaching in the early years. The investigation was developed with a qualitative approach of an interpretative nature, in the form of a collective instrumental case study. The general objective of the research is to analyze how teachers use external evaluation to improve their teaching practices in mathematics in the early years and the thesis presented is that the practice of evaluation in an articulated perspective can consolidate the relevance of pedagogical evaluation for the improvement of student learning and education management. Dimensions such as summative assessment, formative assessment, mathematics teaching and external assessment are analyzed, as well as an articulated perspective of assessment in the classroom. The empirical data were the object of a content analysis guided by a reference matrix, elaborated with the theme of evaluation, present in the dialogues with the researched teachers and in the theoretical framework adopted on internal and external evaluation. We considered in the research that external evaluation has subsidies that can be considered in the pedagogical evaluation process and that it should be at the service of improving students' learning. The data showed that teachers seek to know the results of external evaluation and are concerned with students' performance in mathematics and also, in a non-formal way, pedagogically analyze external data and make connections with the organization of teaching, learning and internal evaluation of the school. They commonly understand evaluation as a diagnostic function and recognize the need for theoretical deepening in Mathematics. They share with the school team the planning of teaching and assessment practices to improve student performance in external exams and point to the perspective of developing assessment practices that are at the service of improving student learnin.
Acesso aberto (Open Access)
Comunicação matemática: concepções e práticas letivas de futuras professoras dos anos iniciais
(Universidade Federal do Pará, 2019-02-28) ARAÚJO, Angélica Francisca de; BORRALHO, António Manuel Águas; http://lattes.cnpq.br/3404547486428285; https://orcid.org/ 0000-0001-6278-2958
This is the report of a research with a qualitative approach of interpretative character, developed through a design of collective instrumental case study, with the collaboration of a group of Integrated Degree in Education in Mathematical Sciences and Languages of the Institute of Mathematical Education and The study, a formative experience on the theme "mathematical communication" that developed through the thematic axis "language and knowledge" (compulsory curricular component), started from the assumption that the conceptions about mathematical communication of future teachers of the initial years are formed during all their school experience (elementary, middle and undergraduate) and manifest themselves in their classroom practices during the initial training, while in internship activities. The research took place in two interconnected moments: the first one in the university classroom, in which the researcher also assumed the role of teacher of the class, and the second through the observation, by the researcher, of the teaching practices of three participants, during the classes that they taught in the compulsory internship. The objectives of the research are described as follows:a) general objective: understand the concepts and practices of mathematical communication of future teachers in the early years and their relationse b) specific objectives: (i) to identify and understand the conceptions about mathematical communication of future teachers in the initial years; (ii) analyze and discuss how the conceptions about mathematical communication of future teachers of the early years are manifested in the learner practices during the initial formation; and (iii) relate learner conceptions and practices about mathematical communication during initial training and internship activities. Mathematical communication was treated as an aspect of the teaching practices of future teachers, trying to analyze if their conceptions are related to their classroom practices. Data emerged from reflective journals, questionnaires, interviews and observations, instruments used to collect data in the two moments in which the research developed. The analysis of the data was done through a triangulation based on a table organized in objects of analysis and instruments of data collection. The study evidenced that the conceptions about mathematical communication identified refer to effective and favorable communication to social interactions in mathematics classes, but the relation between these conceptions and learner practices during initial formation and in stage activities is not linear, in communication practices, from the point of view of the interactions and the arguments of their students, the communication is less effective than the one expressed in their conceptions.
Acesso aberto (Open Access)
Potencialidades da tecnologia para avaliação em matemática
(Universidade Federal do Pará, 2021-06-30) SILVA, Bárbara Chagas da; BORRALHO, António Manuel Águas; http://lattes.cnpq.br/3404547486428285; https://orcid.org/ 0000-0001-6278-2958
This investigation aims to identify the possibilities of using technology to assess learning in mathematics in order to contribute to studies on the subject considering the role of the educator in the teaching, assessment and learning process. In addition, it was intended to specify which technological tools can be used to assess mathematics and describe the benefits and risks of such tools. The investigation was carried out through an intrinsic case study with a qualitative approach of an interpretative character, taking the classroom as a unit of analysis. The case investigated is centered on the evaluative practice of a mathematics teacher who teaches at a state public school in the city of Belém / PA, carrying out evaluations with formative characteristics and with the aid of technological resources. As a result, it was observed that the technologies contribute to formative assessment practices and assist the teacher in delivering personalized feedbacks, as well as optimizing the task correction process and identifying the students' pedagogical needs, providing more time for dedication in the development of strategies education.
Acesso aberto (Open Access)
Práticas avaliativas de professores que ensinam matemática para alunos surdos nos anos iniciais do ensino fundamental
(Universidade Federal do Pará, 2023-02-23) QUEIROZ, Márcia Aparecida Lopes de; MATOS, Mônica Gonçalves de; http://lattes.cnpq.br/6451051887674893; https://orcid.org/0000-0002-1388-0575; BORRALHO, António Manuel Águas; http://lattes.cnpq.br/3404547486428285; https://orcid.org/0000-0001-6278-2958
In this research, we aimed to analyze the evaluation practices developed by teachers who teach mathematics. This goal was guided by the following question: in what terms do teachers who teach mathematics to deaf students, in the early years of elementary education, in a specialized school, develop assessment practices? Aligned to this research question, we built two guiding sub-questions, namely: 1) how the evaluative practices organized by these teachers were developed and adapted to the emergent remote teaching? 2) in what way the studies, in the continuing education, were stimulated, in the sense of reflecting certain theoretical contributions, in the evaluative practices of these teachers? The structuring concepts that subsidize this work are: pedagogical evaluation for learning; evaluative practices of teachers who teach mathematics; special education in the inclusive education perspective, teacher training, and emergency remote teaching. The analytical understanding emerged from the ideas of authors such as Black and Wiliam, Fernandes, Tardif, Imbernón, Gonçalves, Borralho, Botelho and Wenger. The methodology, attending to the objective, was based on the interpretative paradigm by means of a qualitative approach and with recourse to an analytical and instrumental collective case study design. As data collection instruments, we opted for the semi-structured directed interview (via Google Meet), direct observation of the classes in the classroom (online), and in-service continuing education meetings of the teachers. The research participants were 4 (four) female mathematics teachers. The result of the research allowed us to deepen the study in the area of evaluation, understood as a complex social process, integrated to the teaching and learning processes in the classroom triad. Formative assessment proved to be an interaction between these three distinct processes that allows to interpret, regulate and guide teaching and learning, confirming the need for change in the practices of teacher educators in order to include this theme as a complex object of the curriculum to be understood
Acesso aberto (Open Access)
Práticas pedagógicas no ensino superior: um estudo sobre a docência em cálculo I no contexto da formação de professores de matemática.
(Universidade Federal do Pará, 2025-02-17) CORDEIRO, Ananda Ferreira; BORRALHO, António Manuel Águas; http://lattes.cnpq.br/3404547486428285

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