Navegando por Autor "BARREIRA, Jonas Souza"

Agora exibindo 1 - 3 de 3

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Expedição pedagógica: sentidos construídos na formação contínua de professores de Matemática do Campo.
(Universidade Federal do Pará, 2024-01-21) BARREIRA, Jonas Souza; MOURA-SILVA, Marcos Guilherme; GONÇALVES, Tadeu Oliver
Acesso aberto (Open Access)
Mediação docente na elaboração de estratégias de resolução de problemas matemáticos de estudantes do 5º ano de uma escola do campo
(Universidade Federal de Mato Grosso, 2020-08) BARREIRA, Jonas Souza; MANFREDO, Elizabeth Cardoso Gerhardt; OLIVEIRA, José Sávio Bicho de
This study aimed to investigate how teacher practice can contribute to 5th grade students in a rural school building strategies to solve additive problems. It is a research of own practice as methodology of qualitative research in Mathematical Education. The research took place from April to June of 2019, in a rural school located in a rural community in the city of Marabá -Pará. The instruments used in the production of the data were: the researcher's field diary, the students' documents and notebooks. the transcripts of the recorded audio of the lessons The results show that the dialogue between the teacher and the students, as well as the questions the teacher asks, provoking the students to think about what they are producing is a way for the teacher's practice to contribute to the 5th grade students of a school. build strategies to solve additive problems.
Acesso aberto (Open Access)
Pesquisa da própria prática ao ensinar matemática: uma análise de estratégias de resolução de problemas com estudantes do 5º ano de uma escola do campo
(Universidade Federal do Pará, 2020-02-28) BARREIRA, Jonas Souza; OLIVEIRA, José Sávio Bicho de; http://lattes.cnpq.br/9368147336655765; https://orcid.org/0000-0001-7616-6961; MANFREDO, Elizabeth Cardoso Gerhardt; http://lattes.cnpq.br/5159121717599196; https://orcid.org/0000-0002-5391-0097
This study aims to investigate the way in which the teacher practices contributes to the 5th year students of a field school, which are strategies to solve addictive problems. It is a research of the practice itself, as a research methodology, which includes the perspective of Qualitative Research in Mathematical Education, for which the researcher teacher assumes a double role: the teacher who teaches mathematics to students in the field and the researcher of his own practice. It had as a theoretical reference the theory of the reflective teacher combined with problem solving, such as the possibilities of improving the teaching of mathematics and a reflective practice of the teacher who teaches mathematics. A research took place in the first semester of 2019, in a class from the 5th year of elementary school in a field school, located in a campaign community in the region of Marabá, southeastern Pará. The instruments used were the field diary of the researcher teacher, the student notebooks and the transcripts of the audios of the lessons recorded during an observation. The results show that students also learn built for school to learn mathematicians, thereby building new strategies for solving mathematical problems. Still, that a mediation teacher through dialogues with students allows for more interactive and interactive classes, as it allows students to expose their thoughts and share their problem solving strategies. It is understood with this that the teacher needs to cancel a teaching practice based only on the use of instructional rules and methods, it is necessary to diversify or teach how to give a voice to the student, with no sense of not listening for himself, for his colleagues and for the teacher , realizing knowledge that the student carries as an important epistemological baggage for the teaching of mathematics and what are the valuable knowledge as essential for the process of teaching and learning mathematical content.