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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1955: o saber matemático escolar na subjetivação de trabalhadores
(Universidade Federal do Pará, 2014-09-11) SGROTT-RODRIGUES, Ana Maria; MANCINO, Emanuela; https://orcid.org/ 0000-0002-6736-5931; CHAVES, Sílvia Nogueira; http://lattes.cnpq.br/9353964127402937; https://orcid.org/ 0000-0002-9771-4610
In this research context we conduct ourselves building a "history of today", about ways of subjectivity of workers from different labor areas, in the relationships they establish with the knowledge-power practices and with the truth games in the field of School Mathematics Education, space in which occupies a place of relevance in the socioeducational context, due to the dissemination and value assigned to it. We take on the challenge of talking about the variation of the subjectivity ways produced by statements and enunciations of the mathematical discourse, exploring the sayings of workers that enable to see: Which subjectivities are produced in the relations established by the individuals with school mathematics? How is the production of subjectivities from these relationships? We start from the narratives of workers to broader cultural narratives, searching the threads that weave and sustain the discursive network that enables to say and see the mathematical knowledge in the constitution of the subject. To analyze how the discourses reverberate in the ways of being, seeing and telling in relation to school mathematical knowledge, we will use the theoretical tools designed by Michel Foucault, considering from his teachings that workers are historical subjects, forged in history, as well as in the cultural context that runs through them, once subjectivity is not innate, but fabricated and imposed by the discourses that produce us historical and culturally. With this understanding and the intricacies of the provocation arising from Foucault, we brought to our thinking in relation to how the workers place themselves in the struggle between their labor mathematical knowledge and erudite knowledge of mathematical science, the mechanisms they use and the effects of this fight, or the acceptance of the erudite in what they do. We emphasize that the mesh of discursive and non-discursive practices produces mathematics as knowledge that qualifies a person, a people, a nation, producing at the same time the "good"student, the successful worker, and also the disabled, the unsuccessful worker. However, if there are subjections, there is also resistance, refusal, insurrections. From them are born other ways of being, other knowledges, other mathematics that make new truths appear, new skills that dispute and pluralize spaces of power in the broad discursive symphony. This encourages us to say that if life is a friend of art, it is possible with art to invent, incessantly, mathematical knowledge which mean the opening of this big prison closures that are the boundaries.
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1978: Licenciatura intercultural indígena da UEPA: saberes matemáticos e prática pedagógica
(Universidade Federal do Pará, 2017-05-02) LIMA, Aline da Silva; SOUZA FILHO, Erasmo Borges de; http://lattes.cnpq.br/5387951750537371; https://orcid.org/ 0000-0002-4092-7973
This work brings the study and analysis between the training of indigenous teachers and educational practice effective of these teachers in indigenous schools, considering the intersection of knowledge about traditional indigenous knowledge and emphasizes the need for dialogue between their traditional knowledge in math education practices, contributing to the improvement of indigenous teachers in the process of academic training. Being the research of qualitative nature approved in the case study, having as a starting point the following question: how was accomplished the pedagogical practice of indigenous teachers in training in Intercultural Indigenous Degree UEPA, considering the intersection of school knowledge and indigenous knowledge? In order to make a comparative study between the formation of indigenous teachers and their pedagogical practices in mathematics, considering the intersection of school and indigenous knowledge in school Parkatêjê and Kýikatêjê, of the indigenous land Mother Mary. For research were considered the views of the students and teachers/trainers of the intercultural indigenous university degree course. The interview was the basic procedure of research, whose analysis procedure sought to highlight paths to achieving more productive education to develop their scientific knowledge learned in the academic, confirming the idea that there is only one way to systematize the teaching, but relate to traditional indigenous wisdom with scientific wisdom. With reference to surveys, discussions and the monitoring of indigenous scholars in their trajectories in the institution of higher education, through the Intercultural Indigenous University degree course at Universidade do Estado do Pará-UEPA and supported by such authors as Candau (2006) defends the position that the differences are intrinsic, constitutive to educational practices, Knijinik (2012) addressing the thought etnomatemático interested in examining the practices outside school , Ferreira (2001) where the recent sociocultural determinations indicate a ressignification of education, Luciano (2006) discusses the indigenous question for various aspects of your social organization, D'ambrosio (2011) pedagogical practices related to Ethnomathematics enable to overcome the walls of the classroom and RCNEI/National Curricular Reference for Indigenous School (1998), which discusses the development of a proposal for intercultural education giving a new meaning to curricular content.
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1984: Organizações didáticas nos livros didáticos nos anos iniciais do ensino fundamental: o caso da noção de raciocínio combinatório
(Universidade Federal do Pará, 2016-12-20) MORAES, Guilherme Motta; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
The aim of the research was to analyze praxeological (PO) organizations around the mathematical object Notion of Combinatory Reasoning in two collections of textbooks from 1st to 5th year of EF, used in schools in the city of Belém / PA. This made it possible to highlight and characterize the didactic organization of mathematical knowledge, based on the didactic books approved by the National Textbook Plan, 2013 and 2016, as well as the National Curriculum Parameters, the Book Review Guidebook National Curriculum Reference Matrix for this year of schooling (1st to 5th year of EF). In this sense, to study this object, the Anthropological Theory of Didactics, proposed by Yves Chevallard is adopted as theoretical reference, and a methodological approach is made based on qualitative research, carried out through the bibliographic study. The results of this research highlight some important issues, such as: the focus of the two collections of textbooks based on the resolution of activities, in a purely classical approach. We observe a change in the technique to calculate the proposed activities, from a point organization to a local organization, and also that the tasks and techniques related to the calculations of possibilities and numbers of combinations have not changed. Over the years in both collections of textbooks. Thus, the praxeological organization around these two collections of didactic books analyzed according to Gascon are classic.
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Alterações e recombinações praxeológicas reveladas por professores de matemática do ensino básico em formação continuada: a partir de um modelo epistemológico alternativo para o ensino da álgebra escolar
(Universidade Federal do Pará, 2017-04-05) PEREIRA, José Carlos de Souza; Nunes, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
This research aims to develop a course of study and research with teachers of basic mathematics, aiming to promote possible changes and praxeological recombinations in the praxeological equipment objectified of these teachers submitted to the study of an alternative epistemological model for school algebra. The Anthropological Theory of Didactics (ATD) is the main theoretical model that bases the structural basis of the research. The theoretical elements of the ATD guarantee a consistent methodological path and, mainly, the methodological praxeology of the Parcours d'Ètude et de Recherche (PER), presented by Chevallard. The continuous training process was carried out, initially, with twelve teachers of basic mathematics and finished with seven teachers. The PER methodology guided this training process, consisting of eleven sessions. These sessions were filmed and recorded in audios and parts of those recordings were transcribed in the textual form. The analysis of the material obtained in these sessions reveals the ostensible didactic memories and the objectification of the praxeological equipment of the math teachers who participated fully in the process of continuous formation. The consistency of the objectification of the praxeological equipment of the teachers who elaborated and presented their proposals of classes to teach polynomials in the eighth year of elementary school revealed the possible praxeological alterations and recombination that the study of the Alternative Epistemological Model promoted in praxeological equipment and practices Teachers of these math teachers. The formulation of the answer to the guiding question of the thesis, followed the praxeology that we propose in a minimal model for the formulation of answers, in the context of the research praxeology of the ATD.The results of the research show that our two hypotheses were confirmed by the analysis that we made of the transcripts of the statements of the six teachers who presented their class proposals, as well as the written preparation of these same proposals.The confirmation of both hypotheses guarantees the proof of the thesis. In the conclusions and perspectives are the outcomes of all process of the methodological praxeology employed in this research.
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Aprendizagem geométrica em torno das ideias presentes na simulação de um motor a dois tempos no GeoGebra: um estudo de caso
(Universidade Federal do Pará, 2020-02-20) SÁNCHEZ SÁNCHEZ, Ivonne Coromoto; QUARESMA, João Cláudio Brandemberg; http://lattes.cnpq.br/3873561463033176; https://orcid.org/0000-0001-8848-3550
This research focuses on the geometric learning manifested by a group of future teachers from the Integrated Degree in Science, Mathematics and Languages of the Institute of Mathematical and Scientific Education (IEMCI) and three mathematics teachers who participate in the activities of Simulators with GeoGebra (ESG). Specifically, in the construction of a circular sector in GeoGebra to represent the crankshaft part of a two-stroke engine. From the historicalcultural point of view of the Objectification Theory, this learning is analyzed with attention to the objectification processes of geometric knowledge manifested during a series of activities carried out in the moments of mathematization and mathematical work, using a multisemiotic analysis. The results highlight some aspects of the objectification processes evidenced in the performance of teachers and students in relation to the activities carried out to represent the circular sector in GeoGebra and the semiotic means used by individuals.
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Aprendizagens compartilhadas de formadores de professores: o caso da licenciatura integrada em educação em ciências, matemática e linguagens
(Universidade Federal do Pará, 2014-05-22) MACHADO JÚNIOR, Arthur Gonçalves; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/ 0000-0002-2704-5853
This work reports inquiry on practice of initial formation of teachers of the initial years of the Basic Teaching, developed by a community of teachers and formers of the Faculty of Mathematical Education and Scientific of the Institute of Mathematical and Scientific Education of the Federal University of the Pará. It is, therefore, an investigative journey of qualitative nature, in the modality of case studies, whose purpose is to identify, describe and understand how a community of trainers of teachers, in itself the seed stage, learn to develop professionally in their task of implementing a new course of teacher training Science, Mathematics and Languages for the initial years of elementary school, considering, in particular, the concept of community practice Lave and Wenger (1991), the perspective of social of learning Wenger (2001) and, professional development indicators presented by Imbérnon (2010). Defends the thesis that the mobilisation of knowledge and practices (re)constructed in interactions in the community produces professional knowledge of pedagogical practices and, in that process, participants will develop professionally in their tasks of training teachers for the early years of the elementary school. Over the twenty-six months we were in field, the practice of community, in focus, was accompanied through of registry audio and/or video and transcriptions of the narratives of the formers during the planning meetings, of study and evaluation of the training process, of interviews with trainers, through materials produced by the community and personal field notes, elaborated during the time we've been through "watching" the actions of the community. The captured material was treated and organized two axles, written in narrative episodes, which were mainly analyzed, not exclusively, from a rapprochement between the social theory of learning in communities of practice and the teachers learning communities and depth from the reflections on professional development. The narrative analysis of these materials reveal a practice produced in constant process of the negotiation of the concrete situations of work of the community.
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Aproximações e distanciamentos entre as obras réflexions sur la métaphysique du calcul infinitésimal e théorie des fonctions analytiques a partir da análise de conteúdo
(Universidade Federal do Pará, 2022-03-31) LIRA, Alailson Silva de; QUARESMA, João Cláudio Brandemberg; http://lattes.cnpq.br/3873561463033176; https://orcid.org/0000-0001-8848-3550
In the 18th century period, several mathematicians contributed to the development of Infinitesimal Calculus (IC). Among the exponents of this context, Joseph-Louis Lagrange (1736 – 1813) and Lazare Nicolas Marguerite Carnot (1753 – 1823) stood out. Thus, as a research question, the present work raised the following problem: what points of closeness and distance do the works Réflexions sur la Métaphysique du Calcul Infinitésimal (RMCI), of 1813, by Lazare Carnot, and Théorie des Fonctions Analytiques (TFA), of 1813, by Lagrange, present, concerning the concepts of the Infinitesimal Calculus? To answer it, we used the methodological contributions of content analysis as well as the steps established in Bardin (2016), adapted for this research. Therefore, this thesis aimed to compare, based on content analysis, the approximations and detachments between the works RMCI and TFA. With this, we realized, as approximations, that both perform descriptions about their concepts and definitions and involve the same problems with the infinitesimals about the infinitely large and infinitely small quantities. As detachments, we observe that the central elements in Lagrange's work are functions and series and only the algebraic method is under discussion, while in Carnot's work infinitely small quantities and the theory of error compensation are present, and it conceives the use of infinitesimals without disregarding the other methods.
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Argumentação no ensino e aprendizagem de matemática básica: uma metapesquisa
(Universidade Federal do Pará, 2019-09-26) MELLO, Addelia Elizabeth Neyrão de; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
The objective of this research was to analyze researches at the level of dissertations and scientific articles published from 2014 to 2018 in Brazil that addressed the practice of argumentation in elementary school. In order to meet the research goal, data were collected from the catalog of theses and dissertations of the Higher Education Personnel Improvement Coordination in order to synthesize ideas, investigate contributions, classify and find similarities and point out possible divergences between researches. The research is qualitative in nature and followed the guidelines for reading, analysis and interpretation of texts and conducted on Academic Master's dissertations produced in Brazil, as a meta-analysis, whose research was raised and selected from the research summaries found. The research results presented according to our identification and classification criteria point to the need for more research on the theme related to the argumentation approach in the teaching and learning of mathematics, either in elementary school or higher education, especially doctoral research.
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Articulação entre conhecimentos matemático e didático do professor
(Universidade Federal do Pará, 2018-09-03) COSTA, Alcirley Rodrigues; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
This paper deals with the knowledge relation between the mathematical and didactic of teachers who underwent the selective process of the Graduate Program in Education in Science and Mathematics at the master's level of the Federal University of Pará. With the pretension of investigating how teachers candidates to the academic masters associate specific knowledge of mathematics, added to their practice, to the knowledge of the Mathematics Education Area. It is a qualitative research based on the Theories Anthropological Didactics (TAD) and Anthropological Theory of the Relationship of Knowing and Learning (TARSA). The results show that the articulation between these two theories can reveal the relations between the knowledge treated here.
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A avaliação das aprendizagens em matemática: uma metanálise a partir de teses brasileiras
(Universidade Federal do Pará, 2018-05-03) ANGELIM, José Aurimar dos Santos; BORRALHO, António Manuel Águas; http://lattes.cnpq.br/3404547486428285; https://orcid.org/0000-0001-6278-2958; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/0000-0002-2704-5853
The evaluation of learning in mathematics has been a focus in dialogues and consequent research concerned with the promotion of knowledge. For many years the evaluation was taken as a mere verifier of knowledge, from the perspective that the teacher understood necessary and sufficient that was learned. The student was a mere depository of knowledge and also subject to verification. The formative processes evolved and in contradiction to the controls imposed by world financing of the education of emergent countries, one saw, for example, the diverse models of Large-Scale and external evaluation of them, understanding that in this way it would be possible to understand how the students were presenting their performance. This made the anxieties mobilize us to understand how the Academy presented the Evaluation in its researches, because I understand that this delimitation can bring a profile of the Evaluation in the country from the University as a producer of knowledge. Therefore, immersion in the readings on the subject and in the dialogues made me problematize the situations that troubled me to answer the question: how is the evaluation of learning in mathematics in Brazilian doctoral research? Therefore, I proposed to investigate the presentation of the evaluation of learning in mathematics, based on the theories, epistemologies, principles and precepts presented in Brazilian theses between 2011 and 2015, emphasizing the proposed assessment knowledge. The methodology adopted for this process was the meta-analysis, since it is understood that analytical analysis is a relevant action for future research in the field and for the use of the mathematics teacher educator, highlighting, in a process that, together with the systematic review, may respond to guiding question. After diving in the Platform Sucupira, through the thesis bank, I made a tiresome search of the theses that adopted the terms evaluation and mathematics, so that the 17 theses outlined in the various doctoral programs that had a direct relationship with Mathematics Education could be reached. With the research corpus delimited, I set out to analyze the analyzes, where I infer, through the hermeneutic interpretation, what were presented in the three axes of analysis constituted, defined as Propositional Elements, Methodological Elements and Conclusive Elements. With the research, I could recognize that among the seventeen theses studied, eight of them do not deal with the Evaluation as a central theme, and the remaining nine that deal with the theme in their research focus, are placed under several reverberations of Evaluation in the educational context: evaluation as a research practice, external evaluation as a tool for studies around mathematical knowledge and the Evaluation of learning in higher education. Among what I can define as a conclusion, I affirm the importance of establishing spaces for evaluative dialogues in educational institutions, in formal and non-formal environments. Still on the theses, I consider that there are some obstacles that I call obstacles, which prevent certain conceptions about evaluation: the absence of dialogues on evaluation; the separation of didactic-pedagogical and specific training; the requirement to comply with a curriculum imposed and imposed; the emphasis on the results of external evaluations; shortage of academic meetings that disrupt educational programs; a mechanical reproduction of assessment as part of the teaching-learning process. Therefore, I understand this thesis as a driver of new research that studies the evaluation, its perceptions, practices and contexts of concepts and educational operationalization.
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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.
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Avaliação em matemática nos anos iniciais do ensino fundamental: práticas aceitas e movimentadas no cotidiano escolar
(Universidade Federal do Pará, 2018-07-06) BRITO, Maria Augusta Raposo de Barros; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967; https://orcid.org/ 0000-0001-9515-101X
School evaluation is a complex process involving and considering the viewpoints of learning throughout students lifetime. This premise motivated the investigation performed to answer the question: “How is teacher rationality organized on the theoretical field of mathematical assessment in the early school years in order to promote learning?”. The research question gave rise to the general objective of the thesis, which consists in investigating, under the classroom context, imperative acts made clear during the evaluative practice in the scope of early years as a means of characterizing the teaching rationality concerning school evaluation in mathematics. This objective was divided into three other specific ones: to identify acts of understanding that constitute the teachers’ knowledge of the early years regarding evaluation in order to identify epistemological obstacles; to list dynamic evaluative procedures in terms of their purpose and the instruments used in the context of mathematics teaching in the early years; to classify evaluative tasks designed by the teachers of the early years in the teaching of mathematics. Three public school teachers from the early years of elementary school participated in this study, two in Belém/Pará and one in Évora/Portugal. For the study, a qualitative characteristic methodology was used, focusing particularly on the case study in light of the descriptive-interpretative character under which the data collection, consisting on non-participant observation and interviews, was based. Through the definition of objects and their corresponding dimensions, a Research Matrix or Guide was conducted, providing a look at didactic elements that constitute the pedagogical evaluative practice. Throughout the research process, it was necessary to develop a theoretical corpus to comprehend the phenomenon investigated in a broader way, anchored in the ideas of Hoffmann (1991), Perrenoud (1999), Buriasco (2002), Fernandes (2005, 2006, 2008), Afonso (2009) and Lukesi (2010) in the tangent to the school evaluation, as well as in Bachelard (1996) considering the possibility of identifying the epistemological obstacles present in the evaluation teaching practice. With the narratives in hand, it was possible to triangulate the data to answer the research question. From the results, I affirm that the evaluative practices accepted and implemented in the school context are cultural productions, that is, they are evaluative traditions that rest on a knowledge based on the teacher's own empiricism, from which the "scientific [spirit] starts with the class", classes that sometimes indicate beliefs that the repetitive demonstration (of teaching objects) is capable of teaching, and therefore, one cannot deny that this assumption can be reverberated in evaluative practices.
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A calculadora científica na transição de artefato a instrumento: uma abordagem instrumental nos cursos de engenharia
(Universidade Federal do Pará, 2016-12-16) SOUSA JÚNIOR, Mario Alexandre de; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
The present study investigated the use of the scientific calculator in the transition from artifact to instrument in the study processes around the Differential Calculus of the first semester of Civil / Electrical / Mechanical Engineering courses at a private university in the city of Belém-Pará. The activity analyzed was designed to provide the use of the Casio fx-82MS scientific calculator. The research took the form of a case study. To achieve this objective, a workshop was first proposed to evaluate the students' experience in using the calculator and, a posteriori, to apply activities involving Differential Calculus and from the point of view of Instrumental Genesis in order to establish its role In a process of construction of knowledge, so the results were analyzed to the Situation (s) of Instrumented Activity (s) - SAI, in order to analyze actions of instrumentation. Based on the activities, we observed that the majority of undergraduates did not know the scientific calculator and its resources until the realization of the workshop, getting to know it during the activities as they appropriated their resources to carry out the activities of notions of Calculation Differential, potentiating it from artifact to instrument.
Acesso aberto (Open Access)
O campo multiplicativo no âmbito institucional: das praxeologias sábias às ensinadas
(Universidade Federal do Pará, 2021-07-01) FERREIRA, Jorge Williams Cunha; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
The present study aims to analyze the multiplicative conceptual field in the institutional scope, from the wise mathematical praxeologies concerning the referred object of study in question to its didactic transposition in terms of knowledge to teach in the school institution. To this end, in the light of the Conceptual Fields Theory and the Anthropological Theory of the Didactic, we conducted a descriptive analytical study of praxeological organizations inherent in two mathematical works from the academic-scientific literature, the institutional conditions imposed in the curricular design prescribed to basic education in connection with the multiplicative field materialized in the Common National Curricular Base and, finally, an analysis of the diffusion of mathematical objects constituting the multiplicative field in terms of competences/conceptions inherent to the respective praxeological organizations arranged in a collection of mathematics textbooks for the initial years of schooling approved by the National Textbook Plan for the year 2019 for the municipal education system of Belém do Pará. We point to the need of a convergence between nuances related to epistemologicalconceptual aspects of mathematical objects and their relations with cognitive processes between subject and mathematical object in face of the diffusion of didactic-mathematical paxeologies in the school institutional scope.
Acesso aberto (Open Access)
Capital global das escolas e desigualdade de desempenho em matemática em avaliações de larga escala no Brasil
(Universidade Federal do Pará, 2020-04-28) PALHETA, Franciney Carvalho; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967; https://orcid.org/ 0000-0001-9515-101X
This research presents a study on the inequality of performance in Mathematics, of students of the 5th year of Elementary School, in large-scale educational evaluation, in this case, Prova Brasil. The objective is to show the relation of the inequality of performance in Mathematics of the students of 5th grade of elementary school, in Prova Brasil, with the distribution of economic, cultural and social capital by schools. It is a quanti-qualitative research, with a sample of 2,592 schools, which used data from SAEB and the SCHOOL CENSUS, both from 2015. It is theoretically based on the concepts of Bourdieu's Theory, namely: economic capital, cultural capital, social capital, fields and habitus, to build context indicators, based on Item Response Theory. Thus, nine components related to these capitals were arrived at, for the schools in the sample, categorized on a four-level scale (LOW, MEDIUM, INTERMEDIATE and SUPERIOR). In order to analyze the relationship between capital and inequality of performance in Mathematics, a Panel of Capital Indicators was created, used to obtain the distribution of capital among schools. There was also a crossing of the Indicators Panel with five ranges of performance inequality in Mathematics. The research showed that although there are educational networks that manage to reach or exceed IDEB goals, these networks still present great inequality of performance in Mathematics. The transfer of cultural capital by schools is more significant through the capital associated with teachers (cultural and social). As greater capital decapitalization occurs in schools, the greater is the inequality of performance of students in Mathematics, that is, there is an inverse relationship between global capital available in schools and inequality of performance in Mathematics.
Acesso aberto (Open Access)
Cartografias experienciais de formadores de professores de matemática: consciência de si e autoformação
(Universidade Federal do Pará, 2018-05-03) BELO, Edileusa do Socorro Valente; MANFREDO, Elizabeth Cardoso Gerhardt; http://lattes.cnpq.br/5159121717599196; https://orcid.org/0000-0002-5391-0097
The personal dimension of the teacher is considered a constituent part of his professional identity, however, in what sense do personal experiences affect and transform our pedagogical practices? This research aimed to investigate the experiences of formers of mathematics teachers, seeking to understand self - formative processes produced by the formers from the reflection on their experiences. In order to achieve this, I developed the research with two formers of mathematics teachers from the Universidade Federal do Pará, which I followed in the courses Calculus I and Introduction to Real Analysis. I participated in their classes, recording them in audio and video; I used the field diary to record aspects of their practices, and then, when analyzing the field texts, understand the constituent experiences of their practices. From this, I propose dialogues with the formers seeking to delineate reflections expressed by them when questioned about these experiences. In methodological design, I opt for narrative research because of its characteristics of understanding the experiences and the emphasis on the continuity of these experiences throughout the subjects' lives. With the corpus of the research, I use Discursive Textual Analysis to perceive units of meanings and to construct analytical categories, called Experiential Nuclei. I argue that the process of teacher training of mathematics teachers can be motivated by the awareness that their experiences reflect, constitute and integrate their pedagogical practices, thus enabling teaching in higher education in mathematics based on the dialogical sense assumed by them, as subjects of themselves and their pedagogical practices. The research showed that in the pedagogical practices of the formers there are experiential nuclei that work as base elements /beacons for they deal with the student, with the mathematical knowledge, with the evaluative practices, in addition to everything that involves the teaching processes and that, when reflecting about their experiences, recognizes them as important substances to their current practices. So, (self) formative proposals directed to formers of mathematics teachers should consider the experiential nuclei and the knowledge of them emerging, because such knowledge consist the integral relations of the educational process of the formation of mathematics teachers and that, when developing a permanent process of critical reflection on their experiences, take on their self-learning process. As a result of the research process, I present three formative proposals based on experiential aspects evidenced by the research: Challenges outside the comfort area; The power of dialogue for self-awareness; and; Self-training through reflection on teaching practice.
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)
Concepções de matemática e se seu ensino: experiências e reflexões de professores formadores de professores em um curso de licenciatura de proposta integrada e interdisciplinar
(Universidade Federal do Pará, 2018-05-02) MATOS, Mônica Gonçalves; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/ 0000-0002-2704-5853
In this research, we aim to understand the relations of direction and meaning between conceptions of Mathematics and teaching of Mathematics manifested by teachers that train others teachers, involved in an interdisciplinary proposal to train future teachers for the initial years of Elementary Education and Youth and Adult Education, as they reflect on their training, research and teaching practices. We built the question that orientates the investigation: In what terms, teacher-training teachers, involved in an integrated and interdisciplinary training proposal, express conceptions about Mathematics and its teaching, when reporting on their training experiences and when performing their teaching practices? The trajectory we followed was oriented from the qualitative research, whose option was by a collective study of cases in a theoretical multirefencial approach. We selected 05 (five) teacher-training teachers who teach in a degree course offered by the Institute of Mathematical and Scientific Education, belonging to the Federal University of Pará, whose beginning of the teaching activities occurred in 2010, characterizing itself as a new and unique course in Brazil, of an interdisciplinary proposal and integrated in the training of teachers for the initial educational years and Youth and Adult Education, denominated Integrated Degree in Education in Sciences, Mathematics and Languages. The instruments used to collect the information were: interviews, video recordings of classes and theses and / or dissertations written by the participants of this research. For an analysis of the information, we used Textual Discursive and chose to execute a mixed categorization. Practices and the reports of the teacher-training teachers configure as important elements to understand their conceptions of Mathematics and its teaching, as well as these conceptions are related with new pedagogical modes of action. The manifested conceptions are relative to Mathematics as a knowledge of human construction and, therefore, changeable and fallible. As for teaching, they show that for teaching, knowledge of Mathematics content is indispensable, and articulation with others areas of knowledge can be possible through dialogue, partnership and collaboration. Teachers give indications on which they move in the direction of changes of conceptions and practices, demonstrating that they are in the process of constructing the understanding of the proposal of the Integrated Licentiate course, in terms of the development of interdisciplinary practices and the restlessness that moves them to beyond the boundaries of its field of knowledge. Thus, indicating that they are in the process of overcoming the paradigms from which they were formed.
Acesso aberto (Open Access)
Contavox: a visão cega da matemática
(Universidade Federal do Pará, 2021-09-01) BARROS, Aguinaldo da Silva; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
The object of this study is the Contavox educational game, designed for learning the four fundamental operations of Mathematics with blind people. The main objective was to analyze the signs of involvement and learning in the teaching process of the four fundamental operations of Mathematics, using the Contavox game. The theoretical framework is based on the studies of Professor José Antônio Borges, creator of the Dosvox System, host of the Contavox game, and on the work developed by the Electronic Computing Nucleus of the UNIVERSIDADE FEDERAL DO RIO DE JANEIRO. The methodological procedures took place through the use of computers, with the proper installation of the Dosvox System, and handling of the Contavox game; From the observation of the teaching and learning process of the participating students and from a recorded interview with their reports of perception of the results achieved with the use of the game. Contavox, with the completion of this research, became another innovative source for learning Mathematics, significantly contributing to the absorption of knowledge of the students involved.
Acesso aberto (Open Access)
Contribuições de um ambiente virtual para a divulgação das pesquisas em história da matemática no Brasil
(Universidade Federal do Pará, 1991-02-27) CASTILLO BRACHO, Luis Andres; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602
In this work, we present a reflexive description of a research focused on the materialization of an interactive virtual environment called Brazilian Reference Center for Research in Mathematical History - CREPHIMat, linked to two broader research projects funded by the National Council for Scientific and Technological Development (CNPq), in the field of relations between history and teaching of Mathematics. The research carried out had the objective of virtually materializing the environment and evaluating the impact of this creation by the academic community, with the purpose of identifying its contributions in the dissemination of research productions in the History of Mathematics, developed in Brazil between 1990 and 2018, without neglecting the expansion of the collection of productions that may come out from future studies in this field. The collection and classification of productions in this field of studies was carried out by a team of graduate students at the master's and doctoral level, together with the Coordinator of CREPHIMat, based on previous research already carried out by Mendes (2010, 2015, 2018a), related to academic-scientific productions originated in Brazilian research in the field of the History of Mathematics in the period 1990-2018. Approximately 2.100 archives were organized, including theses, dissertations, articles from scientific journals, conference proceedings, mini-course books, educational products, teaching materials, and other productions aimed at undergraduate and graduate students, professors, and researchers interested in the History of Maths. In addition to these actions, an evaluation of the initial impact of the CREPHIMat virtual environment with the academic community has also been carried out since its launch in August 2019. The result pointed to favorable considerations for the implementation of a variety of activities in this environment, such as contributions to the work of the professor and researcher in this field, as well as to undergraduate and graduate students in Mathematical Education. At the end of the study, we point out the instructions for the exploration of the environment by the entire academic community related to the research topic, as well as the potential for training activities for teachers in the form of conferences, workshops, training courses, among others.