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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Item Acesso aberto (Open Access) A compreensão de expressões algébricas sob a perspectiva da filosofia de Wittgenstein(Universidade Federal do Pará, 2017-08-25) BARATA, Rouziclayde Castelo; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865; http://orcid.org/0000-0002-3147-9478This research aimed to investigate the students’ difficulties when it comes to developing mathematical rules in the classroom context, which the main emphasis were on discussions about language, based on Wittgenstein's philosophy of language, highlighting the importance of the language, mathematics and knowledge. Its main objective was to investigate the difficulties related to the learning of school algebra, especially in algebraic expressions. For this, it presented a discussion about following rules, see-how, natural/mathematical language translation, working on meanings and some math fundamentals which are mainly approached by the Austrian philosopher in his work Philosophical Investigations.As methodology, this research was developed with 24 elementary school students from the State Network in the city of Castanhal – PA. We attended the classes of algebraic expressions in order to motice some difficulties related to language and some difficulties by the students because of that language. In order to collect the data, we applied a questionnaire containing four questions and the resolution of exercises distributed in five annexes that provided us a perception of the confusions during their resolution. From the answers and observations, we mainly notice students do not master the techniques required to follow the mathematical rules fundamental to the correct development of remarkable products and factoring. The contents of algebra are usually considered obstacles to learning, since they involve other ways of dealing and operating with the mathematical objects involved. From this result, we emphasize the importance of the teacher's performance, since the students cannot discover the mathematical rules, but they need to be shown and explained.Item Acesso aberto (Open Access) A criação de problemas matemáticos na formação inicial do professor que ensina Matemática: a construção coletiva de uma prática de formação(Universidade Federal do Pará, 2017-05-22) RAIVA, Vladimir Nassone Pedro; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/0000-0002-2704-5853The research focus on the formation of the mathematics teacher and aims to investigate in which terms the experience in creating mathematics problems, with mathematics teachers-to-be, from their school experience and sociocultural context, focusing their carrier could generate their autonomy, enabling them to become reflexive professionals about their own practice and continuing their professional development. The following question was investigated: from which perspective the initial formal of the mathematics teacher, through mathematics problems creation, focusing his sociocultural context and school experience, can generate a new perspective about the practice and culture of the classroom, about mathematics, through the action reflection and the reflection about the action, enabling professional autonomy? In order to do that, I support the idea that creating mathematics problems, focusing in the sociocultural context and in the teachers-to-be schools experiences, in the action reflection and reflection about the action, having a special look to his carrier (for the action), generate the knowing of the pedagogical action, enables the elaboration of differenced practice, a significative learning and the continuing of his professional development, in an experimental research. Aiming to develop this research, I used, as methodological procedure, an action research or investigative action. The collaborators in this research were 8 mathematics teachers-to-be, in initial formation. The content of the research was mathematics research that were created by the teachers-to-be during the research, discussions and reflections, in pairs and with the class; they received in written form and an initial questionnaire. The questionnaire aimed to know believes of the teachers-to-be to narrow the research about the mathematics concept, mathematics problems, problem solving and experience with mathematics solving problems. Creating problems contributed to the teachers-to-be to be placed as authors of their own learning, authors of their own practice and questioning their believes and conceptions about being a mathematics teacher. Their experiences were brought to the reflections, tried, questioning the pedagogical tradition knowing. In this mathematics problem creation process and reflection, the teachers-to-be understood that the mathematics knowledge construction is a nonlinear process that presents many misunderstandings, due to its coming and going nature. When reflecting about creating their own mathematics problems, it was developed in them the autonomy, because they created the problems and reflected about them. Furthermore, the research enabled the teachers-to-be to become idealizers of practice and not only appliers of recipes outside the school, without the endorsement and reflection from the teacher’s community. This reflection process helped the teachers-to-be to see their own limitations and understand the necessity of reflecting more when demanding tasks from their future students. We constituted a moment to continue their professional development, having in mind that the previous knowledge are necessarily formative. This immersion enabled giving up the docent practices of the teachers-to-be that believed in a noncritical process, because it allowed interpretation, reinterpretation and systematization of past and present experiences. This result made the teachers-to-be look for the pedagogical knowledge about the content, from their limitation of experiences, either previous and the ones acquired during their current formation. They understood that it is possible to see mathematics from a different perspective, the mathematics applications, that are not restrict to numbers; that they can construct their own tasks, mobilizing the previous knowledge to their practice and enable the mathematics content learning.