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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Navegando Programa de Pós-Graduação em Educação em Ciências e Matemáticas - PPGECM/IEMCI por Linha de Pesquisa "PERCEPÇÃO MATEMÁTICA, PROCESSOS E RACIOCÍNIOS, SABERES E VALORES"
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Item Acesso aberto (Open Access) Criações didáticas: um estudo sobre os materiais didáticos alternativos em pesquisas em nível de mestrado e doutorado no brasil no período de 2010 a 2020(Universidade Federal do Pará, 2022-10-27) DUARTE, Wellington Evangelista; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914The present thesis has by objective analyze the relationships of internal didactic transposition in the didactic creations involving alternative teaching materials as a teaching and learning resource in research at master's and doctoral levels in Brazil from 2010 to 2020. To achieve this objective, we rely on the theoretical aspect of internal didactic transposition and didactic creations, having as a guiding question "can alternative didactic materials evidence didactic creations susceptible to the institutionalization of knowledge from a process of internal didactic transposition?" he research methodology used was qualitative meta-analysis, with the production of data being carried out in two national repositories: in the Brazilian Digital Library of Theses and Dissertations and in the Theses Bank of the Coordination for the Improvement of Higher Education Personnel, in which the research in which the materials were used from a teaching practice in the early years of elementary school. From our analyses, we emphasize that it is possible to evidence a didactic creation from manipulative activities, as long as this text of knowledge is able to contemplate some particularities so that this use leads the student to meet his construction with knowledge, and even if the teacher manages to implement its text of knowledge in the two moments of TDI, causing the didactic creation, this movement alone does not guarantee the institutionalization of the knowledge involved in the proposed activity, as it permeates the way the material is conceived as a didactic tool by the teacher to teach a given mathematical object . Therefore, it is worth mentioning that the use of any material requires didactic intention, because without defined objectives, there is no guarantee of learning.Item Acesso aberto (Open Access) Educação matemática e suas teorias em desenvolvimento: perspectivas e articulações, à luz dos programas de pesquisas Lakatosiano(Universidade Federal do Pará, 2021-06-25) SILVA, Aline Miranda da; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914This research addresses the theme of the area of Mathematical Education, with regard to the said Trends in Mathematical Education, which in our perspective are Theories in Development of Mathematical Education. The purpose of this discussion is to make reflections that allow us to have a more integrated look at the Theories in Development in Mathematics Education. Supported by Lakatos' Epistemology (1979), we take Mathematics Education as a research program and theories in development as the research subprograms. For this, we developed a Study and Research Pathway (PEP). The Courses were carried out with professor-students of the Postgraduate Course at the Master and Doctorate level of the Postgraduate Program in Education in Science and Mathematics (PPGCEM), from the Institute of Mathematical and Scientific Education (IEMCI) of the Federal University of Pará (UFPA). We assume as a research question: What is the Firm Core of the Mathematical Education Program that would articulate the Theories under development as Subprograms? In this perspective, we understand that some of the so-called Trends in Mathematical Education, as considered by many researchers in this area in Brazil, are nevertheless constituted as Theories in development, being Research Subprograms that are articulated in a larger context, the deque program is Education research Mathematics, which is organized from a firm core to be revealed in a Study and Research Course. In these terms, we developed the construction of this thesis, where we assume that the developing theories of Mathematics Education are contextualization in a broad sense of this field of research, and are constituted as research subprograms.Item 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/0000-0001-6278-2958In 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