Navegando por Assunto "Letramento matemático"

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Acesso aberto (Open Access)
Educação financeira na perspectiva do letramento matemático: uma proposta de formação continuada para professores do 2º ciclo do ensino fundamental.
(Universidade Federal do Pará, 2024-01-08) PARAENSE, Cleomara Batista; MANFREDO, Elizabeth Cardoso Gerhardt; http://lattes.cnpq.br/5159121717599196; https://orcid.org/0000-0002-5391-0097
The purpose of this study is to analyze Mathematical Literacy practices in School Financial Education in Elementary Education. The study was qualitative in nature, and adopted participant research as its modality, seen as the most appropriate for this study, since the context of the research was to propose a Financial Education course for teachers, based on Literacy practices. Mathematician, resulting in the construction of educational product material on this topic, collaborating with teaching practice. The teacher training course was developed in four moments: presentation, basic foundations of the course, teaching and learning practices, and results. Mathematical Literacy practices in Financial Education were exposed through activities that addressed mathematical and non-mathematical content, which indicates a transversal and integrated approach to teaching Financial Education with other areas of knowledge. It is worth highlighting that the suggested activities sought to promote reflections and discussions, in order to guide and propose pedagogical practices exploring concrete situations experienced by the participants, which promotes reflective critical thinking in the context of Financial Education. The construction of the results was based on the initial and final questionnaires, field diary, with the purpose of recording and analyzing the teachers' perception of their knowledge regarding the subject, the experiences acquired in the training course, in addition to the teaching knowledge mobilized with teacher training, based on specific content knowledge, pedagogical knowledge and curriculum knowledge, from the research activities carried out during the course aimed at the fourteen research participants, from the public and private Basic Education network, in the municipality of Belém – PA. Based on the results of this study, the importance of addressing the theme of Financial Education from the perspective of Mathematical Literacy in teacher training courses in Basic Education and, consequently, the activities that address the theme, so that they can transform and generate reflections on teaching practice for teaching this theme in Basic Education, is defended.
Acesso aberto (Open Access)
Letramento matemático no 2º ano dos anos iniciais do ensino fundamental a partir do ponto de vista dos professores sobre suas práticas docentes
(Universidade Federal do Pará, 2024-07-04) FARIAS, Mirian Zuqueto; PALHETA, Franciney Carvalho; http://lattes.cnpq.br/8942939645217142; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967
In this contemporary study, we sought to analyze the point of view of teachers who teach mathematics in the 2nd year, in the early years of elementary school about their teaching practices in relation to mathematical literacy. Based on this work, an educational product entitled “Information Catalog: mathematical literacy for the early years - a survey for teaching practice based on eduCAPES” is proposed, containing information and didactic guidelines related to the results of the research, in order to help teachers in relation to the teaching of mathematics, highlighting all the teachers of the 2nd year of the early years of elementary school in the municipal education network, totaling 49 teachers. In view of this, we opted for applied research with a quantitative approach based on the methodological procedures of the case study. The information was collected using a questionnaire guided by google forms with 10 closed questions, in order to identify the teachers' point of view on mathematical literacy from the perspective of their own teaching practices. From this perspective, the theoretical basis is based on Rosalind Thomas (2005), Vygotsky (1996), Brian Street (2013), Tfouni (2017), Souza(2018), Passos and Nacarato (2018), Dante (2021), Soares (2021), Ubugai (2021), Nascimento(2021), Silva (2021), Carvalho (2022), Nunes and Alves (2023), Guerra (2023), Carvalho and Araújo (2022), Santos (2022), Possetti (2022), Silva and Oliveira (2022), Freire (1996), Ponte(2018), Alarcão (2022) Severino (2018) and Prodanov and Freitas (2012). In summary, the results highlight the importance of adapting and renewing pedagogical practices to ensure that the teaching of mathematics becomes more meaningful for students. A key aspect identified in the research is the need to emphasize, in teacher training, the importance of mathematical literacy as a process that prepares students to face practical problems, think critically and engage in activities that require mathematical skills.
Acesso aberto (Open Access)
Reflexões sobre a própria prática em experiências de letramento e letramento matemático
(Universidade Federal do Pará, 2021-06-14) UBAGAI, Rute Baia da Silva; MANFREDO, Elizabeth Cardoso Gerhardt; http://lattes.cnpq.br/5159121717599196; https://orcid.org/0000-0002-5391-0097
The investigation was a survey of the practice itself, carried out during 2019, with a class from the Elementary School from a public school in the city of Belém-PA. In the study, I assume the roles of teacher and researcher, and fulfill the objective of analyzing teaching experiences in the teaching practice itself, reflecting on literacy and mathematical literacy activities. The qualitative approach of investigation of the practice itself was added to the perspectives of literacies defended to reach the proposed objective. Twenty-eight students from an Elementary class under my responsibility in 2019 participated in the research. The methodological procedures included studies of basic research references; class records in a field diary with audio recording, photographic records and document analysis, which were articulated in a reflective report of the actions developed that included diagnoses of knowledge about mathematics and written language at the beginning of the school year and the proposal of organization of the classes through Didactic Sequences (DS) of which I highlighted one involving the poem genre “Balada para uma rima personalizada” and that made possible the analysis and reflections. The results point to the power of narratives that give rise to and enhance my role as a literacy teacher-researcher in the mediation of knowledge in the classroom and demonstrate the understanding of the complex and contradictory act of teaching and learning mathematics and mother tongue, from the perspective of literacy with appreciation of the mathematical and linguistic strategies in the written records of the students, which reveal representations about this knowledge. This led me to rethink ways of relating to mathematics and of conducting teaching in my didactic proposals, with the creation of strategies in which students, in groups, were led to dialogue, debate among themselves and create their own means of learning, understanding mathematics in a perspective of knowledge constructed through meanings and representations attributed to concepts, in order to organize, understand and act in the world around them, especially when challenged to solve problem situations. In the same way, this problematization and actions during the DS were important to stimulate the desirable advances in reading and writing, given the interaction with the written material and perceptions of the functions of the approached textual genre. These findings denote the promotion of the constitution of students' autonomy, with emphasis on the integrative role sought in the teaching-learning process of the language and mathematical notions. In conclusion, it is worth saying that the research experiences and the reflections that took place in it allowed me to rethink a paradigm of disciplinary teaching of curricular components, through a mobilizing proposal for the integration of this knowledge in the process of literacy and literacy as a social construction that could have repercussions in the school life of the participating students, who will continue their literacy journeys during schooling and life in society.
Acesso aberto (Open Access)
A Teoria cognitiva da aprendizagem multimídia e o desenvolvimento de atividades de alfabetização matemática
(Universidade Federal do Pará, 2018-08-22) BRAGA, Aline Nascimento; PEREIRA FILHO, Silvio Carlos Ferreira; http://lattes.cnpq.br/9987897593457877; https://orcid.org/0000-0002-5696-260X; ALVES, Danilo Teixeira; http://lattes.cnpq.br/6642002445572793
The present work aims to discuss the use of auditory and visual channels in the context of the elaboration of didactic activities and materials - especially activities for the classroom - aimed at literacy and numbering. Based on this discussion, we developed a book (attached to the present work) aimed at teachers, with pedagogical guidelines on the use of visual and auditory channels in mathematical literacy activities. The book is based on the Cognitive Theory of Multimedia Learning, which indicates principles for improving learning through efficient exploration of the auditory and visual channels.