Navegando por Assunto "TPACK"

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Conhecimento docente em ação e o uso de tecnologias digitais no ensino da matemática nos anos iniciais
(Universidade Federal do Pará, 2021-01-19) CONCEIÇÃO, Elenice Rosário da; DIAS, Josete Leal; http://lattes.cnpq.br/7421413158533807; https://orcid.org/ 0000-0001-9246-3229
This dissertation is guided by the qualitative approach, based on Action Research according to Thiollent (2008). It is linked to the line of research on Teacher Education for the teaching of science and mathematics in the Graduate Program in Teaching in Science and Mathematics Education. Among other objectives, it aims to verify knowledge in action of teachers who teach mathematics in the early years through TDIC. I highlight a teacher as a research subject who taught the fourth year of basic education, taking the mathematics classes of the early years as the object of observation. The research took place in the midst of teacher training with the use of digital technology for teaching. The questionnaire and audio recordings of tasks were used as data collection instruments, which were later transcribed. As material for analysis, I highlight the information from the questionnaire and the data treated from two tasks planned and developed with three classes of the fourth year of Elementary School, in a public school in Belém do Pará, with TPACK guidelines as the first theoretical contribution. (Knowledge of Content, Pedagogical and Technological). The results obtained demonstrate the relevance of discussing and thinking about the use of Digital Information and Communication Technologies, in view of the technology, pedagogy and content triad, especially regarding Google tools, mobilizing and explaining knowledge to enrich the pedagogical practice and, consequently, the teaching process. teachinglearning. With the completion of the task, it was noticed that some difficulties were overcome by the teacher in view of the use of technological tools. In view of the above, I propose the E-book "TDIC + Mathematics = Teacher knowledge in action" and the website "Integration of technology in teacher training and practice - INTEFORMED" as an Educational Product to enable teachers to access a process of experiences and tools for teaching with Technologies. Therefore, the research presents itself as relevant, considering the social moment experienced by the covid-19 pandemic, in which the need to use digital technologies became more evident, especially in the educational sphere, as well as the use of possibilities aimed at teaching as enriching the school curriculum and the teaching-learning process, especially in mathematics.
Acesso aberto (Open Access)
Formação de professores com software de geometria dinâmica: conhecimentos para a docência mediados por tecnologia.
(Universidade Federal do Pará, 2023-06-01) FREITAS, Cláudio Lopes de; MANFREDO, Elizabeth Cardoso Gerhardt; http://lattes.cnpq.br/5159121717599196; https://orcid.org/0000-0002-5391-0097
The research problematizes the training of teachers who teach mathematics in the early years of elementary school for the use of dynamic software in teaching geometry. It aimed to analyze the contributions of a continuing education course, mediated by the GeoGebra software, to mobilize pedagogical and technological knowledge of mathematical content among teachers in the initial years of Elementary School. The theoretical basis of the study followed, among other references, the contributions of the Technological Pedagogical Content Knowledge model, which challenges thinking about teacher training in the articulation of the knowledge necessary for a pedagogical practice using digital technologies. The course analyzed was offered in the first semester of 2022, online, with synchronous and asynchronous activities, with 19 students. The investigation follows the methodology of a qualitative case study, from a research-training perspective. The data collection instruments included the application of 3 questionnaires, the field diary and the recording and transcription of the course participants' interventions during the meetings. Data processing used procedures appropriate to the nature of the information collected. In quantitative analyses, descriptive statistics were used, and in qualitative analyses, Content Analysis was used, with the support of the free software IRaMuTeQ. The results indicate that the training reached teachers with a lot of experience in the initial years and interested in improving their training in the area of mathematics and technology, some even completed more than one undergraduate degree or attended postgraduate studies. Despite this, they indicated initial and continued training as limited with regard to mathematical and digital knowledge, especially about teaching mathematics to children. The results also demonstrated that course participants had greater difficulties with the contents of flat figure transformations (isometric and homothetic), exactly those that most demand the use of digital resources, limiting the exploration of these contents to the textbook. In general, gaps were observed in terms of digital literacy among course participants who demonstrated different feelings and insecurities regarding the use of technologies in teaching. After the training, participants assessed that the course showed them the possibility of integrating technology with other manipulative resources already used. They also indicated the improvement of feelings regarding technologies and the expansion of different knowledge during training, corroborating that a course on technology in teaching mathematics is not limited to mere instrumental training. Finally, the conclusions of the study indicated the need to propose a GeoGebra course aimed at teachers who teach mathematics in the initial years, with an educational product being developed to meet this need.