Dissertações em Docência em Educação em Ciências e Matemáticas (Mestrado) - PPGDOC/IEMCI

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/8499

O Mestrado Acadêmico em Docência em Educação em Ciências e Matemáticas pertence ao Programa de Pós-Graduação em Docência em Educação em Ciências e Matemáticas (PPGDOC) do Instituto de Educação Matemática e Científica (IEMCI) da Universidade Federal do Pará (UFPA).

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Agora exibindo 1 - 20 de 157

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Interconexões envolvendo história das cônicas e o GeoGebra para o Ensino.
(Universidade Federal do Pará, 2025-02-27) SÁNCHEZ SÁNCHEZ, Ivonne Coromoto; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872
Acesso aberto (Open Access)
Uma experiência (auto)formativa sobre os impactos gerado pelo descarte de resíduos provenientes do processamento do leite: incentivando o ensino por pesquisa na Educação básica.
(Universidade Federal do Pará, 2024-05-22) CARVALHO, Samara de Oliveira; PARENTE, Andrela Garibaldi Loureiro
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Ensino de operações básicas com jogos a uma estudante com transtorno de espectro autista (TEA)
(Universidade Federal do Pará, 2024-05-24) OLIVEIRA, Luiza Barros; MANFREDO, Elizabeth Cardoso Gerhardt
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Educação ambiental : uma abordagem crítica e decolonial
(Universidade Federal do Pará, 2024-07-02) GONÇALVES, Mardony Barbosa de Paula; FREITAS, Nádia Magalhães da Silva
The theme of this text is Environmental Education (EE) in its critical and decolonial aspects. This proposition arises from an analysis of the school's Agenda 21, one of the EE projects worked on in the school network of the municipality of Canaã dos Carajás in the state of Pará, in which it was realized follows a pragmatic trend. With the critical education of our students in mind, and with the National Common Core Curriculum (BNCC) as our guiding document, one of whose competencies advocates socio-environmental awareness, responsible consumption and ethical positioning, we thought of a thematic as a didactic product, in order to contribute to the teaching practice of teachers linked to the municipal public network, with the aim of fostering environmental education in the critical macro-trend, in association with decolonial perspectives, in order to understand the environmental problems that afflict today's society. With a qualitative approach, this work is based on a narrative bibliographical review, using Google Scholar as a search platform to gather some articles that discuss the subject. The results of the research led to the creation of an educational product, a thematic text, entitled “Environmental Education: critical and decolonial aspects, which addresses fundamental topics that permeate environmental education, such as the history of Environmental Education, Environmental Education policies, National Curriculum Guidelines for Environmental Education, the environmental crisis, a critical approach to environmental issues, the (de)coloniality of nature and contemporary themes in Environmental Education. We believe that by helping to expand teachers' cognitive repertoire, we can reach the classroom and prepare students to problematize contemporary socioenvironmental challenges.
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Contribuições da avaliações externas, SAEB para as avaliações internas
(Universidade Federal do Pará, 2023-12-13) LIMA, Mariéle Lobato de; MACHADO JÚNIOR, Arthur Gonçalves
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Atividades de mediação de leitura em aulas de química sobre alimentação saudável e tabela periódica
(Universidade Federal do Pará, 2021-12-16) PAIXÃO JUNIOR, Hélio Nascimento da; PESSOA, Wilton Rabelo
The study of Chemistry can broaden the students' view of their universe of experiences, while considering such contexts can facilitate the understanding of this science. However, we realize that there is still resistance to its study by students, especially when faced with a teaching that privileges nomenclaturesand calculations. Such teaching makes the student perceive chemistry from a stereotyped view, or in his words, as 'an even more complicated version of mathematics'.The present work proposes to present and discuss contributions of the interaction between reading mediation and chemistry teaching, since the use of scientific texts as a didactic resource can be considered as a means of facilitating. We start from the idea that, arousing curiosity in the search for new information, motivates the student to get involved in their learning, so it is important to promote their enculturation from elementary school, with the use of scientific language in the teaching and learning process of Chemistry. This research aims to propose reading mediation as a didactic resource in the teaching of Chemistry, through scientific literature, with the use of scientific articles - AC or scientific popularization texts - TDC, in order to promote and improve the construction of knowledge in the classroom. AC or TDC reading mediation are used as learning vehicles for students in the first year of high school, in a School of the Public Teaching Network of Ilha de Mosqueiro/PA and, above all, as a way to help students to think and to position itself critically before society.The preliminary results of this research suggest that reading mediation, associated with writing and discussion activities are relevant factors in the acquisition of chemical knowledge, contributing to the formation of a conscious and critical student about social problems. In summary, this interaction established between reader and scientific text can contribute to making learning more effective.
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Alfabetização matemática: comparação e quantificação no 2º ano do Ensino Fundamental.
(Universidade Federal do Pará, 2024-07-10) SILVA, Lenilda de Araujo; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437; https://orcid.org/0000-0002-7185-4009
Acesso aberto (Open Access)
Anomalias da água: uma abordagem para educação básica
(Universidade Federal do Pará, 2024-08-08) SANTOS, Jaqueliane Souza dos; CRISPINO, Luis Carlos Bassalo
This work is part of a line of research aimed at exploring the anomalous behavior of water in Physics and Science Teaching. Anomaly consists of an irregularity or abnormality that can be seen, for example, in the behavior of a particular material. Water, in particular, exhibits various so-called anomalous behaviors, which make it a fluid that is quite different from the rest and has great potential for teaching physics and science. The anomalies of water are associated with some of its physical properties, such as surface tension, specific heat and thermal expansion, which are the subject of this research. The research was carried out in collaboration with the Demonstration Laboratory (LABDEMON) of the Federal University of Pará (UFPA). Our proposal includes the production and publication of videos on the YouTube channel "Demonstration Laboratory - UFPA" and the production of a teaching sequence on the subject of water anomalies, with the aim of contributing to the teaching activities of Physics and Science teachers in Basic Education. Thus, experiments associated with the theme were developed in the classroom, using the Sequences of Teaching by Investigation (SEI) as a theoretical-methodological framework and, together with the videos produced, the effective application of the proposal represented one of the students' first contacts with experimental demonstration activities. The didactic material produced allows teachers and students to reproduce the experiments and also to analyze and discuss the results in different educational contexts, both in basic education and at technical and higher education levels.
Acesso aberto (Open Access)
A educação do olhar para as questões socioambientais na formação inicial de professores
(Universidade Federal do Pará, 2024-09-13) COSTA, Adriana Silva Carvalho da; RAPOSO, Elinete Oliveira; http://lattes.cnpq.br/6737474841439654
In order to include socio-environmental issues in the initial training of teachers on Pedagogy degree courses and to discuss the education of the gaze, we used photography as a didactic and awareness-raising tool in this research. Photography acted as a means by which students had the opportunity to ponder, analyze and broaden their view of the urgency of socio-environmental debates in school contexts. To help expand and make these discussions more effective, we introduce an e-book as educational product, which is meant to be a pedagogical tool for teachers in addressing socio-environmental issues to be applied in schools. The participants in this investigation are Pedagogy undergraduate students at a private college located in Benevides, in the state of Pará, Brazil. The present study has a qualitative approach and is based on action research. Data was analyzed using Textual Discourse Analysis (TDA). Its theoretical framework consists of a literature review on socio-environmental issues related to teacher training and the importance of educating the gaze. A questionnaire resulting from the training process was used to compile the research data. The intention of this work is to contribute to initial teacher training focused on educating the gaze towards socio-environmental issues.
Acesso aberto (Open Access)
O Ensino de botânica na prática de professores de ciências do ensino fundamental II no município de Salvaterra, Pará: uma proposta de intervenção utilizando trekking como estratégia metodológica para formação docente
(Universidade Federal do Pará, 2023-08-18) SOARES, Ana Deuza da Silva; PERES, Ariadne da Costa; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
This study proposed to understand the difficulties that the teachers of Sciences are facing in the teaching of Botanics in elementary education II, having as a starting point a study directed to the municipality of Salvaterra (PA). The teaching of botany since the basic education has been marked by traditional courses, as they are still shown to be impacted by a technical teaching and that in a certain way still has its starting point occurring from the initial formation, having its culmination in the shortage of continued training to the teachers of Sciences and especially in the area of Botanics. The aim of this work was to investigate the difficulties that teachers of Sciences have in teaching the content correlated with the object-oriented learning within the thematic axes that involve knowledge on Botanics. Discussing the difficulties, however, without forgetting the importance of the use of alternative methods to promote a scientific education that aims at promoting an educational process in which the non-formal spaces are pointed out as a way of this teaching action learning can continue to develop from experience and experience in different locations, such as using the ecological trails, enabling a new walk within the teaching of Botanics. Semi-structured questionnaires were used to obtain data from individuals involved in the survey questions, made available online. The results show that the difficulties observed in teaching may be related to methods that need to be improved, in the areas of contextualization. This study aims to meet, at least in part, the need to investigate and based on the reflections arranged by the research and propose alternatives of elements that can serve as auxiliaries in the construction of methodologies that contribute to the improvement in the work carried out in the classroom for the teaching of Botanics for the final series of elementary education.
Acesso aberto (Open Access)
Vivências (auto)formativas com o ensino por pesquisa: o estudo da poluição das águas do Igarapé Ilha do Coco
(Universidade Federal do Pará, 2024-05-17) CUNHA, Paulo Roberto Rego; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
We aim to present research on the practice itself based on a (self) formative study with an emphasis on teaching through research. (Self)formation was studied using narrative research as an epistemological, theoretical and methodological reference. This aims to study experience, I understand it as a continuous phenomenon that integrates its three-dimensionality. In this context, one of the guidelines within narrative research is the production of knowledge through narratives, telling stories or experienced cases, in which the narrated problem, whether social, cultural or environmental, drives reflective discussions and changes. Teaching, guided by the principles of teaching through research, directed planning and investigative pedagogical practice through “teaching through research activities” proposed as an educational product. In the theoretical and reflective exercise, the teacher builds knowledge in and about teaching by researching his own practice designed from references that serve as sources of action, reflection and choices. From this perspective, changes constitute part of the teaching-learning process and can occur during teaching moments, constituting challenges that mobilize the teacher's creative capacity.
Acesso aberto (Open Access)
Projeto ecopolítico pedagógico: ponderações plausíveis à sua construção
(Universidade Federal do Pará, 2024-07-02) ALVES, Helenilza Nascimento; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
The present work discusses the constitution of an education project that contemplates the socio-environmental and political dimensions in the school teaching process with the objective of building a theoretical framework with textual elements that indicate the importance of thinking about socio-environmental issues, precisely in the Pedagogical Project of the School, in order to constitute its ecopolitical dimension. As a methodological procedure, we carried out a narrative research, capable of extracting from the relevant literature, plausible considerations to contemporary socio-environmental issues, analyzing the formal curriculum represented by the National Common Curricular Base, articulating the teaching of science mediated by the Sustainable Development Goals so that we can motivate the consideration of the ecopolitical dimension for the School's Pedagogical Project. As a result, we obtained a notebook with theoretical notes about the character of political formation of science teaching, having the Sustainable Development Goals as a problematizing principle of reality, with methodological suggestions illustrated by pedagogical trails accompanied by sequences of activities that articulate the school curriculum with the real problems of the students' lives, making them active in the process of meaningful learning. We conclude that the school's Pedagogical Project needs to consider the ecopolitical formation of the subject in order to break with the environmental illiteracy established by the lack of pedagogical intentionality for the formation of the autonomous, critical, ethical and solidary subject who can act in the world guided by scientific knowledge in order to position himself qualitatively in the face of social and environmental injustices. The research generated the Educational Product entitled “Science teaching mediated by sustainable development goals: towards ecopolitical training”.
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)
Ensino híbrido de ciências na educação de jovens e adultos (EJA): compondo tarefas dentro e fora do espaço escolar com o modelo rotação por estações Canaã dos Carajás.
(Universidade Federal do Pará, 2024-07-25) OLIVEIRA, Fernanda Maria Pereira de; FRAIHA-MARTINS, France
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)
Geometria e educação infantil: percepções sobre o trabalho docente com crianças
(Universidade Federal do Pará, 2023-08-22) MELO, Maria Marcilene; MACHADO JUNIOR, Arthur Gonçalves; http://lattes.cnpq.br/3148593292236740; https://orcid.org/0000-0002-9933-2894
The present research is based on the following research question: "In what terms, the pedagogical practices developed by early childhood education teachers contribute to the construction of children's geometric thinking"? To this end, we adopt as theoretical foundation the ideas of Imbernón (2009, 2011), on the importance of continuing education, in Lorenzato (2018), and Valente (2014), addressing the geometry of the child, and in the official documents; RCNEI (1998), DCNEI (2009), and BNCC-EI (2017). In this vieis, the objective of this study is about: Investigate and develop pedagogical practices for early childhood education teachers that contribute to the construction of children's geometric thinking. Thus, the training process was developed in the Municipality of São Francisco do Pará, through a training course for 5 coordinators and 23 early childhood education teachers, in which the implementation took place in the first semester of 2022. The research method started from a qualitative approach of the participant research type. We opted for the Discursive Textual Analysis (ATD), by Moraes and Galiazzi (2011, 2016), to analyze the data collected, and the following instruments were used to construct the data collections; (I) questionnaire; (II) field diary, for systematic observations; (III) videos- audios. From this movement sprouted the activities that constitute the educational product in ebook format. Regarding the results, new paradigms emerge about the relevance of continuing education for the development of new practices, as well as for the individual and collective knowledge of the teacher about the investigated object.
Acesso aberto (Open Access)
Ensino-avaliação-aprendizagem de multiplicação nos anos iniciais com o uso de tarefas.
(Universidade Federal do Pará, 2024-05-29) BRAGA, Vânia Ferreira; LUCENA , Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967
This research aimed to investigate, based on a given teaching proposal, how learning occurs in a common classroom context. The processes experienced by students in learning concepts that include the ideas of multiplication were considered in greater depth, rather than just the results of the answers to the tasks. The theoretical framework that guides this study is the debates regarding assessment for learning and the diversification of tasks in the multiplicative field, especially the multiplication operation. The tasks were developed in a school in the municipal education network of Canaã dos Carajás-PA, in a 5th grade class with 32 participants. The investigative path was of a qualitative nature. The data were obtained through oral and written records, produced by groups of students at the time of the development of 6 (six) tasks of the problem, exercise, investigation and exploration type of the multiplicative conceptual field. These tasks were based on the skills proposed by the National Common Curricular Base (BNCC) aimed at the 4th grade of Elementary School, potentially, with the purpose of teaching, learning and evaluation. In developing the activities, we sought to establish connections between additive and multiplicative procedures, numerical regularities of multiples and the processes involved in solving the multiplication algorithm. Data analysis was interpretative of the records obtained in the development of tasks, considered as teaching-learning-evaluation, carried out in the classroom by groups of students. We took as reference the evaluation in the formative perspective (Fernandes, 2005, 2006, 2008), the diversification of tasks, such as exercises, problems, investigation and exploration (Ponte, 2005, 2006, 2010, 2014) and the Theory of Conceptual Fields (Vergnaud, 1993, 1996, 2003, 2009). The diversification of tasks proved to be conducive to understanding and developing strategic schemes for solving situations that involve the four ideas inherent to multiplication. Thus, we indicate the tasks as a way to articulate teaching learning-evaluation, since they were configured as essential elements in a collaborative learning environment, through targeted feedback, for the development of multiplicative thinking. This research showed that investigative/exploratory tasks are still rarely proposed in the classroom context and the fact of recording the paths that were taken to reach the solution was considered somewhat difficult by the students, since this is not a common practice in the classroom. In addition to these results, the research generated o Educational Product: Multiplication teaching-learning-assessment tasks: a proposal for teachers who teach mathematics, which is intended at teachers who teach mathematics with the objective of guiding and supporting these teachers in their classes and, thus, contributing to the teaching learning-evaluation process.
Acesso aberto (Open Access)
Pesquisa-formação com professoras de física do ensino médio integrado: por entre reflexões de transformação da própria prática e diálogos coletivos
(Universidade Federal do Pará, 2024-12-12) SILVA, Sérgio Yuri de Almeida da; MARTINS, France Frahia; http://lattes.cnpq.br/4765567823575996; https://orcid.org/0000-0001-7933-6014; MOURA, Sebastião Rodrigues; http://lattes.cnpq.br/0092932409685292; https://orcid.org/0000-0003-4254-6960
In this narrative investigation, I seek to understand how Physics teachers, engaged in a research training process, reflect on the transformation of their own teaching practices through the evaluation of an educational Physics material for integrated high school education. The central question guiding this study is: In what ways do these teachers, during the research-training process, reflect on the transformation of their own practice based on this evaluation? Methodologically, I adopt Narrative Inquiry as both a qualitative research method and the phenomenon to be explored, through a research-training process developed with two teachers working in integrated high school education at a federal institution in the state of Pará, Brazil. The research-training was structured in three main stages: (1) “Recognizing Myself”, which encourages teachers to reflect on their professional journeys and pedagogical practices; (2) “Analysis of the Didactic Sequence”, which promotes the critique and adaptation of didactic materials for application in real teaching contexts; and (3) “Reflective Dialogues”, which facilitate the exchange of experiences and ideas among the teachers, aiming to enhance Physics teaching. For the construction and analysis of the data, I utilized Discursive Textual Analysis based on collective dialogues that were audio-recorded and transcribed. The results highlight the importance of continuous reflection on teaching practice in personal transformation, through reflective dialogues in which the teachers could critically analyze their practices and share emotions and singularities related to the profession. This collaborative process strengthened not only the development of a more robust educational product aligned with the real needs of teaching but also promoted a broader understanding of the teaching profession. I conclude that it is essential to promote actions in teacher education, expanding research-training to encompass more themes and issues that integrate Physics teaching with integrated high school courses in federal institutions. Collaboration and continuous reflection benefited both the teachers' professional development and the creation of an educational product aligned with the real demands of teaching. As a result of this experience, an educational product was developed entitled "Research-Training Framework for Physics Teachers of Integrated High School Education: (Re)Knowing Oneself and Reflective Dialogues", which proposes necessary means and strategies for developing teacher education with methodological processes adaptable to the diverse realities faced in integrated high school educatio.
Acesso aberto (Open Access)
Ensino de ciências no quilombo de pau furado: alternativas metodológicas inclusivas sobre morfologia vegetal para estudantes com deficiência visual.
(Universidade Federal do Pará, 2023-05-08) FROTA, Raiza Alcântara; LEITÃO, Wanderléia Azevedo Medeiros; http://lattes.cnpq.br/9180849418936246; https://orcid.org/0000-0002-7107-6630
Through a deeper exploration of Special Education, it was introduced the research question: How are didactic alternatives configured, considering the topic of plant Morphology, with the goal of promoting favorable conditions for teaching and learning of the students with Visual Deficiency and typically sighted students inside Quilombola educational context? It has been chosen the qualitative approach and action research as a methodology. The purpose this study is to examine the results of the sequence of activities exploring plant Morphology, with the intention of checking the effectiness of teaching and learning process of the Visual Deficiency students, grounded in students’s lived experiences, prior knowledge, skills and collaborative learning.The present study was realized in municipality of Salvaterra, Marajó archipelago, located in Pará State, particularly childhood education and elementary in quilombola school named Benedito Thomaz Carneiro in Pau Furado community. Students of 7th grade participated this research, in particular, were including one student with Visual Deficiency, as well as the principal, a pedagogical technical and Science’s teacher. Regarding the level of satisfaction with the actions performed, the students expressed their opnion throught theses datas: 57,9% were very satisfied and 42,1% totally enjoyed the field class; 63,1% were totally satisfied with the collection and identification of plant parts; 63% were really satisfaction with learning about the morphology of the community’s own plants; 57% of the students expressed satisfaction with carrying out research with their families and making Herbarium specimens about plants parts; 89,5% learned more about the different kinds of plants roots. As a outcome, it was created an E-book calls by “Interactive Botany in quilombo” that was included drawing and explanation about Plant Morphology, and typical female characters this community. The vegetables this area were examined, with the goal of making botany content more engagaing, interactive, relevant and identity-based. Thus, research data highlights important stages from debate about inclusion procecess of students visual Deficiency in classroom, also it has showed that is necessary the investment in alternative methodologies, didactic resources so that the teaching learning of Natural Science more inclusive, meaningful and empowering. Taking a new approach to rural education, especially for those living in rural communities.
Acesso aberto (Open Access)
Sequência didática na perspectiva do campo conceitual aditivo para o ensino e aprendizagem das operações de adição e subtração.
(Universidade Federal do Pará, 2023-10-03) GONÇALVES, Maria Luciana Souza; SILVA, Renata Lourinho da; http://lattes.cnpq.br/7692379318643297
This research deals with the learning difficulties of students in the 2nd year of Elementary School, which involve the concepts and operations of addition and subtraction. These difficulties were highlighted in the classroom, as well as in the results of the SAEB (Basic Education Assessment System) tests in 2019, in the literature review and in the application of a didactic sequence, thus reinforcing, the problem of teaching addition and subtraction in the early years of elementary school. With this, the objective is to structure a Didactic Sequence from the perspective of Conceptual Field Theory for teaching and learning the concepts and operations of addition and subtraction in the early years of elementary school. elementary School. In this sense, the methodological structure of the research is anchored in Didactic Engineering, which was identified in two textbooks, which little explore the categories of problems in the additive field designated by Vergnaud, in this way, we present as an educational product, a paradidactic book, as a didactic sequence model, which explores studies of the concepts of addition and subtraction, as well as the operations that apply them from the perspective of Vergnaud's additive conceptual field.