Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
MORAES, CÉSAR AUGUSTO DO PRADO |
| Orientador(a): |
Azevedo, Adriana Barroso de |
| Banca de defesa: |
Nacarato, Adair Mendes,
Mello , Luci Ferraz de,
André , Cláudio Fernando,
Furlin , Marcelo |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Metodista de Sao Paulo
|
| Programa de Pós-Graduação: |
Educacao
|
| Departamento: |
Educacao:Programa de Pos Graduacao em Educacao
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede.metodista.br/jspui/handle/tede/1839
|
Resumo: |
This is a qualitative research work with a narrative mark in the formative modality, whose focus is on the study on the use of the communication and information digital Technologies in both teaching and learning processes in Elementary School’s Mathematics. Therefore, I decided to take over the role of a teacher and researcher by sharing my experiences being supported by my own practices as a teacher and also as a researcher since it is composed of an intervention research, in which different techniques were applied to the process of teaching Mathematics. The educational environment from this analysis is geared by the research question: What do participants / students say when they are envolved into an educational experience carried out with the use of communication and information digital Technologies and how can such tools contribute to the Mathematics learning and teaching processes in Elementary school?. The narrated experiences, which are the corpus of this research, are analysed from an interpretative analysis in a three-stage Reading: cross-referenced Reading, thematic Reading and interpretative-understanding Reading. Their main aim is to investigate and examine in elementary school students’ reports and narratives how the use of such technological tools and devices can be an asset to teaching Mathematics in order to build up student’s learning. Also, I developed and planned a research field, which includes technological and digital resources and was carried out with two sixth grade classes and three eighth grade classes, with 140 students, overall, in 2016 at a public state school from São Paulo. Questionnaires were used and recommended in four different moments for students to write and share their opinions on formation. From the use of the three-stage analysis as a method for the qualitative analysis, three points were encountered by me: 1) Concepts on teaching Mathematics before this research, 2) The sense of achievement and safistaction that the use of such digital and technological tools have provided students with, 3)The aspects, as well as areas for formation, which have provided opportunities for interaction and contributed to build up students’ mathematical knowledge . By analyzing the results I was able to conclude and perceive how important and great technologies are and what a great role it plays on the process of learning and teaching Mathematics . I have systematized the research results while I get the support I need in students’ reports. When it comes to the conception that students had towards Maths before beginning this investigation, they would say that classes “used to be boring and tiring”; “I don’t like Mathematics. It’s hard to learn” “I have a lot of difficulties and I’m supposed to memorize all things”. After their new experience the sense of achievement was described by students who participated as a meaningful and enriching way to teach and learn Mathematics. Both the aspects and formation environment, which made communication and interaction possible , as well as building up mathematical knowledge experimented by students, were described as not only pleasant, but also priceless. |
