Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Marciano, Lilian Ceile
 |
| Orientador(a): |
Ag Almouloud, Saddo |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação Matemática
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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| 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: |
https://tede2.pucsp.br/handle/handle/22310
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Resumo: |
The primary concern of this study is to investigate teachers' conceptions about Mental Calculation (MC) and characteristics of their teaching practices. We aimed to identify elements that indicate how they understand, explain and justify MC teaching, as well as elements that feature and compose their professional practice. In this way we tried to answer the following study questions: What conceptions and practices do teachers in early years of Basic Education mobilize when teaching MC? What are the characteristics of the teachers’ pedagogical practice evidenced by the report of their practices? Participated in this study twenty-six female teachers from year one to five of private education network in São Paulo, Brazil, whose schools declare to include MC teaching in their curricula. The theoretical framework studied involved teachers' conceptions and the chosen methodology was the case study. We worked on multidimensional data analysis, using similarity and coesitive analysis methods, through the use of the software CHIC (Implicative and Coesitive Hierarchical Classification). For the production and data collection, a questionnaire and semi-structured interviews were applied. The data analysis allowed identifying the recognition of the importance of MC teaching by the teachers in addition to a diversity of conceptions related to this modality of calculation teaching. Some of the teachers relate MC to speed, memorization and agility in performing algorithms and report a practice centered on performing calculations without any written records. Another part of the teachers relates MC to the learning of numbers and properties, to the expansion of problem solving possibilities and to the bond that students can establish with mathematics. In this group it was illustrated indications of a teaching practice that includes discussions based on different strategies of resolution produced by the students, working both in pairs and in groups; which seems to imply an approximation to what is indicated in academic research. The outcomes also lead to the need for specific research on the practice of these teachers and the results they achieve in student learning, as well as the training actions features that enable education professionals to develop autonomy for appropriate teaching approaches |
