Detalhes bibliográficos
| Ano de defesa: |
2006 |
| Autor(a) principal: |
Vurande, Tureva Etrez Cossai |
| Orientador(a): |
Almeida, Fernando José de |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
|
| Departamento: |
Educação
|
| País: |
BR
|
| 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/9934
|
Resumo: |
The present study entitled The pedagogical error management in the mathematics teaching and learning process: a case study aims to reflect and bring a meaningful contribution to improve the quality of learning and teaching in the classroom, particularly in Mathematics. During the years of experience either as a student or as a teacher, we could notice that the liberator and constructive error was not given the necessary management it deserved. One of the aims of this study is linked to the desire of creating a dynamics of the learning and teaching process especially student and teachers in a critical, reflexive, creative, and autonomous way. Among the issues put forward, we emphasise the necessity to overcome the habit of using an error as a reason for punishment instead as a source to rebuild knowledge. To overcome this habit and change the negative attitude towards students error, from an epistemologic and didactic error viewpoint, a positive exploitation is indicated considering the differences and the diversity of the cognoscenti. This exploitation is based on the psychological learning theories and some works of authors such as PIAGET (1989, 1990, 1991), VYGOTSKY (1998), FREIRE (1987, 2004), and DEMO (2002a, 2002b, 2004). LUCKESI (2003) and AQUINO (1997) among others. It is a question of a case study based on qualitative research where lesson observation and interviews given to teachers and students were the main data collection techniques. The findings allowed our understanding along the process and we went on realising that teachers try to raise awareness about the need to value formative assessment and positively manage their students error. However, this awareness is not pratical as can be seen in the data analysis of the lesson observation and test marked by the teachers. The ritual and the practiced testing system in the schools contribute towards how the learning and teaching process is being conducted, since the concern is the mark (the test result) instead of knowledge, lesson delivery improvement, and scientific knowledge achievement |
