Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Comelli, Felipe Augusto de Mesquita
 |
| Orientador(a): |
Manrique, Ana Lúcia |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| 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 Ciências Exatas e Tecnologia
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| 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: |
https://tede2.pucsp.br/handle/handle/23161
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Resumo: |
The present research is among the themes related to the Affective Domain in mathematics education, presenting as a central point the search for understanding the role of meta-affect. For this, the question asked was “How does the affect of a teacher who teaches mathematics interact with their affect-cognitive perspectives on mathematics, the teaching of mathematics, the people who get involved with mathematics and their social contexts?". It was partitioned into two accessory questions: I. What affective constructs can be inferred from the teachers' autobiographical narratives and discussions from the focus groups?; II. How do inferred affective constructs relate to the teachers' perspectives on mathematics, the teaching of mathematics, the people involved in mathematics, and their social contexts? Several authors who investigate affect in the field of mathematics education have served as a theoretical contribution to research. Among them, the names of Bishop, Clarkson, Di Martino, Goldin, Gómez-Chacón, Grootenboer, Hannula, Leder, Liljedahl, Marshman, McLeod, Middleton, Pekrun, Philipp, Radford, Seah, Thompson e Zan. To understand meta-affect, DeBellis and especially Goldin are configured as central references, defined by them and considered in this thesis as the “affect about affect, affect about and within cognition about affect, and the individual’s monitoring of affect through cognition and/or further affect.” The research is qualitative, non-experimental, descriptive, and interpretive, in line with the comprehensivist field. Five teachers who teach mathematics in the upper grades of elementary school and high school at a private school in the city of Santos, State of São Paulo, participated as subjects of the research. Oral autobiographical narratives and focus groups were the approaches used to produce data, whose analysis was made from the discursive textual analysis. Three categories of analysis were elaborated a priori: Affect concerning mathematics; Affect about mathematics teaching; Affect towards people involved in mathematics. Three emerging categories have risen from the analysis, themes treated through metatexts “The first-time phenomenon (or the first blow)”; “Teacher's soul: the identity of the teacher who teaches mathematics”; and “Mathematics from the teacher's perspective: the challenge as value”. The results of the thesis indicate that affect must be understood through a meta-affective lens and/or a multi-affect prism; in the first-time phenomenon there are transformations of positive affects in negative affects; the construction of the teacher's identity involves the management of internal conflicts, with meta-affective regulation; challenging mathematics is a value from the perspective of teachers and is built by meta-affective regulations |
