Detalhes bibliográficos
| Ano de defesa: |
2015 |
| Autor(a) principal: |
Farias, Fabio Douglas
 |
| Orientador(a): |
Manrique, Ana Lúcia |
| 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 Matemática
|
| 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/11053
|
Resumo: |
This study aimed to identify contributions that participation in a collaborative learning process allowed the continued formation of a group of teachers of early elementary school in the use of educational software for teaching Mathematics. Training meetings were analyzed, occurred during the second half of 2013, promoted by the project: Challenges for Inclusive Education: thinking the teacher training on the mathematics domain processes in the initial series of basic education , approved in the announcement 2010 Observatory program Capes Education and developed at PUC/SP. The research was developed from the perspective of a qualitative research methodology. For data collections were observed training meetings and workshops in public schools, and questionnaires were used. An enhancement of the model f@r was asked: training-action-reflection, presented in Costa (2012), as a theoretical reference. This training took place in seven stages, namely: study, decision-making, interaction, individual reflection, practice in school and joint reflection. The analysis of these steps was divided into four categories: perceptions of teachers on the use of educational software in the classroom ; evaluation of the use of educational software in school and its possibilities ; workshops held in schools and joint reflection on the training process . In conclusion, the following contributions have been identified: more critical appropriation and consistent in the use of current information and communication technologies by these teachers; collective and individual reflections during the preparation of the workshops; recognition of the importance of using educational software as an additional resource that can contribute to the process of teaching and learning mathematics; favoring reflections on answers to key questions such as: why, for what and how to use certain educational software; and finally consolidated the role of the participating teachers forward to using technology |
