Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Martins, Luis Paulo |
| Orientador(a): |
Coutinho, Cileda de Queiroz e Silva |
| 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: |
Faculdade de Ciências Exatas e Tecnologia
|
| 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/22534
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Resumo: |
The actual research aimed to investigate and identify what knowledge is mobilized by Elementary School teachers who teach mathematics when planning Financial Education classes and how they are mobilized, in order to answer the following question: which is the knowledge mobilized by teachers who teach classes in the final years of Elementary School and High School during the planning of classes that approach Financial Education, and how does this mobilization occur? Recent research has demonstrated the importance of developing work with Financial Education in Secondary Schools, including High School. In addition, the National Curricular Common Base (BNCC) claims the theme as a transversal and an integrating one, mentioning it in at least four years of Elementary School in the skills proposed to the Mathematics field. We understand that Financial Education is necessary so that a person can understand the importance of planning the finances and their implication in the contexts of human performance in life. At school, Financial Education must reach the way students are inserted into the field of money, making it possible for them to making the best decisions, consciously and critically. In this case study, we analyzed teachers' lesson plans that teach Mathematics in Elementary and High School. Sixteen teachers took part in the study, nine of them are pedagogues and teach in Primary School from 1st to 5th year, and seven are graduated in mathematics, who teach from the 6th to 9th grade of Elementary and High School. These teachers, participants of the research, are professionals participating in a specialization course in Mathematics teaching for Elementary School held in a private college in the city of São Paulo. Besides a general appreciation of the 16 plans, we analyzed in more detail the plan of the teacher P4, in who aimed to work with Financial Education along with the study of the rational numbers and percentages in a 7th year of a private school that belongs to the System of Education in which all the teachers of the study work. For this work we used the analysis of teacher activity levels proposed by Margolinas, as an extension of the didactic analysis proposed by Brousseau. In each of the 3 levels related to teacher planning (+3- ‘noospheric level’; +2- ‘level of construction’ and +1- ‘level of project’), it has been identified the mobilization of subdomains of mathematical knowledge for teaching, according to Ball et al. We verified that in the +3 - noospheric level, the teachers of this study mobilize common knowledge of content, horizontal knowledge of mathematics and content and school curriculum knowledge. At the +2- level of construction, the teachers of this study mobilize common and specialized knowledge of content and at the +1 - level of project, teachers mobilize predominantly content knowledge and students, recognizing the contexts in their classes |
