Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Oliveira, Jefferson Dantas de
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| Orientador(a): |
Lara, Isabel Cristina Machado de
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica do Rio Grande do Sul
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação em Ciências e Matemática
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| Departamento: |
Escola Politécnica
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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.pucrs.br/tede2/handle/tede/11164
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Resumo: |
This study aims to “Categorize the articulations between the research and teaching method of Mathematical Modeling and the teaching attitude based on Research as an educational principle in Basic Education”, in order to answer the following research problem: “How does the research and teaching method Is Mathematical Modeling articulated with the teaching attitude based on Research as an educational principle in Basic Education?”. This is a research with a qualitative approach, considering that this type of approach is not focused on the numerical result, but rather on deepening the understanding of the relationships between the teaching and research methods investigated. With the intention of categorizing the articulations between the teaching methods, the research took place in two stages. The first consisted of carrying out a Systematic Literature Review, according to Pickering and Byrne (2013), with the purpose of proving the originality of this study and understanding how research is carried out in interventions that use Modeling. For that, a search was carried out in five databases in force in the educational scenario, finding a total of 105 productions that carried out an intervention with Modeling in Basic Education. Analyzing the research listed, it is understood that in an intervention with Modeling, the search for content on sites on the World Wide Web, or data collection, are examples of the act of conducting research for students. In addition, the authors point out that this type of intervention induces the investigative instinct, and provides interdisciplinarity. In the second stage, a series of eight interviews was carried out with the main authors of Mathematical Modeling and Research as an educational principle, with the aim of understanding the relationships between the two methods. For the analysis of the interviews, the Discursive Textual Analysis proposed by Moraes and Galiazzi (2013) was used. After the analysis, it appears that the articulations between MM and Research as an educational principle were perceived in two links: The teaching philosophy and The stages. Research as an educational principle and MM converge in the teaching philosophy in which the teacher decentralizes himself from the teaching and learning processes and allows the student to assume the leading role, a significant process that goes against the traditional teaching paradigm by providing students with develop some skills and competences such as: improvement of argumentation; autonomy in critical thinking; improvement in social relationships inside and outside the school; development of the student's critical posture towards classmates and the teacher; improvement in the search for information in search engines of the World Wide Web; critical development in decision-making; and motivation to improve your knowledge. Regarding the steps, Mathematical Modeling and Research in the classroom have similarities. The stage of perception and apprehension is equivalent to questioning; comprehension and explanation converge with the construction of arguments; and meaning and expression equals communication. Furthermore, it was evidenced that the production of a model is equivalent to the authorial production of the students, comprising an equivalence between the two methods of teaching and research |
