Um curso de atualização para professores do ciclo I utilizando as novas tecnologias no ensino de matemática

• Ano de defesa: 2013
• Autor(a) principal: Silva, Juliano Osorio da
• Orientador(a): Caetano, Paulo Antônio Silvani
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências Exatas - PPGECE
• País: BR
• Palavras-chave em Português: Matemática - estudo e ensino; Formação continuada de professores; Educação a distância
• Palavras-chave em Inglês: Continuing education; Mathematics education; Distance education
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/4438

This paper presents the main product as a course of continuing education for the training of teachers of elementary school from the first cycle of Basic Education, entitled "Mathematics for Elementary Education I". The course was focused on math content with the use of information technologies and communication, being structured as a virtual learning environment with activities from a distance. Course participants were teachers who work in classrooms from first to fifth year of elementary school of city system to Barretos / SP. The course structure needed to face meetings were conducted to follow up the first access to the environment, guidance on the course of studies and content. The course was implemented in the Moodle platform for distance education with such activities as forums for interaction and questions, applications and questionnaires. Also available are articles, texts, videos, links and a book chapter. The course sought to address basic math content, always considering the lack of your target audience. Themes like addition, subtraction, multiplication and division, with small problems on the tract diversified their operations, ways to make multiplication, studies concepts in geometry, problem solving and relationship studies using arithmetic geometry. Thus we sought to improve and expand the knowledge of teacher students seeking AA improving the quality of teaching and update to teaching practice.