Processo formativo de professores de Matemática: práticas reflexivas para a utilização da informática

Detalhes bibliográficos
Ano de defesa: 2014
Autor(a) principal: Zeraik, Suelen Masson
Orientador(a): Gama, Renata Prenstteter lattes
Banca de defesa: Marco, Fabiana Fiorezi de lattes, Sousa, Maria do Carmo de lattes
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 Educação - PPGEd-So
Departamento: Não Informado pela instituição
País: BR
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/2806
Resumo: The purpose of this research is to understand the formative process developed in a group of mathematics teachers guided in the use of computers inclusion in their pedagogical practices. The question that guided the development of the research was: What are characteristics emerge from the formative process in a collaborative group of mathematics teachers to use computers in their teaching? This research is qualitative, of type participant observation. The data collection was carried out face of meetings a collaborative group of math study entitled Collaborative Study in Mathematics Education Group (CSMEG). Discussions of audio recorded meetings were used; oral and written narratives on the teaching practice; activity of scripts built out from the work proposal with the use of information technology and e-mails from the group on the profile and individual graduation and the sharing activities. For the analysis, we used the theoretical reference on teacher education, especially on reflective practice, collaborative groups and information technology in mathematics teaching. The reading of the data allowed to establish a guiding axis that highlights aspects of content and reflexive dynamics found both in the preparation of mathematical activities and in developing classroom environments with computer technology. From the discussion of the shaft were constructed three categories of analysis: 1. The computer technology insertion on collaborative group; 2. The computer technology insertion on mathematics education; and 3 Reflective practices on collaborative group. The results indicate that the pedagogical practice needs to be the starting point of reflective learning process, as shown in the proposed content and collective choices of the group during construction activities. The computer technology insertion's potentiality of visualizing and development of activities help on exploiting and relations of mathematical concepts. The elaboration of activities with the use of computer technology directed to individual interests contribute to the redefinition of the mathematical concepts and knowledge of the practice. Moreover, the reflective discussions that permeated the elaborations of the activities with the use of computer helped the teachers analyze and build meaningful activities with a look at content, to the student and to their knowledge.