Detalhes bibliográficos
| Ano de defesa: |
2010 |
| Autor(a) principal: |
Ferreira, Carlos Roberto
 |
| Orientador(a): |
Burak, Dionisio
|
| Banca de defesa: |
Brandt, Célia Finck
,
Pinheiro, Nilcéia Aparecida Maciel
,
Brandalise, Mary ângela Teixeira
|
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
UNIVERSIDADE ESTADUAL DE PONTA GROSSA
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
| Departamento: |
Educação
|
| País: |
BR
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://tede2.uepg.br/jspui/handle/prefix/1311
|
Resumo: |
This paper aimed to clarify the question about what becomes evident in the Mathematical Modeling course, offered in the Distance Education online method for the continuing education of mathematics teachers. The central aim of this research was to understand how mathematical modeling developed in an online course on distance education modality can contribute to overcome teacher‟s difficulties in understanding the methodology and its use in the classroom. Also, we aimed to ascertain, among other things, which contributions to modality online distance learning provides for the teacher‟s continuing education and to in the difficulties superation of adoption and understanding of the mathematical modeling concepts. The theoretical framework considers teaching and learning of mathematics perspectives in the context of the “Leis de Diretrizes e Bases” of National Education. It also holds in most current views on mathematics education and mathematics teaching that are present in the work of Lorenzato and Fiorentini (2001), Rius (1989) and Kilpatrick (1992). For the concepts of mathematical modeling attempted to talk to different authors, however, we assume the concept proposed by Burak (2004). What refers to the teacher‟s continuous formation, we adopted a "reflective practice" based on the work of Schön (2000), Silva and Araujo (2004), Freire (2001), Perrenoud (2002), Imbernon (2001), Alarcão (2003). About the Distance Learning (DL) it drives us in the work of Borba (2007), Mugnolo (2009) and Morin (2002) and the Online Distance Education in the concept named "virtual togetherness” according to Valente (2003). Other distinguished authors and theoretical elements were added to the discussions as incursions were necessary to understand the constructed categories. The question and the objectives of the investigation leaded it to qualitative research. Twelve teachers of public schools in Paraná joined in the investigation, involving five Regional Centers of Education. The steps followed in the investigation included: 1) exploratory research with teachers and construction of theoretical frameworks, 2) Mathematical Modeling course development mediated by the online distance education, that allowed the collection of data from the Moodle Platform tools, 3) analysis and data interpretation. The data treatment follows the method of triangulation and inductive analysis, involving the researcher, empirical data and theoretical referential, by the light of the Bogdan and Biklen‟s principles (1994). The results show significant aspects regarding the development of Mathematical Modelling and its adoption in Distance Education in Basic Education, although, it highlights the need for adjustments in the dynamics of the course and aspects related to the modeling concept from a perspective of the humanities and social sciences. |
