Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Amorim, Marcos Vinicius dos Santos
 |
| Orientador(a): |
Gonçalves Júnior, Marcos Antonio
|
| Banca de defesa: |
Lima, Luciano Feliciano de,
Barros, Roseli Araújo |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
|
| Programa de Pós-Graduação: |
Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG)
|
| Departamento: |
Pró-Reitoria de Pós-graduação (PRPG)
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://repositorio.bc.ufg.br/tede/handle/tede/10318
|
Resumo: |
This dissertation deals with Communication in math classes, in a context of Mathematical Investigations and Problem Solving. It seeks to analyze to understand and narrate communication in math classes, in a context of investigative and problem solving classes, and its relationship with the roles of students and teachers in this context. More specifically, it aims to: i) analyze how students express their ideas and argue them in the process of mathematical investigation; ii) establish a relationship between the elements of communication and the attitude of students and teacher; iii) analyze how communication may or may not characterize the class dynamics. Methodologically, the research is characterized as Narrative Inquiry (CLANDININ; CONNELLY, 2015). The material analyzed was collected from the field diary and audio and video recordings of the math classes of the sixth grade of Elementary School, the Centro de Ensino e Pesquisa Aplicada à Educação (CEPAE / UFG), in the Laboratório de Ensino e Pesquisa em Educação Matemática “Luiz José de Macedo” (LEPEM), which occurred during two periods: between March 20 and April 3, 2018; and between June 26 and August 21, 2018. After the production of the material, a Narrative Analysis was performed (Bolivar, 2002), relating the theory studied on communication in the mathematics classroom (ALRØ; SKOVSMOSE, 2010), Diálogo (FREIRE, 2015, 2016), Mathematical Investigations in the classroom (PONTE; BROCARDO; OLIVEIRA, 2013), as well as the researcher's memories, in a relational aspect. At the end of the analysis, two narratives were produced that tell and analyze the communication in the investigated environment. It is considered that classroom work with mathematical investigations and problem solving has provided a conducive environment for disruption or, at least, for students to question a conception that in mathematics there will always be only one answer. correct, thought linked to bureaucratic absolutism. In addition, narrative analysis allows us to understand that when students are asked to take an active stance and have, with the teacher, responsibility for the development of the class, they tend to conduct research and take over in the process. However, when the teacher takes on the responsibility of presenting his or her strategy to the class without sharing between teacher and students, the latter decide to address other issues outside the math class as they quickly realize when they are part of the class. process and when they are not. |
