Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Frantz, Débora de Sales Fontoura da Silva |
| Orientador(a): |
Bisognin , Vanilde |
| Banca de defesa: |
Pigatto, Aline Grohe Schirmer,
Bisognin , Eleni,
Watanabe , Giselle,
Flôres, Marcia Viaro |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Franciscana
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino de Ciências e Matemática
|
| Departamento: |
Ensino de Ciências e Matemática
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1144
|
Resumo: |
The present study investigated the contributions that a pedagogical intervention, based in Research Based in Design, using an educational product constituted from photographic images, can propitiate for the teaching and learning of Mathematics teachers in continuing education of the final years of elementary school. To achieve such objective and analyze the information collected in the empirical field, was chosen the own PBD as methodological option of research, which made it possible use a qualitative approach and quantitative. For its development, use the three phases of PBD proposed by McKenney and Reeves (2019), together with the support of the literature review, that helped in the design of the training process and emphasized interfaces between the teaching of Plane Geometry, photographic images, visual perception and mathematical connections in a real, local and cultural context. The study started with the definition of educational systemic problem presented by three teachers of Mathematics in continuing education of Elementary School, from different municipal schools in the municipality of Santa Cruz do Sul - RS, who are the participants of this study, during an investigation started in the year of 2020. To support these participants in this context, was developed an intervention and were determined the design principles that served as characteristics for the elaboration of educational product, as proposal of solution to the problem. The educational product built was constituted of photographic records recorded by the own participants, under their looks and perceptions during the first practical meeting held in a cultural space of the municipality, in which participated of dynamic "Mathematical Trail", which allowed them to identify real contexts that contributed for the elaboration of activities. Furthermore, counted with the collaboration of advisor and of a research group, composed of professors, academics and researchers from the Franciscan University (UFN), in Santa Maria - RS, who evaluated the educational product before of application to participants, occurred in the year 2021, in two practical meetings, which supported the analysis. The phases of this study were accompanied by researcher and the data collected were analyzed through the Analysis by Triangulation of Methods. For the evaluation of the contributions of pedagogical intervention, this study was examined in terms of validity, practicality and effectiveness, defined three criteria for interventions of quality of PBD, cited by Nieveen (1999). The results obtained from the PBD indicated that this intervention evidenced beneficial contributions to the needs presented by participants, showing that there was, on their part, reflections about your performance, collaboration between the participants, as well as benefits related to cognitive needs, to affective disposition for the Mathematics, to perception about the teaching of geometry and to viability of produce a material courseware potentially significant through the use of photographic images and connections with the Mathematics with the local and cultural context. With these findings, concluded that the educational product produced through the process of PBD contributed positively to the needs presented by participants and created a teaching of teaching and learning characterized by exchange of experience and of theoretical and practical knowledge. |
