Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Paschoal, Gilmar Steigleder |
| Orientador(a): |
Bisognin, Eleni |
| Banca de defesa: |
Schons, Elisângela Fouchy,
Marques , Nelson Luiz Reyes,
Tatsch, Karla Jaqueline Souza,
Pigatto , Aline Grohe Schirmer |
| 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: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1297
|
Resumo: |
This study is part of the Teaching and Learning in Science and Mathematics Research Line within the Postgraduate Program in Science and Mathematics Education (PPGECIMAT) at Universidade Franciscana (UFN). It aims to analyze the characteristics of a Teaching Sequence in order to facilitate the understanding of the Decimal Number System (DNS), including decimal numbers and their operations, for sixth-grade elementary school students. For the development of the research, the "Design-Based Research" (DBR) methodology was adopted. According to Reeves (2006), this methodology involves four phases: a) Analysis and Exploration; b) Construction of a prototype or Educational Product; c) Pedagogical Intervention; and d) Analysis and Reflection to validate Design Principles In the first phase, the following actions were taken: a literature review, a description of the historical evolution and characteristics of the Decimal Number System, a questionnaire applied to public school teachers, a test applied to seventh-grade students, descriptions of collaborating teachers' testimonials, and an analysis of National Common Curriculum Base (BNCC) guidelines on this topic. As a result of these actions, the research problem and general and specific objectives were defined. In the second phase, the Teaching Sequence was developed, consisting of problems involving decimal numbers and their operations. In the third phase, the pedagogical intervention was conducted in a public school in the city of Cachoeira do Sul. This intervention included two applications in the second semester of 2023, using a Problem-Solving methodology for the activities. For investigating the results, analysis categories and their descriptors were created according to the stages proposed by Onuchic (1999) for this process. Finally, two questionnaires were developed and applied to assess students' perceptions regarding the activities. A qualitative and quantitative analysis of the questionnaires was performed using the CHIC Software (Hierarchical, Implicative, and Coercitive Classification). It can be inferred that the main characteristic of the Teaching Sequence, highlighted from the results obtained and that served as Design Principles, was the use of the questionnaire applied to teachers and students, the participation of collaborating teachers, and the teaching of decimal numbers and their operations through contextualized problem-solving, which facilitates students' understanding and learning. |
