Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Pedroso, Dione Ribeiro |
| Orientador(a): |
Pretto, Valdir |
| Banca de defesa: |
Rachelli , Janice,
Scremin , Greice |
| Tipo de documento: |
Dissertação
|
| 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/1088
|
Resumo: |
ffectivity is present in forms of relationship and we do not understand it, since it is indirectly linked in our relationships with people. In teaching, the relations between the teacher and the student are very close and based on knowledge under the cognitive perspective and affectivity with affective domain, through dialogue and participation of those involved. An affective, pleasant and interesting teaching conquers the students, mainly in the teaching of mathematics. Our study is based on the line of teacher education research, which is part of the PPGECIMAT of UFN, professional level. This study, elaborated in a set of qualitative and quantitative research, aimed to know how mathematics teachers understand affectivity in the teaching and learning process. We investigated a sample of 31 mathematics teachers from the region of Santa Maria, state of Rio Grande do Sul, Brazil. The theoretical reference is contemplated by a bibliographic review of publications involving affectivity in teaching and teaching mathematics with some conclusions about these publications; some elements about the conception of affectivity, with a theoretical analysis in the definition of some authors, of procedures and actions of Piaget, Vygotsky and Wallon, complement of affectivity in teaching; with follow-up on teacher training and practice, texts with added affectivity. Our study was conducted on data produced through a questionnaire divided into three blocks: Profile, Affectivity in Teaching and Professional Practice, sent to mathematics teachers. The questionnaire was constructed based on the context of the profile, affectivity in teaching, training and practice of a math teacher, with closed and open questions. The following tools were used to process, analyze and discuss the data: Google Forms, Excel, Implicative Statistical Analysis (ASI), with the support of CHIC software (version 7.0) and Word Cloud. The analyses and discussions showed that mathematics teachers understand that affectivity is relevant to teaching and learning, and that it is related to the construction of mediations made between teacher-student. The meaning of this construction with affectivity can motivate the teaching and learning of mathematics, with connection and affective communication in their skills. In accordance with the Professional Master’s Degree, a Educational Product in the format of podcast was elaborated with the aim of offering teachers a moment of reflection on the affectivity in teaching. |
