Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Rodrigues, Júlia Rauber |
| Orientador(a): |
Bisognin, Eleni |
| Banca de defesa: |
Tatsch, Karla Jaqueline Souza,
Schons , Elisângela Fouchy |
| 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/1296
|
Resumo: |
This dissertation was developed in the Postgraduate Program in Science and Mathematics Teaching at the Franciscan University of Santa Maria, in the line of research Teaching and Learning of Science and Mathematics and aims to analyze the contributions of a pedagogical artifact, consisting of activities related to proportional thinking, can provide students in the eighth year of Elementary School. The Design-Based Research (DBR) methodological approach was used, which, according to Reeves (2000), comprises four phases: a) description of the educational problem; b) elaboration of a pedagogical artifact based on a guiding theory; c) pedagogical intervention to evaluate the created artifact and, d) analysis and reflection on the entire process carried out, in order to build design principles. To develop the research, a group of teachers, trained and in training, was formed, who helped monitor the entire process of elaboration, application, analysis and reflection. To determine the educational problem, a questionnaire was carried out with teachers who teach Mathematics in Elementary School about the process of teaching and learning proportional thinking, and a bibliographical survey of works on the topic “proportionality” was carried out. Then, identifying as a research question: how effective is a pedagogical product, prepared in accordance with the theoretical assumptions of DBR, in the development of proportional thinking in students in the eighth year of Elementary School? To answer the research question a pedagogical artifact was constructed on proportional thinking applied to a class of eighth-year elementary school students at a state public school located in the central region of Rio Grande do Sul. Two interventions were carried out and, after each application, a reflective analysis was carried out of the resolutions proposed by the students and the corrections that were necessary, that is, a re-design of the activities was carried out. The analysis of the results was carried out according to the previously established analysis categories that aimed to find the different strategies used by the students in their solutions, as well as the success in carrying out the tasks. The artifact is composed of three activities that address skills essential to learning proportionality, but also brings to light skills and abilities proposed by the National Common Curricular Base (NCCB), in addition to those common in Mathematics, understood by promoting reflections on causes that go beyond of the classroom, as well as on the teacher-student relationship and the impact on the student's integral development through stimulating skills necessary for self-knowledge and coexistence. Finally, it was understood from this research cycle that activities developed under different approaches, which explore directly and inversely proportional quantities, promote the development of proportional thinking in students. Furthermore, it was possible to notice that the weaknesses in the teaching and learning process in Mathematics come to the surface when the student is challenged autonomously to solve mathematical problems. The artifact achieved the expected results, with the observations previously mentioned design principles observed, therefore, it showed potential for refinement. This work promoted the training of the author (teacher and researcher under construction), as well as the collaborative group and the participating students, bringing reflections relevant to the lived context, as well as the professional training of each one. |
