Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Schons, Elisângela Fouchy |
| Orientador(a): |
Bisognin, Eleni |
| Banca de defesa: |
Lopes, Anemari Roesler Luersen Vieira,
Carpes, Patrícia Pujól Goulart,
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/1077
|
Resumo: |
The present research had the general objective to analyze the contributions of Design Based Research in the construction of knowledge for the teaching of Spatial Geometry by interns of a Licentiate in Mathematics course. The theoretical foundation was established from Shulman's concepts of professional teaching knowledge and mathematical knowledge for teaching described by Ball and his collaborators. This is a qualitative research and for its development, the four phases of Design-Based Research (DBR) proposed by Reeves (2000) were used, namely: the analysis of the educational problem, the development of the pedagogical artifact, the intervention, that is, the application of the pedagogical artifact in a real context and the retrospective analysis to produce design principles. Two applications were carried out, the first taking place in 2019 in face-to-face teaching and the second in 2020 in the remote teaching model, due to the Covid-19 pandemic. The research began with the definition of the educational problem to be investigated by the research group constituted by the researcher and her doctoral advisor and by the interns of the Mathematics Degree course and their internship advisors. Next, the sequence of activities referring to the pedagogical artifact was planned, applied and evaluated. The application of the activities was carried out by the interns in the Regency Internship, in classes of the first year of the Technical Course in Agriculture integrated with High School, all students from the Instituto Federal Farroupilha – Júlio de Castilhos campus. The research phases were monitored by the researcher and the collected data were analyzed using the Triangulation Analysis of Methods. To formulate the indicators for this analysis, questions created by Hurrel (2013) based on studies by Ball, Thames and Phelps (2008) were used, in order to support the investigation of Mathematical Knowledge for Teaching that academics, future teachers have and which ones can be improved. From the first application of the artifact and the analyzes carried out, it was proposed to redesign the activities that were applied by the academics who, during the first intervention, in addition to being part of the research group, were also observers of the process. This intervention took place at a distance, so the research group needed to adapt the activities and choose the materials and resources that would be used in this teaching model. With this work, it is concluded that the PBD, through the characteristics that were presented and used in this study, strengthened, in this group of interns, the construction of Mathematical knowledge for the Teaching of Spatial Geometry and the teaching and learning process. It also favored the training of researchers because by working in a team, in a collaborative way, a learning environment was created characterized by the exchange of theoretical and practical knowledge and the joint reflection of teaching practice. |
