Gráficos e tabelas no ensino fundamental: uma análise com base em elementos da teoria da atividade

• Ano de defesa: 2015
• Autor(a) principal: Grymuza, Alissá Mariane Garcia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Teoria da atividade; Activity theory; Ensino de Matemática; Gráficos e tabelas; Mathematics teaching; Graphs and tables; CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/7726

This study proposed making an analysis, based on Activity Theory of the elements from didactic activities proposed by teachers in the 5th grade of elementary school for teaching graphics and tables. In the theoretical approach, discussed it was the relevance of the content to the formation of the student of basic education, about on the National Curriculum Standards and considering elements of the Activity Theory and work of researchers at the Education of Statistics. We conducted a qualitative nature study in an analytical perspective, and the data collection was given through the use of questionnaires and interviews with teachers, as well as direct observation of their practices. The results indicate that the teacher's commitment to good quality teaching is necessary, but not sufficient. It is necessary for the teacher to master what you intend to teach and know has to select appropriate strategies to propitiate the construction of knowledge, considering the different moments that compose an activity, starting with the motivation and ending with the control. The teachers who participated in our research did not demonstrate the proper understanding of the objectives of working with graphics and tables in the classroom, either in their specificities, and in the relations between them, which compromises the quality of education on this topic. The fact that the same school has teachers who presenting practices that bear little resemblance, either in regarding the content or the students it is not to consider it as a whole, when we discuss teaching quality. We note that, since the motivation has an important role in the educational process, it is necessary that the teacher advances in his understanding of this element, considering its specificities, whether curricular, social or other nature.