Metodologias da educação matemática: reflexões sobre a prática

Detalhes bibliográficos
Ano de defesa: 2010
Autor(a) principal: Leite, José Edmar
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal da Paraí­ba
BR
Educação
Programa de Pós-Graduação em Educação
UFPB
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/4943
Resumo: This thesis conducted an exploratory study at a state school for elementary and high school in the city of Sao Jose de Piranhas Collection. His goal was to investigate the teaching methodologies used by teachers who teach in the discipline of mathematics in the 1st year of high school, setting the related processes do school. The specific aims were: a brief history of mathematics education in Brazil; place the mathematics tier and map the teaching of mathematics in the classroom. We conducted a field study and used as data collection, classroom observations and interviews with teachers who teach the discipline of mathematics, through semi-structured. The study investigated the fact that mathematics, although it is present in every moment of life of the student, has been over the years, one of the disciplines most feared by the Brazilian school students, high rates of school failure and school contrast between the mathematics that is taught in school and mathematics that students practice in their day to day. The results show that there are several factors that contribute to learning difficulties in mathematics, among them reveals the deskilling of teachers, lack of infrastructure and poor basic school curriculum of high school students, with regard to their level basic knowledge, which reveals low compared to the mathematical content. The initiatives in adopting new paradigms, like a restudy of the school's philosophy, the evolution of conceptions about learning from the renewal of curricula and the way of teaching are in construction stage, expected to be effective change, even the medium term.