Saberes metodológicos para o ensino de matemática na perspectiva do pacto nacional pela alfabetização na idade certa

Detalhes bibliográficos
Ano de defesa: 2016
Autor(a) principal: Pereira, Mariana Martins
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 de Uberlândia
Brasil
Programa de Pós-graduação em Educação
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.ufu.br/handle/123456789/17961
http://doi.org/10.14393/ufu.di.2016.244
Resumo: The proposal for the course of continuous training for Mathematics teachers of the initial years of elementary school, offered by the PNAIC (National Pact for the Literacy at the Right Age), in 2014, presents, through the “Cadernos de Formação” (Training Booklets), methodological frameworks aiming at collaborating with the teaching practice and, consequently, with the appropriation of the mathematical knowledge by the students at the literacy stage. In this regard, this research, linked to the field of Education in Sciences and Mathematics, intended, mainly, to study, analyze, understand and describe how the methodological knowledge about Mathematics teaching regarding Problem Solving, the History of Mathematics; the Information and Communication Technologies and the Games were approached by the PNAIC, in 2014, and establish relations of these approaches with the studies of different authors who study this theme. To perform this study and achieve the intended objectives, we chose a bibliographical research with a qualitative approach, for which we used, as research sources, official documents, scientific articles, books, Master’s dissertations and Doctoral thesis, in order to subsidize both the theoretical aspects of the theme being studied and the conditions of the analysis, seeking to address the research question. We found that, despite the fact that the “Training Booklets” address the four methodological alternatives, the emphasis is upon Problem Solving and Games. We also concluded that the work with Problem Solving and Games are close to the proposals by the scholars in the field considered in this study, however, there are detachments regarding the History of Mathematics and also regarding the Information and Communication Technologies.