Relação entre formação docente e desempenho de alunos dos anos iniciais do Ensino Fundamental na resolução de problemas matemáticos

• Ano de defesa: 2016
• Autor(a) principal: Martins, Josiane Bernini Jorente
• Orientador(a): Szymanski, Maria Lidia Sica
• Banca de defesa: Szymanski, Maria Lidia Sica , Vertuan, Rodolfo Eduardo , Zanardini, João Batista
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Cascavel
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação, Comunicação e Artes
• País: Brasil
• Palavras-chave em Português: Educação Matemática; Formação de Professores; Ensino Fundamental
• Palavras-chave em Inglês: Mathematics education; Teachers formation; Elementary school
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.unioeste.br/handle/tede/3383

Innumerous internal and external factors affect the school organization and, consequently, the teaching-learning process. However, recognizing as the school's first function the scientific knowledge’s socialization, this research aims to investigate possible links between the performance in mathematical problem solving by students, for future teachers and teachers in the early years of elementary school. The research was developed within the quantitative and qualitative perspective, from the question: are there relations between teacher and student performance to solve mathematical problems related to specific scientific knowledge of the early years? To answer this question, it was held at first, a review of the years 2004-2014, by the Digital Library of Theses and Dissertations – BDTD – seeking to discuss the initial training of the teachers who will work in the early years of elementary school with an emphasis on ownership of mathematical concepts. It was found that the early years’ teachers have gaps in their mathematical training, making it difficult to the school enable many of his students’ ownership of mathematical concepts. Still, there was a field research using to data collection: a questionnaire applied to the teachers (62) who teach mathematics in the early years of elementary school in the city researched, trying to identify the main difficulties; a test model of the Brazilian Mathematics Test, applied to students of the fifth grade (278), the teachers in the early years of elementary school (17), and the graduates of the Teacher Training courses at medium level (18) and Pedagogy (18). Analyzing the answers to the questionnaire made it possible to note that the Mathematicians content that teachers consider the most difficult to teach refer to rational numbers, in both decimal representation as fractional and its relations with the percentage. These results coincides with the observed on performance of the researched people since in the resolution of the applied test, the lower scores of fifth graders (10.1%), teachers in the early years (52.9%), Teacher Training course's graduates at medium level (27.8%) and pedagogy's graduates (22.2%), refer to the same question, which deals with the knowledge of fractions. Given this finding, it is assumed that students, teachers and future teachers of the early years have gaps in the appropriation of the fractions’ concepts, and that the teaching of Mathematics, more specifically of rational numbers, both in basic education and in higher education, have little contributed to the overrun of possible epistemological obstacles that arise in the learning process. The research also reveals that the geometrical concepts are also a common gap in the mathematical knowledge of teachers and students, indicating a weakness in teaching these concepts. Therefore, it points out the need of the continuing teacher training. When the teacher has no teaching knowledge and/or well-constructed mathematicians conceptual, they can , besides not contributing to overcoming the obstacles , create educational obstacles - stemming from the teaching practice - making it difficult to advance in the learning process and damaging their cognitive development .