Ensino-aprendizagem por meio de projetos desenvolvidos por equipes de responsabilidade em sala de aula: o enfoque no ensino de matemática nas séries iniciais

• Ano de defesa: 2010
• Autor(a) principal: Soistak, Maria Marilei
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Tecnológica Federal do Paraná; Ponta Grossa; Brasil; Programa de Pós-Graduação em Ensino de Ciência e Tecnologia; UTFPR
• Palavras-chave em Português: Aprendizagem; Projeto de trabalho; Matemática - Estudo e ensino; Equipes de ensino; Learning; Work design; Mathematics - Study and teaching; Teaching teams; CNPQ::CIENCIAS HUMANAS; Ensino de Ciências e Matemática
• Link de acesso: http://repositorio.utfpr.edu.br/jspui/handle/1/3531

This research aimed to investigate, with “LDB” (Directives and Bases National Education Law) and “PCNs” (National Curricular Parameters) established proposal as background, what contribution mathematics teaching/learning through interdisciplinary projects supported by responsibility teams could bring to the initial grades of elementary schools. The choice for the strategy by responsibility teams was set due to the observed need to promote students formation of collaborative attitudes with their class, responsibility for other groups, promotion of curiosity and willingness to participate, developing different activities and verifying that each knowledge is related to another. The conducted research was qualitative, with applied purpose and experimentally shaped. The leading data to the research was collected in a municipal school of Ponta Grossa city through practical applications with twenty-eight (28) students of the 3rd grade of elementary school. The developed activities with students involved interviews with people from community and school, area determination, measurements, graphics, texts production, cost research, use of calculator, drawing, children's books writing, chart examination and model construction. Other data was obtained in literature research and by spontaneous students demonstrations. At the end of the project implementation, it was noticed that the students showed greater interest in mathematics, encouraging them to learn into a significative way. This shows the opening brought by this methodology and the teacher‟s role to provide moments in which students construct their own knowledge. As a final product of this work, it is presented a didactic manual with the development of a project on mathematics teaching/learning.