A resolução de problemas na licenciatura em Matemática: análise de um processo de formação no contexto do estágio curricular supervisionado
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Data
2012-04-13
Autores
Proença, Marcelo Carlos de [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O objetivo da presente pesquisa de doutorado foi o de investigar questões relacionadas à formação inicial do futuro professor de Matemática sobre a resolução de problemas. Para isso, buscamos responder aos seguintes problemas de pesquisa: Uma intervenção, baseada em um Curso sobre Resolução de Problemas e em regêcncias de aula, favorece a formação do futuro professor de Matemática para o ensino-aprendizagem da Matemática escolar por meio da resolução de problemas? Quais as possibilidades e limites para a implementação do trabalho com a resolução de problemas nas regências de aula do estágio curricular supervisionado pelos futuros professores de Matemática? O embasamento teórico se deu por meio de autores ligados à teoria dos saberes docentes - Shulman (1986, 1987), Gauthier et al. (1998), Tardif (2007) - e à formação inicial de professores e, sobretudo, à teoria da resolução de problemas - Echeverría e Pozo (1998), Schroeder e Lester (1989) entre outros. Os sujeitos da pesquisa foram quatro licenciandos em Matemática que cursavam o último ano do curso. Os dados foram coletados pior meio: (1) de entrevistas iniciais; (2) da participação em um processo de intervenção que envolveu um Curso sobre Resolução de Problemas e a atuação em regências de aula que buscavam implementar os conhecimentos aprendidos nesse curso para o ensino-aprendizagem de três conteúdos: um de aritmética, um de álgebra e um de geometria; e (3) de entrevistas finais que avaliaram o trabalho desenvolvido. A análise dos dados mostrou que, antes da intervenção, os sujeitos tinham pouco conhecimento sobre os aspectos que caracterizavam a resolução de problemas no ensino. Nas regências de aula, esses sujeitos tiveram dificuldades em desenvolver uma discussão das estratégias de resolução dos...
The main of this doctoral research was to investigate issues related to initial training of a future mathematics teacher about problem solving. For this, the following research problems are answered: Does an intervention, based on a Course about Problem Solving and regencies in class, favor the formation of future mathematics teacher for teaching-learning of school mathematics through problem solving? What are the possibilities and limits for the work implementation with the problem solving in the class regencies of the supervised academic training program by the future mathematics teachers? The theoretical basis was given by authors linked to the teachers' knowledge theory - Shulman (1986, 1987), Gauthier et al. (1998), Tardif (2007) - and to the teachers' initial training, and specially, the problem solving theory - Echeverría and Pozo (1998), Schroeder and Lester (1989) among others. The investigation subjects were four undergraduate students in mathematics who attended the last year of the course. Data were collected through: (1) initial interviews, (2) participation in an intervention process which involved a course on problem solving and the performance in class regencies that they tried to implement the knowledge learned in this course for teaching- learning of three contents: arithmetic, algebra and geometry; and (3) the final interviews that assessed the developed work. The data analysis showed that before the intervention, the subjects had little knowledge about the aspects that characterized the problem solving in teaching. In the class regencies, these subjects had difficulties in developing a discussion of student's solving strategies. This was related to subjects' dificulties in proposing problems with more than one strategy and lack of basic mathematical skills of students, associated with the current... (Complete abstract click electronic access below)
The main of this doctoral research was to investigate issues related to initial training of a future mathematics teacher about problem solving. For this, the following research problems are answered: Does an intervention, based on a Course about Problem Solving and regencies in class, favor the formation of future mathematics teacher for teaching-learning of school mathematics through problem solving? What are the possibilities and limits for the work implementation with the problem solving in the class regencies of the supervised academic training program by the future mathematics teachers? The theoretical basis was given by authors linked to the teachers' knowledge theory - Shulman (1986, 1987), Gauthier et al. (1998), Tardif (2007) - and to the teachers' initial training, and specially, the problem solving theory - Echeverría and Pozo (1998), Schroeder and Lester (1989) among others. The investigation subjects were four undergraduate students in mathematics who attended the last year of the course. Data were collected through: (1) initial interviews, (2) participation in an intervention process which involved a course on problem solving and the performance in class regencies that they tried to implement the knowledge learned in this course for teaching- learning of three contents: arithmetic, algebra and geometry; and (3) the final interviews that assessed the developed work. The data analysis showed that before the intervention, the subjects had little knowledge about the aspects that characterized the problem solving in teaching. In the class regencies, these subjects had difficulties in developing a discussion of student's solving strategies. This was related to subjects' dificulties in proposing problems with more than one strategy and lack of basic mathematical skills of students, associated with the current... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Matemática, Licenciatura, Matemática - Formação de professores, Estagios supervisionados, Mathematics - Teaching
Como citar
PROENÇA, Marcelo Carlos de. A resolução de problemas na licenciatura em Matemática: análise de um processo de formação no contexto do estágio curricular supervisionado. 2012. 208 f. Tese (doutorado) - Universidade Estadual Paulista, Faculdade de Ciências, 2012.