O estudo de aula na formação de professores de matemática para ensinar com tecnologia: a percepção dos professores sobre a produção de conhecimento dos alunos
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Data
2017-12-19
Autores
Batista, Carolina Cordeiro [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa tem por objetivo investigar como o professor percebe o aluno produzindo conhecimento matemático com tecnologia. Os dados da pesquisa são oriundos de um grupo de formação continuada de professores de matemática da rede pública estadual de Guaratinguetá, município de São Paulo. No decorrer dos encontros do grupo foram elaboradas e discutidas pelos professores tarefas investigativas de conteúdo matemático que seriam desenvolvidas em sala de aula com o software GeoGebra. Após o planejamento as aulas foram ministradas pelos professores, acompanhadas pela pesquisadora e filmadas. Os vídeos foram editados visando destacar trechos nos quais era possível discutir ações dos alunos. O objetivo da edição foi fazer vídeos curtos que pudessem ser assistidos no grupo de formação oportunizando o diálogo com os professores. As ações no grupo de formação de professores foram conduzidas com base nos Estudos de Aula e o foco era a aprendizagem do aluno ao estar com tecnologia. As discussões no grupo de formação também foram filmadas e o filme foi transcrito pela pesquisadora tornando-se texto aberto à interpretação. Assumindo a pesquisa qualitativa de abordagem fenomenológica, os dados foram analisados e mostrou-se que os professores percebem a produção de conhecimento matemático de seus alunos a partir do modo como eles vêem a atitude/postura (do aluno) para a investigação matemática e para expressar o compreendido a si e ao outro.
This research aims at investigating how the teacher perceives the student producing mathematical knowledge with technology. The data of the research comes from a continuous education group of mathematic teachers from state public schools in Guaratinguetá, a city in São Paulo state. During the group meetings, it was elaborated and discussed by the teachers investigative tasks of mathematical content that would be developed in the classroom with the GeoGebra software. After planning, the classes were taught by the teachers, accompanied by the researcher and filmed. The videos were edited in order to highlight sections where it was possible to discuss students‟ actions. The purpose of the edition was to make short videos that could be watched in the group meeting, facilitating the dialogue with teachers. The actions in the teacher training group were conducted based on the Lesson Study and the focus was on the student's learning while being with technology. The discussions in the continuous education group were also filmed and the video was transcribed by the researcher, becoming an open to interpretation text. Assuming the qualitative research of phenomenological approach, the data was analyzed and it was shown that the teachers perceive their students‟ production of mathematical knowledge from the way they see the attitude/posture (of the student) for mathematical investigation and for expressing what was understood.
This research aims at investigating how the teacher perceives the student producing mathematical knowledge with technology. The data of the research comes from a continuous education group of mathematic teachers from state public schools in Guaratinguetá, a city in São Paulo state. During the group meetings, it was elaborated and discussed by the teachers investigative tasks of mathematical content that would be developed in the classroom with the GeoGebra software. After planning, the classes were taught by the teachers, accompanied by the researcher and filmed. The videos were edited in order to highlight sections where it was possible to discuss students‟ actions. The purpose of the edition was to make short videos that could be watched in the group meeting, facilitating the dialogue with teachers. The actions in the teacher training group were conducted based on the Lesson Study and the focus was on the student's learning while being with technology. The discussions in the continuous education group were also filmed and the video was transcribed by the researcher, becoming an open to interpretation text. Assuming the qualitative research of phenomenological approach, the data was analyzed and it was shown that the teachers perceive their students‟ production of mathematical knowledge from the way they see the attitude/posture (of the student) for mathematical investigation and for expressing what was understood.
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Educação matemática, Fenomenologia, Tecnologias digitais, GeoGebra, Lesson study, Mathematics education, Phenomenology, Digital technologies