A 'pedra de topo' e a metodologia de ensino-aprendizagem-avaliação de matemática através da resolução de problemas: instrumentos de formação continuada para professores dos anos iniciais do ensino fundamental
Carregando...
Data
2023-04-19
Autores
Falvo, Silvia Rocha
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa tem por objetivo investigar o conhecimento que os professores têm do raciocínio proporcional e as potencialidades da Metodologia de Ensino-Aprendizagem-Avaliação de Matemática através da Resolução de Problemas (MEAAMaRP) na formação continuada de professores que atuam nos anos iniciais do Ensino Fundamental. A questão condutora da pesquisa se traduz por: “Como os professores se envolvem, em uma investigação sobre o raciocínio proporcional, fazendo uso da MEAAMaRP e o que isso revela sobre seus conhecimentos e capacidades?” Nesse sentido, foi elencado como metodologia de pesquisa, o Estudo de Caso, optando por analisar um grupo muito particular de professores. Como instrumento de produção de dados, foram aplicados um pré-teste (avaliação diagnóstica) a fim de levantar os conhecimentos sobre raciocínio proporcional que esses professores possuíam; um modelo online (curso) de formação continuada, na plataforma Google Meet, pautado na MEAAMaRP e um pós-teste (avaliação prognóstica) a fim de avaliar, pós curso, se o conhecimento proporcional desses professores se modificou. Esses encontros contemplaram dezesseis horas síncronas e dezesseis horas assíncronas, que foram gravados; através deles, explorou-se o raciocínio proporcional através de problemas geradores, de proposição de problemas e de autoavaliação. Esta pesquisa mostra-se relevante e inovadora para a Educação Matemática uma vez que investigou um grupo de sessenta professores dos anos iniciais, da rede de ensino municipal da cidade de Itirapina, interior de São Paulo; produziu um e-book, com problemas elencados pelo Grupo de Trabalho e Estudo em Resolução de Problemas (GTERP); foram levantados os conhecimentos que os professores possuem sobre números racionais e raciocínio proporcional e foram identificados, pós aplicação da metodologia, seus efeitos no aprimoramento de suas habilidades matemáticas, como sugeridas pela Base Nacional Comum Curricular (BNCC), para serem futuramente desenvolvidas com seus alunos.
This research aims to investigate the knowledge that teachers have of proportional reasoning and the potential of the Teaching-Learning-Assessment Methodology of Mathematics through Problem Solving (MEAAMaRP) in the continuing education of teachers who work in the early years of Elementary School. The guiding question of the research translates into: “How do teachers get involved, in an investigation of proportional reasoning, making use of MEAAMaRP and what does this reveal about their knowledge and abilities?” In this sense, the Case Study was chosen as a research methodology, opting to analyze a very particular group of teachers. As a data production instrument, a pre-test (diagnostic evaluation) was applied in order to raise the knowledge about proportional reasoning that these teachers had; an online model (course) of continuing education, on the Google Meet platform, based on MEAAMaRP and a post-test (prognostic evaluation) in order to assess, after the course, whether the proportional knowledge of these teachers has changed. These meetings comprised sixteen synchronous and sixteen asynchronous hours, which were recorded; through them, proportional reasoning was explored through generative problems, problem proposition and self-assessment. This research proves to be relevant and innovative for Mathematics Education since it investigated a group of sixty teachers from the early years, from the municipal teaching network of the city of Itirapina, in the interior of São Paulo; produced an e-book, with problems listed by the Group of Work and Study in Problem Resolution (GTERP); the knowledge that teachers have about rational numbers and proportional reasoning was surveyed and, after application of the methodology, its effects on improving their mathematical skills were identified, as suggested by the National Common Curricular Base (BNCC), to be developed with their students in the future .
This research aims to investigate the knowledge that teachers have of proportional reasoning and the potential of the Teaching-Learning-Assessment Methodology of Mathematics through Problem Solving (MEAAMaRP) in the continuing education of teachers who work in the early years of Elementary School. The guiding question of the research translates into: “How do teachers get involved, in an investigation of proportional reasoning, making use of MEAAMaRP and what does this reveal about their knowledge and abilities?” In this sense, the Case Study was chosen as a research methodology, opting to analyze a very particular group of teachers. As a data production instrument, a pre-test (diagnostic evaluation) was applied in order to raise the knowledge about proportional reasoning that these teachers had; an online model (course) of continuing education, on the Google Meet platform, based on MEAAMaRP and a post-test (prognostic evaluation) in order to assess, after the course, whether the proportional knowledge of these teachers has changed. These meetings comprised sixteen synchronous and sixteen asynchronous hours, which were recorded; through them, proportional reasoning was explored through generative problems, problem proposition and self-assessment. This research proves to be relevant and innovative for Mathematics Education since it investigated a group of sixty teachers from the early years, from the municipal teaching network of the city of Itirapina, in the interior of São Paulo; produced an e-book, with problems listed by the Group of Work and Study in Problem Resolution (GTERP); the knowledge that teachers have about rational numbers and proportional reasoning was surveyed and, after application of the methodology, its effects on improving their mathematical skills were identified, as suggested by the National Common Curricular Base (BNCC), to be developed with their students in the future .
Descrição
Palavras-chave
Aprendizagem e ensino da matemática, Formação continuada de professores, Resolução de problemas, Raciocínio proporcional, Habilidades matemáticas, Anos iniciais, BNCC, Mathematics learning and teaching, Continuing teacher education, Problem solving, Proportional reasoning, Mathematics skills, Early years