Ensinar e aprender Matemática em contextos de aceleração da aprendizagem
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Data
2011-07-04
Autores
Silva, Márcia Rodrigues Luiz da [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este estudo objetivou acompanhar, nas aulas de matemática, uma classe de alunos em distorção escolar nos anos finais do Ensino Fundamental – 6º e 7º anos – em uma Escola Pública Estadual mineira, participantes de um Projeto de Aceleração da Aprendizagem – Projeto Acelerar para Vencer (PAV) – em processo de implementação nesta escola, tendo em vista identificar e analisar os aspectos que mais se destacassem nesse contexto, no âmbito do ensino e aprendizagem da matemática, explicitando e discutindo suas implicações. A pesquisa foi desenvolvida numa abordagem qualitativa por meio do acompanhamento da pesquisadora no campo. O material de análise foi constituído, principalmente, por anotações no diário de campo; filmagens; um questionário aplicado à professora de matemática e um aplicado aos alunos participantes da pesquisa; e, entrevistas, com a professora de matemática, os alunos, a diretora da escola, e, adicionalmente, com o professor de geografia da referida classe. Foram utilizados também alguns documentos como as fichas escolares individuais dos alunos, o texto do Projeto PAV e os ofícios e resoluções relativos à implementação desse Projeto na escola. A análise interpretativa identificou elementos relacionados à Política de Aceleração da Aprendizagem, aos alunos em atraso escolar e aos docentes que atuam no contexto de aceleração, cujas discussões foram organizadas por meio de três eixos de análise: (1) Organização do PAV na escola; (2) Os alunos do PAV; e, (3) O trabalho pedagógico com a matemática no PAV. Dentre os elementos relativos a cada eixo, destacaram-se: no primeiro eixo, a forma como a Política de Aceleração foi implantada nas escolas mineiras e as interferências da formação das classes de aceleração no cotidiano da escola, sobretudo por ter separado os alunos...
This study aimed to follow in math classes, the students class in distortion school in the final years of elementary school - 6 and 7 years - in a Mineira Public State School, participating in a Project Accelerated Learning - Project Accelerate to Win (PAV) - being implemented this school in order to identify and analyze the aspects that stood out in this context, in teaching and learning of mathematics, explaining and discussing their implications. The survey was developed through a qualitative approach by following the researcher in the field. The analysis material was composed mainly of notes in field notebook; filming; a questionnaire administered to a math teacher and one applied to the research participant students; and interviews with the math teacher, students, school director, and additionally with the geography teacher of that class. Some documents were also used as the school files of individual students, the text of the Project PAV and crafts and resolutions concerning the implementation of this project at school. The interpretative analysis identified factors related to policy Accelerated Learning, late on school students and teachers who work in the context of acceleration, whose discussions were organized by three main perspectives: (1) Organization of PAV at school: (2) Students of PAV and (3) The educational work with mathematics in the PAV. Among the elements for each axis, stood out: the first axis, how the policy was implemented in Mineira Schools Acceleration and interference of the formation of accelerated classes in the school routine, mainly because it separated students into distortion , students in regular classes, the temporariness of PAV and its meaning for students, teachers and school on the size of the problem of school failure, in the second axis, the level of students' knowledge gap... (Complete abstract click electronic access below)
This study aimed to follow in math classes, the students class in distortion school in the final years of elementary school - 6 and 7 years - in a Mineira Public State School, participating in a Project Accelerated Learning - Project Accelerate to Win (PAV) - being implemented this school in order to identify and analyze the aspects that stood out in this context, in teaching and learning of mathematics, explaining and discussing their implications. The survey was developed through a qualitative approach by following the researcher in the field. The analysis material was composed mainly of notes in field notebook; filming; a questionnaire administered to a math teacher and one applied to the research participant students; and interviews with the math teacher, students, school director, and additionally with the geography teacher of that class. Some documents were also used as the school files of individual students, the text of the Project PAV and crafts and resolutions concerning the implementation of this project at school. The interpretative analysis identified factors related to policy Accelerated Learning, late on school students and teachers who work in the context of acceleration, whose discussions were organized by three main perspectives: (1) Organization of PAV at school: (2) Students of PAV and (3) The educational work with mathematics in the PAV. Among the elements for each axis, stood out: the first axis, how the policy was implemented in Mineira Schools Acceleration and interference of the formation of accelerated classes in the school routine, mainly because it separated students into distortion , students in regular classes, the temporariness of PAV and its meaning for students, teachers and school on the size of the problem of school failure, in the second axis, the level of students' knowledge gap... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Matemática - Estudo e ensino, Métodos acelerados do ensino, Accelerated learning, Teaching and learning of mathematics
Como citar
SILVA, Márcia Rodrigues Luiz da. Ensinar e aprender Matemática em contextos de aceleração da aprendizagem. 2011. 336 f. Dissertação - (mestrado) - Universidade Estadual Paulista, Instituto de Geociências e Ciências Exatas, 2011.