Resolução de problemas e investigação matemática: um processo de intervenção formativa para licenciandos em Matemática
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Data
2017-08-15
Autores
Cavalheiro, Gabriela Castro Silva [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho trata da resolução de problemas (RP) e da investigação matemática (IM) na formação inicial de professores de Matemática e objetivou responder às seguintes perguntas de pesquisa: Quais as contribuições, para licenciandos em Matemática, de um processo de intervenção formativa que envolve teoria, prática e análise da RP e da IM como metodologias de ensino e aprendizagem de Matemática? Segundo esses sujeitos, quais as potencialidades e as dificuldades didático-pedagógicas no uso em sala de aula das metodologias em questão? Eles preferem alguma dessas metodologias ao utilizá-las na prática? Por quê? Com o intuito de alcançar tal objetivo, realizou-se uma investigação qualitativa, mediante estudo do caso a seguir: um processo de intervenção formativa, com sete licenciandos em Matemática, de uma instituição pública de Ensino Superior no interior do estado de São Paulo, matriculados na disciplina Prática Pedagógica VI, vinculada ao estágio supervisionado II, que aborda observação e regência nos anos finais do Ensino Fundamental. Tal processo foi constituído por cinco fases: 0. Discussão sobre a RP e a IM como metodologias de ensino e aprendizagem de Matemática; 1. Elaboração de planos de aula de RP e de IM; 2. Simulação das regências de aula na disciplina Prática Pedagógica VI; 3. Aplicação das regências em aulas de Matemática nas escolas onde os licenciandos estagiavam; e 4. Análise do uso da RP e da IM em termos de potencialidades e dificuldades didático-pedagógicas. A coleta/produção dos dados foi realizada durante três meses, por meio de questionários, análise documental, observação participante e entrevista, sendo analisados à luz dos pressupostos teóricos da análise textual discursiva. Concluiu-se que o processo de intervenção formativa permitiu aos futuros professores: a) ampliar seus conhecimentos prévios e construir novos, b) investigar sua própria prática docente, c) contrastar uma metodologia com a outra, d) refletir na e sobre a ação docente, e e) relacionar teoria e prática. Além disso, esses sujeitos apontaram potencialidades e dificuldades didático-pedagógicas próprias do uso da RP ou IM e também comuns à utilização de ambas as metodologias. Entende-se que esta pesquisa contribuiu para as áreas de Educação e Educação Matemática, pois o processo de intervenção formativa deu origem a uma metodologia de formação docente e também trouxe elementos para práticas pedagógicas efetivas na Educação Básica.
This work deals with problem solving (PS) and mathematical investigation (MI) in the initial Mathematics teacher training and aims to answer the following research questions: What contributions, for undergraduate students in Mathematics, of a process of formative intervention that involves theory, practice and analysis of PS and MI as methodologies of teaching and learning of Mathematics? According to these subjects, what are the didactic-pedagogical potentialities and difficulties in classroom use of the methodologies in question? Do they prefer any of these methodologies when using them in practice? Because? In order to achieve this objective, a qualitative investigation was carried out, through a study of the following case: a process of formative intervention with seven undergraduate students in Mathematics of a public university in the interior of the state of São Paulo, enrolled in the discipline Pedagogical Practice VI, linked to the supervised stage II, which addresses observation and regency in the Secondary School. This process was constituted by five phases: 0. Discussion about PS and MI as methodologies of teaching and learning of Mathematics; 1. Preparation of PS and MI lesson plans; 2. Simulation of the classroom regencies in the discipline Pedagogical Practice VI; 3. Application of regencies in mathematics classes in schools where undergraduate students trained; And 4. Analysis of the use of PS and MI in terms of didactic-pedagogical potentialities and difficulties. The collection/production of the data was done during three months, through questionnaires, documentary analysis, participant observation and interview, being analyzed in light of the theoretical assumptions of the discursive textual analysis. It was concluded that the process of formative intervention allowed the future teachers to: a) expand their previous knowledge and build new ones, b) investigate their own teaching practice, c) contrast one methodology with the other, d) reflect on and about the teaching activity, and e) relate theory and practice. In addition, these subjects pointed out the didactic-pedagogical potentialities and difficulties characteristic of the use of PS or MI and also common to the use of both methodologies. It is understood that this research contributed to the areas of Education and Mathematical Education, since the process of formative intervention gave rise to a methodology of teacher training and also brought elements for effective pedagogical practices in Basic Education.
This work deals with problem solving (PS) and mathematical investigation (MI) in the initial Mathematics teacher training and aims to answer the following research questions: What contributions, for undergraduate students in Mathematics, of a process of formative intervention that involves theory, practice and analysis of PS and MI as methodologies of teaching and learning of Mathematics? According to these subjects, what are the didactic-pedagogical potentialities and difficulties in classroom use of the methodologies in question? Do they prefer any of these methodologies when using them in practice? Because? In order to achieve this objective, a qualitative investigation was carried out, through a study of the following case: a process of formative intervention with seven undergraduate students in Mathematics of a public university in the interior of the state of São Paulo, enrolled in the discipline Pedagogical Practice VI, linked to the supervised stage II, which addresses observation and regency in the Secondary School. This process was constituted by five phases: 0. Discussion about PS and MI as methodologies of teaching and learning of Mathematics; 1. Preparation of PS and MI lesson plans; 2. Simulation of the classroom regencies in the discipline Pedagogical Practice VI; 3. Application of regencies in mathematics classes in schools where undergraduate students trained; And 4. Analysis of the use of PS and MI in terms of didactic-pedagogical potentialities and difficulties. The collection/production of the data was done during three months, through questionnaires, documentary analysis, participant observation and interview, being analyzed in light of the theoretical assumptions of the discursive textual analysis. It was concluded that the process of formative intervention allowed the future teachers to: a) expand their previous knowledge and build new ones, b) investigate their own teaching practice, c) contrast one methodology with the other, d) reflect on and about the teaching activity, and e) relate theory and practice. In addition, these subjects pointed out the didactic-pedagogical potentialities and difficulties characteristic of the use of PS or MI and also common to the use of both methodologies. It is understood that this research contributed to the areas of Education and Mathematical Education, since the process of formative intervention gave rise to a methodology of teacher training and also brought elements for effective pedagogical practices in Basic Education.
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Formação de professores, Licenciatura em Matemática, Metodologias de ensino e aprendizagem de Matemática, Estágio supervisionado, Saberes docentes, Teacher training, Degree in Mathematics, Mathematics teaching and learning methodologies, Training program, Teaching knowledges