Vídeos de conteúdo matemático na formação inicial de professores de Matemática na modalidade a distância
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Data
2018-12-04
Autores
Silva, Sandro Ricardo Pinto da [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa investigou as potencialidades que a produção e o uso de vídeos matemáticos propiciam aos licenciandos ao estudarem matemática em um curso na modalidade a distância. Para a realização desta pesquisa utilizei como cenário de investigação três disciplinas que compõem o Estágio Curricular Supervisionado. Esses licenciandos são estudantes de um Curso de Licenciatura em Matemática na modalidade a distância da Universidade Federal de Alagoas. A abordagem qualitativa foi adotada e como procedimentos metodológicos utilizei a observação participante no ambiente virtual de aprendizagem Moodle, que era o ambiente natural das disciplinas; a aplicação de entrevistas com os professores responsáveis pelas disciplinas de Estágio Curricular Supervisionado e com o Coordenador do curso; a aplicação de um questionário aos cursantes das disciplinas investigadas e um questionário para os demais professores que atuam nesse curso. Ainda como um procedimento adotado na produção dos dados, solicitei aos estudantes que fizessem um vídeo de conteúdo matemático, como trabalho final das disciplinas, os quais compõem os dados desta pesquisa. Para organizar e sistematizar todo o material produzido no cenário de investigação utilizei a Teoria Fundamentada nos Dados. O construto seres-humanos-com-mídias, o saber docente dos licenciandos e as relações entre o aprendizado da Matemática Acadêmica e Escolar foram utilizados para analisar os dados produzidos. A partir desta investigação posso inferir que os vídeos de conteúdos matemáticos fazem parte da vida desses licenciandos, os quais os assistem no intuito de contribuir com seus estudos nas mais variadas disciplinas do Curso de Licenciatura em Matemática. Além disso, muitos desses licenciandos atuam como professores leigos de Matemática na Educação Básica e utilizam vídeos com seus alunos em aulas de Matemática.
This research investigated the potentialities that the production and the use of mathematical videos allow to the Mathematics Teaching students when they study mathematics in a distance online pre service teacher education program. For the accomplishment of this research I used like investigation scene three subjects of Supervised Curricular Internship. These Mathematics Teaching students, are students in a distance online pre service teacher education program, from the Alagoas Federal University. The qualitative approach was adopted and as methodological procedures I used participant observation in the online learning environment Moodle, was the natural environment of the subjects; the application of interviews with the teachers responsible for the subjects of Supervised Curricular Internship and with course Coordinator; the application of a questionnaire to the students of the disciplines investigated and a questionnaire for the other teachers who work in this course. Still as a procedure adopted in the production of the data, I asked the students to make a video of mathematical content, as the closure work of the subject, which make up the data of this research. In order to organize and systematize all the material produced in the research scene I used the Grounded Theory. The human-with-media construct, the teaching knowledge of the Mathematics pre-service teaches and the relations between the learning of Academic and School Mathematics were used to analyze the data produced. From this research I can infer that the videos of mathematical contents are part of the life of these Mathematics pre-service teachers, who watching them in contributing to their studies in the most varied subjects of the a distance online pre service teacher education program. In addition, many of these Mathematics Teaching students act as lay teachers of Mathematics in Basic Education and use videos with their students in Math classrooms.
This research investigated the potentialities that the production and the use of mathematical videos allow to the Mathematics Teaching students when they study mathematics in a distance online pre service teacher education program. For the accomplishment of this research I used like investigation scene three subjects of Supervised Curricular Internship. These Mathematics Teaching students, are students in a distance online pre service teacher education program, from the Alagoas Federal University. The qualitative approach was adopted and as methodological procedures I used participant observation in the online learning environment Moodle, was the natural environment of the subjects; the application of interviews with the teachers responsible for the subjects of Supervised Curricular Internship and with course Coordinator; the application of a questionnaire to the students of the disciplines investigated and a questionnaire for the other teachers who work in this course. Still as a procedure adopted in the production of the data, I asked the students to make a video of mathematical content, as the closure work of the subject, which make up the data of this research. In order to organize and systematize all the material produced in the research scene I used the Grounded Theory. The human-with-media construct, the teaching knowledge of the Mathematics pre-service teaches and the relations between the learning of Academic and School Mathematics were used to analyze the data produced. From this research I can infer that the videos of mathematical contents are part of the life of these Mathematics pre-service teachers, who watching them in contributing to their studies in the most varied subjects of the a distance online pre service teacher education program. In addition, many of these Mathematics Teaching students act as lay teachers of Mathematics in Basic Education and use videos with their students in Math classrooms.
Descrição
Palavras-chave
Educação a distância, Uso e produção de vídeos, Educação matemática, Vídeos didáticos, Estágio supervisionado, Distance education, Videos use and production, Mathematics education, Didactic videos, Supervised internship