Vídeo, comunicação e Educação Matemática: um olhar para a produção dos licenciandos em Matemática da Educação a distância
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Data
2019-02-25
Autores
Fontes, Bárbara Cunha [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A pesquisa relatada nesta dissertação faz parte do projeto E-licm@t-Tube e teve como objetivo investigar como diferentes fatores influenciaram a maneira como a matemática foi comunicada nos vídeos produzidos pelos licenciandos em matemática em um curso a distância da Universidade Federal do Mato Grosso do Sul. Os participantes da pesquisa foram os estudantes de duas turmas de Estágio Obrigatório III do curso de Licenciatura em Matemática a distância da Universidade Federal do Mato Grosso do Sul. Tal investigação possui uma abordagem qualitativa visto que ela possui caráter descritivo; a fonte dos dados foi o contexto natural desses estudantes dessa modalidade de ensino; foi dada importância aos significados dados pelos sujeitos e às suas ações que estão presentes no vídeo de forma implícita; bem como a análise foi um processo indutivo. Os procedimentos e instrumentos para a produção dos dados foram: observação, atividade de produção dos vídeos, entrevistas semiestruturadas e caderno de campo. No total foram produzidos sete vídeos. Durante a análise dos dados procurou-se identificar ações que não foram expressas diretamente pelos estudantes, mas que revelam conhecimentos implícitos e compreensões dos futuros professores relacionados à matemática e seus processos de ensino e aprendizagem. Para atingir esse fim, foi utilizada uma adaptação do Método Documentário para interpretação de filmes para ter acesso ao conhecimento ateórico dos estudantes que estava implícito nos vídeos. As análises dos dados produzidos nesta investigação revelaram que a maneira como os licenciandos comunicaram a matemática nos vídeos está (implícita ou explicitamente) ligada às visões deles a respeito dessa ciência e seus processos de ensino e aprendizagem, bem como o conhecimento tecnológico e o contexto no qual estavam inseridos durante a realização da atividade proposta. Esses fatores de uma forma ou de outra fundamentaram as escolhas deles para comunicarem da maneira como fizeram. Conclui-se que além dos dados refletirem os fatores mencionados anteriormente, também refletiram o modelo de ensino que eles vivenciaram e uma possível futura prática deles. Embora os vídeos produzidos possuam “tons de domesticação”, o fato de os licenciandos terem produzido algo mobilizou conhecimentos neles em relação aos temas abordados, à utilização das tecnologias e a como comunicar a matemática de forma que ela seja compreendida e aprendida pelo coenunciador. A presente investigação contribui para a compreensão das possibilidades da produção e utilização do vídeo na formação dos licenciandos em matemática a distância, bem como ajuda a entender como eles produzem vídeos que expressam seus conhecimentos.
The research reported in this dissertation is part of the E-licm@t-Tube project and aimed to investigate how different factors influenced the way mathematics was communicated in videos produced by undergraduate students enrolled in the distance Mathematics Education degree at the Federal University of Mato Grosso do Sul. The participants in the research were students from two classes of Required Internship III. The research employed a qualitative approach since it has a descriptive character; the source of the data was the natural context of these students on this teaching modality; importance was given to the meanings attributed by the subjects and their actions that were shown implicitly on the video; analysis was an inductive process. The procedures and instruments for the production of the data were: observation, video production activity, semi-structured interviews and field notes. A total of seven videos were produced. During the data analysis, we tried to identify actions that weren’t expressed directly by the students, but which revealed implicit knowledge and understandings of the future teachers related to mathematics and its teaching and learning processes. To achieve this goal, an adaptation of the Documentary Method for film interpretation was used to gain access to the atheoretical knowledge of students that was implicit on the videos. Analysis of the data revealed that the way the students communicated the mathematics in the videos is (implicitly or explicitly) linked to their views on the science and its teaching and learning processes, as well as the technological knowledge and the context in the which they were inserted during the accomplishment of the proposed activity. These factors in one way or another grounded their choices to communicate the way they did. It is concluded that besides the data reflecting the factors mentioned previously, they also reflected the model of teaching that they experienced and a possible future practice for them. Despite the videos produced having "tones of domestication", the fact that the students produced something mobilized their knowledge in relation to the topics covered, the use of technologies and how to communicate the mathematics in a way that is understood and learned by the coenunciator. The present research contributes to the understanding of the possibilities of the production and use of video in the training of graduates in distance mathematics, as well as helping to understand how they produce videos that express their knowledge.
The research reported in this dissertation is part of the E-licm@t-Tube project and aimed to investigate how different factors influenced the way mathematics was communicated in videos produced by undergraduate students enrolled in the distance Mathematics Education degree at the Federal University of Mato Grosso do Sul. The participants in the research were students from two classes of Required Internship III. The research employed a qualitative approach since it has a descriptive character; the source of the data was the natural context of these students on this teaching modality; importance was given to the meanings attributed by the subjects and their actions that were shown implicitly on the video; analysis was an inductive process. The procedures and instruments for the production of the data were: observation, video production activity, semi-structured interviews and field notes. A total of seven videos were produced. During the data analysis, we tried to identify actions that weren’t expressed directly by the students, but which revealed implicit knowledge and understandings of the future teachers related to mathematics and its teaching and learning processes. To achieve this goal, an adaptation of the Documentary Method for film interpretation was used to gain access to the atheoretical knowledge of students that was implicit on the videos. Analysis of the data revealed that the way the students communicated the mathematics in the videos is (implicitly or explicitly) linked to their views on the science and its teaching and learning processes, as well as the technological knowledge and the context in the which they were inserted during the accomplishment of the proposed activity. These factors in one way or another grounded their choices to communicate the way they did. It is concluded that besides the data reflecting the factors mentioned previously, they also reflected the model of teaching that they experienced and a possible future practice for them. Despite the videos produced having "tones of domestication", the fact that the students produced something mobilized their knowledge in relation to the topics covered, the use of technologies and how to communicate the mathematics in a way that is understood and learned by the coenunciator. The present research contributes to the understanding of the possibilities of the production and use of video in the training of graduates in distance mathematics, as well as helping to understand how they produce videos that express their knowledge.
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Palavras-chave
Audiovisual, Educação Matemática, E-licm@t-Tube, Método documentário, Mathematics Education, Documentary method