O papel do vídeo nas aulas multimodais de matemática aplicada: uma análise do ponto de vista dos alunos
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Data
2014-01-23
Autores
Domingues, Nilton Silveira [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Essa dissertação consiste em uma investigação relacionada ao uso de vídeos em aulas de matemática. Busca-se analisar as formas como os estudantes interagem com esse recurso. Esta pesquisa é exploratória e de cunho qualitativo, pois se trata de um tema ainda pouco investigado em Educação Matemática e analisam-se as particularidades de um grupo observado nas aulas de Matemática Aplicada, ministrada para alunos do curso de Ciências Biológicas da UNESP, Rio Claro, SP. As fontes de dados são: observação participante, notas de campo, questionário avaliativo respondido pelos alunos, entrevistas semiestruturadas, trabalho impresso/digital e gravações. O objetivo desta análise é a procura por características presentes nas falas dos alunos, que possam gerar uma classificação sobre a forma com a qual eles se relacionaram com os vídeos assistidos em aula e com os vídeos produzidos junto ao trabalho final da disciplina. Esse trabalho final consistiu em um trabalho de modelagem matemática vista como um enfoque pedagógico. A pergunta diretriz que guiou este estudo foi: “Qual o papel do vídeo, segundo as perspectivas dos alunos, em uma disciplina de Matemática Aplicada, para a turma de Ciências Biológicas?”. Na busca dos possíveis papéis do vídeo, a partir da análise dos dados e por meio de um design emergente de pesquisa, foram elencadas características sobre os vídeos assistidos e sobre os vídeos produzidos durante a disciplina, bem como sugestões dos alunos para esses dois momentos nos quais o vídeo se fez presente. Com relação aos vídeos produzidos, emergiu, a partir da análise dos dados, uma classificação sobre a forma como os estudantes compreendem o papel dos vídeos, por exemplo, como uma forma de expressar o conteúdo, uma forma descontraída de estudar, um meio de divulgação do tema, dentre outras. Com relação aos vídeos assistidos, na análise dos dados, emergiram características que deram...
This research investigated the use of video in university-level mathematics classes and the ways in which students interact with this resource. The study was exploratory and employed a qualitative methodology, as it focuses on a theme that has been studied little in mathematics education and analyzes the specifics of one group of students in an Applied Mathematics course for biology students at São Paulo State University - UNESP, Rio Claro. Data sources include: participant observations, field notes, an evaluation questionnaire filled out by students, semi-structured interviews with students, students’ printed/digital work and video recordings. The objective of this analysis is to identify characteristics that generate a classification regarding the ways in which they relate to the videos watched in class and videos produced as part of the final course project. This final course project involved mathematical modeling, which is seen as a pedagogical approach. The research question that guided the study was: What is the role of video, from the students’ perspective, in an Applied Mathematics course for biology students? In the search for possible roles for video, using an emergent research design, characteristics of videos watched and produced by students during the course were identified during data analysis, as well as students’ suggestions regarding these two times when videos were used. With respect to the videos produced by students, a classification emerged from the data regarding students’ understanding of the role of videos, for example: as a way to express content; a fun way to study; a means of disseminating the theme, among others. Regarding the videos students watched in class, characteristics emerged that pointed to the possibilities as well as the limitations of this proposal. The use of video was seen by the students as productive for learning due to characteristics such as: dynamism; good didactics; illustration of...
This research investigated the use of video in university-level mathematics classes and the ways in which students interact with this resource. The study was exploratory and employed a qualitative methodology, as it focuses on a theme that has been studied little in mathematics education and analyzes the specifics of one group of students in an Applied Mathematics course for biology students at São Paulo State University - UNESP, Rio Claro. Data sources include: participant observations, field notes, an evaluation questionnaire filled out by students, semi-structured interviews with students, students’ printed/digital work and video recordings. The objective of this analysis is to identify characteristics that generate a classification regarding the ways in which they relate to the videos watched in class and videos produced as part of the final course project. This final course project involved mathematical modeling, which is seen as a pedagogical approach. The research question that guided the study was: What is the role of video, from the students’ perspective, in an Applied Mathematics course for biology students? In the search for possible roles for video, using an emergent research design, characteristics of videos watched and produced by students during the course were identified during data analysis, as well as students’ suggestions regarding these two times when videos were used. With respect to the videos produced by students, a classification emerged from the data regarding students’ understanding of the role of videos, for example: as a way to express content; a fun way to study; a means of disseminating the theme, among others. Regarding the videos students watched in class, characteristics emerged that pointed to the possibilities as well as the limitations of this proposal. The use of video was seen by the students as productive for learning due to characteristics such as: dynamism; good didactics; illustration of...
Descrição
Palavras-chave
Mathematics - Study and teaching, Matemática - Estudo e ensino, Analise de interação em educação, Tecnologia educacional, Videoteipes na educação, Modelos matematicos, Observação participante
Como citar
DOMINGUES, Nilton Silveira. O papel do vídeo nas aulas multimodais de matemática aplicada: uma análise do ponto de vista dos alunos. 2014. 125 p. Dissertação - (mestrado) - Universidade Estadual Paulista, Instituto de Geociências e Ciências Exatas, 2014.