Uso de calculadoras em aulas de matemática: o que os professores pensam
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Data
1997-12-08
Autores
Mocrosky, Luciane Ferreira [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este estudo tem por objetivo conhecer o que os professores de Matemática pensam a respeito do uso da calculadora em sala de aula, buscando compreender o que consideram importante para essa prática pedagógica. A metodologia adotada para essa investigação teve inspiração fenomenológica, baseada na estrutura do fenômeno situado. Os sujeitos dessa pesquisa foram professores dos ensinos fundamental e médio, das redes pública e particular de ensino, nas cidades de Ponta Grossa - PR e Rio Claro - SP. Ao todo foram coletados 22 depoimentos, gravados, transcritos e analisados. A princípio, para a análise, foram consideradas as idéias individuais dos depoentes, com as quais foi construída a Matriz ldeográfica, que mostra uma das reduções feitas. Num segundo momento, partindo dessa Matriz, novas reduções foram efetuadas e delas emergiram três categorias abertas que apontam as características essenciais do uso da calculadora nas aulas de Matemática: domínio das operações básicas, a calculadora como recurso didátlco e formação do professor. Essas categorias foram interpretadas tendo em vista os depoimentos dos sujeitos e a literatura estudada. Finalizando o trabalho, apresentou-se a compreensão da pesquisadora sobre o estudo e, dessa interpretação e reflexão, foram levantados pontos relevantes que sugerem outras pesquisas e que indicam ações pedagógicas tendo em vista a calcufadora e a sala de aula. Esses pontos dizem de: conteúdos programáticos, avaliaçã e formação do professor.
This study aims at knowing what mathematics teachers think about the use of calculators in the classroom, looking for an understanding of what they consider to be important in this pedagogical practice. The research methodology had a phenomenological inspiration based on the structure of situated phenomena. The subjects of this research were people teaching at primary, secondary and high school levels, at public and private schools in the cities of Ponta Grossa - PR and Rio Claro - SP. Twenty two testimonies were collected, recorded, transcribed and analysed. At first an Ideographical Matrix was assembled from the teachers' individual ideas, representing one of the reductions made. In a second moment, starting with this Matrix, new reductions were made and three open categories emerged. These categories point to the essential characteristics of the use of calculators in the Mathematics classroom: domain of basic operations, the calculator as didactic resource and teacher education. These categories were interpreted on the basis of the subjects' testimonies and the study of bibliography. Finally, the researcher comprehension of the study is presented. Based on her interpretation and reflection, relevant points suggesting new research and pedagogical action using the calculators in Mathematics classroom, were raised. These points refer to: subject matter, assessment and teacher education.
This study aims at knowing what mathematics teachers think about the use of calculators in the classroom, looking for an understanding of what they consider to be important in this pedagogical practice. The research methodology had a phenomenological inspiration based on the structure of situated phenomena. The subjects of this research were people teaching at primary, secondary and high school levels, at public and private schools in the cities of Ponta Grossa - PR and Rio Claro - SP. Twenty two testimonies were collected, recorded, transcribed and analysed. At first an Ideographical Matrix was assembled from the teachers' individual ideas, representing one of the reductions made. In a second moment, starting with this Matrix, new reductions were made and three open categories emerged. These categories point to the essential characteristics of the use of calculators in the Mathematics classroom: domain of basic operations, the calculator as didactic resource and teacher education. These categories were interpreted on the basis of the subjects' testimonies and the study of bibliography. Finally, the researcher comprehension of the study is presented. Based on her interpretation and reflection, relevant points suggesting new research and pedagogical action using the calculators in Mathematics classroom, were raised. These points refer to: subject matter, assessment and teacher education.
Descrição
Palavras-chave
Maquinas de calcular - Matemática, Matemática - Estudo e ensino, Calculadoras - Uso em sala de aula, Calculators - Use in Mathematics classroom
Como citar
MOCROSKY, Luciane Ferreira. Uso de calculadoras em aulas de matemática: o que os professores pensam. 1997. 199 f. Dissertação (mestrado) - Universidade Estadual Paulista, Instituto de Geociências e Ciências Exatas, 1997.