O ensino de geometria no ciclo II do ensino fundamental: um estudo analítico
Carregando...
Data
2009-08-24
Autores
Veronese, Paula Cristina de Faria [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa tem como objeto de análise o Ensino da Geometria no Ciclo II do Ensino Fundamental e algumas implicações políticas pedagógicas que cercam este tema. Trabalho realizado inicialmente em duas salas de 5ª séries de uma Escola Pública Estadual, de um pequeno município às margens do Rio Tietê, na qual um grupo de 20 alunos e seus conhecimentos geométricos, foram o foco inicial desta investigação. Os alunos com idades entre dez e doze anos, pertencentes cada dez, respectivamente, a uma das duas classes de 5ª séries do período da manhã, tendo dois respectivos professores de Matemática, de metodologia e crenças pedagógicas diferentes: a construtivista e a tradicional, que nos levaram a realizar um total de 200 atividades - cada aluno foi avaliado com dez atividades que contemplam fazeres geométricos, pertinentes à Grade Curricular de Matemática. Estas foram analisadas de maneira qualitativa, e independente da crença metodológica do professor, na sua maioria os alunos apresentaram frágil e preocupante desempenho quanto aos conhecimentos geométricos. Tais resultados nos levam a ampliar os questionamentos, assim como os grupos pesquisados, que se completa com 20 professores de Matemática, que respondem a 140 questões sobre o objeto de estudo e seu questionamento principal, o pensamentos dos 2 Professores responsáveis pelas duas 5ª séries envolvidas na pesquisa, e depoimentos de 4 PCOPs – Professores Coordenadores de Matemática de 4 Oficinas Pedagógicas de Diretorias de Ensino do interior paulista. No universo de respostas analisadas, à luz de uma metodologia qualitativa, surgem apontamentos para a situação caótica do Ensino da Geometria. Quanto à categoria docente, as conseqüências de grande carência de conteúdos geométricos na sua Formação Acadêmica e outros que implicam diretamente na produção de conhecimentos matemáticos...
The object of this study is the teaching of Geometry in junior high school and the political and pedagogical implications connected to the theme. I conducted this research in two fifth grade classrooms from a public school of a small town located on the bank of the Tietê River. I initially surveyed a group of 20 students and their knowledge of Geometry. I chose 10 students from each class, ages ranging from 10 to 12 years old, who studied in the morning and had two different teachers whose approaches to the teaching of Geometry was diverse: one followed the traditional model whereas the other adopts Constructivism. With the students, we did 200 activities involving the knowledge of Geometry. Each student performed ten tasks about the syllabus of Geometry. Such tasks were qualitatively analyzed. Throughout the research, both my questionings and the groups enlarged and 20 Math teachers answered 140 questions about my object of study and its main questionings. Also answering the questions, the two teachers responsible for the classes as well as four teachers from different regional Boards of Education. When their answers were analyzed I noticed a lack of geometrical knowledge in their academic formation. Besides this scarce knowledge of the VAN HIELE theoretical bases of the subject they teach, other factors influence performance in class, such as the low salaries they get. These will have damaging effects on the students’ learning process and led me to conclude that we need more solid educational policies, capable of transforming this scenario. The study also shows a documental analysis of more than three decades of syllabuses elaborated by the State Board of Education of the state of São Paulo and ho the teaching of Geometry was carelessly handled.
The object of this study is the teaching of Geometry in junior high school and the political and pedagogical implications connected to the theme. I conducted this research in two fifth grade classrooms from a public school of a small town located on the bank of the Tietê River. I initially surveyed a group of 20 students and their knowledge of Geometry. I chose 10 students from each class, ages ranging from 10 to 12 years old, who studied in the morning and had two different teachers whose approaches to the teaching of Geometry was diverse: one followed the traditional model whereas the other adopts Constructivism. With the students, we did 200 activities involving the knowledge of Geometry. Each student performed ten tasks about the syllabus of Geometry. Such tasks were qualitatively analyzed. Throughout the research, both my questionings and the groups enlarged and 20 Math teachers answered 140 questions about my object of study and its main questionings. Also answering the questions, the two teachers responsible for the classes as well as four teachers from different regional Boards of Education. When their answers were analyzed I noticed a lack of geometrical knowledge in their academic formation. Besides this scarce knowledge of the VAN HIELE theoretical bases of the subject they teach, other factors influence performance in class, such as the low salaries they get. These will have damaging effects on the students’ learning process and led me to conclude that we need more solid educational policies, capable of transforming this scenario. The study also shows a documental analysis of more than three decades of syllabuses elaborated by the State Board of Education of the state of São Paulo and ho the teaching of Geometry was carelessly handled.
Descrição
Palavras-chave
Matemática - Estudo e ensino, Geometria, Ensino fundamental, Geometry, Geometrical Knowledge, Abandonment of Geometry
Como citar
VERONESE, Paula Cristina de Faria. O ensino de geometria no ciclo II do ensino fundamental: um estudo analítico. 2009. 260 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Filosofia e Ciências, 2009.