Um estudo interpretativo sobre o uso do software Scratch na prática docente do professor de Matemática
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2022-07-06
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa possui como objetivo evidenciar aspectos da prática docente do professor de Matemática em relação às potencialidades didáticas e pedagógicas do software Scratch no Ensino da Matemática. Visando alcançar este objetivo, desenvolvemos esta investigação norteados pela seguinte questão norteadora: Quais são as interrelações da prática docente e as potencialidades didáticas e pedagógicas do software Scratch no ensino da Matemática? Para tanto, realizamos uma pesquisa qualitativa e constituímos os dados a partir de dois contextos práticos da investigação. No Primeiro Contexto: Estudo Interpretativo, apresentamos as Teses e Dissertações publicadas no período de 2007 a 2020, selecionando trabalhos que têm como objetivo a formação do professor e sua prática docente ao utilizarem o software Scratch, para compreendermos o campo que estamos investigando. No Segundo Contexto: Entrevistas Semiestruturadas, realizamos Entrevistas com Professores/Pesquisadores que utilizam o software Scratch em suas aulas. Para a analisar os dados levantados no Segundo Contexto da Pesquisa utilizamos alguns conceitos da teoria da Análise de Conteúdo de Bardin (2011) e nos baseamos em referenciais teóricos sobre formação de professor e tecnologias digitais. A Análise resultou em três categorias: O uso do Scratch em relação a aprendizagem e a prática docente do professor; Potencialidades didáticas e computacionais do Scratch em sala de aula de Matemática e Limites computacionais e pedagógicos do Scratch. Nossa pesquisa traz as manifestações dos Professores/Pesquisadores sobre sua prática docente ao utilizar o Scratch em sala de aula.
This research aims to highlight some aspects of the teaching practice of the Mathematics teacher in relation to the didactic and pedagogical potential of the Scratch software in Mathematics Teaching. In order to achieve this objective, we developed this investigation guided by the following guiding question: What are the interrelationships of teaching practice and the didactic and pedagogical potential of the Scratch software in the teaching of Mathematics? For that, we carried out a qualitative research and constituted the data from two practical contexts of the investigation. In the First Context: Interpretive Study, we present the Theses and Dissertations published from 2007 to 2020, selecting works that aim to train teachers and their teaching practice when using the Scratch software, in order to understand the field we are investigating. In the Second Context: Semi-structured Interviews, we conducted Interviews with Professors/Researchers who use the Scratch software in their classes. In order to analyze the data collected in the Second Research Context, we used some concepts from Bardin's Content Analysis theory (2011) and based ourselves on theoretical references on teacher training and digital technologies. The Analysis resulted in three categories: The use of Scratch in relation to the teacher's learning and teaching practice; Didactic and computational potentialities of Scratch in the Mathematics classroom and Computational and pedagogical limits of Scratch. Our research brings the manifestations of Teachers/Researchers about their teaching practice when using Scratch in the classroom.
This research aims to highlight some aspects of the teaching practice of the Mathematics teacher in relation to the didactic and pedagogical potential of the Scratch software in Mathematics Teaching. In order to achieve this objective, we developed this investigation guided by the following guiding question: What are the interrelationships of teaching practice and the didactic and pedagogical potential of the Scratch software in the teaching of Mathematics? For that, we carried out a qualitative research and constituted the data from two practical contexts of the investigation. In the First Context: Interpretive Study, we present the Theses and Dissertations published from 2007 to 2020, selecting works that aim to train teachers and their teaching practice when using the Scratch software, in order to understand the field we are investigating. In the Second Context: Semi-structured Interviews, we conducted Interviews with Professors/Researchers who use the Scratch software in their classes. In order to analyze the data collected in the Second Research Context, we used some concepts from Bardin's Content Analysis theory (2011) and based ourselves on theoretical references on teacher training and digital technologies. The Analysis resulted in three categories: The use of Scratch in relation to the teacher's learning and teaching practice; Didactic and computational potentialities of Scratch in the Mathematics classroom and Computational and pedagogical limits of Scratch. Our research brings the manifestations of Teachers/Researchers about their teaching practice when using Scratch in the classroom.
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Educação Matemática, Formação de professores, Prática docente, Scratch, Professores que ensinam Matemática, Tecnologia de Informação e de Comunicação (TIC), Mathematics education, Teacher training, Teaching practice, , Teachers who teach Mathematics, Information and Communication Technology (ICT)