Jogos e situações-problema podem ser utilizados para desafiar e estimular os alunos, podendo ser recursos úteis para uma aprendizagem diferenciada e significativa. Assim, a presente pesquisa teve como objetivo proporcionar a prática de dois jogos - o Kenken e o Feche a Caixa - em 10 oficinas para alunos da Escola Fundamental II. Nessas oficinas a pesquisadora observou como os alunos utilizavam seu raciocínio lógico-matemático para solucionar jogos e situações-problema, argumentavam suas respostas e lidavam com erros e acertos. A pesquisadora buscou compreender o que era jogo e o que era raciocínio lógico-matemático a partir do referencial teórico piagetiano. A análise dos dados foi feita com base no desempenho de cada participante nas diferentes atividades propostas, focando principalmente nas estratégias utilizadas, nos erros cometidos e no comportamento dos alunos frente aos desafios. Os resultados apontaram que os alunos aprenderam a jogar de acordo com as regras e objetivos e também desenvolveram algumas boas estratégias, mas não conseguiram dominar um dos jogos de forma lógica. Entretanto, foi possível inferir que esses jogos se mostraram bons instrumentos para fortalecer os processos de aprendizagem, pois envolviam conhecimentos matemáticos, aritméticos, geométricos e lógicos, além de serem bastante motivadores / Games and problem-situations can be used to challenge and stimulate students, being considered useful resources for a meaningful learning. Thus, the present study aimed to provide the practice of two games - Kenken and Shut the Box for Middle School students during 10 workshops. In these workshops the researcher observed how students used their logical-mathematical skills to play games and solve problem situations, and also how they argued their answers and dealt with their mistakes. The Piagetian theory was used by the researcher to understand what game and logical-mathematical thinking mean. Data analysis was based on the performance of each participant in all activities proposed, focusing mainly on the strategies used, the mistakes and the behavior of students facing the challenges. The results showed that students learned the rules and objectives and also developed some good strategies in both games but failed to logically dominate one of the games. However, it was possible to infer that these games are good tools to improve the learning processes because they involve mathematical, arithmetical, geometrical and logical knowledge, besides being quite motivating

Made available in DSpace on 2017-07-21T20:32:06Z (GMT). No. of bitstreams: 1 Nivia Martins Berti.pdf: 550086 bytes, checksum: b5d697f1e8e9926ca505b5878d539991 (MD5) Previous issue date: 2007-06-15 / This research investigates the fifth degree students’error in the math learning-teaching context. The research tried to answer th question: “What are the contributions to this process that the work of the teacher, inside the classroom, with the student’s error may bring? The main targets in this work were: to investigate the comprehension that the students have about their own errors and the relationship of it with the learning-teaching process, and, also, to identificate and to describe passages of class and ways of pedagogical treatment given to these errors and strategies of students that may contribute to the development of operation and autonomy in the teaching-learning process by co-operation. The participants of the research were from one only class of fifth degree, from a statual public school, in Parana State, in the school year 2006. This is a qualitative research and a study of case with ethnographic characteristics. In the investigation, we considered the student’s perspective about his own error and the operation observed from the resolution of a test and the discussion about the kind of answers were presented to the questions. This work brings us to the conclusion that: we may give attention to the answers of the students, promotin the Math learning, the operation, the co-operation and the autonomy of thinking; the difficulties found by students in solving the questions derive, the most of times, from the math teaching conditions that do not favor a critical analysis of results, and the exploration of operation strategies for the construction of concepts and mathematical algorithms; the socialization, among the students, of the results from a specific question with the further discussion in different perspectives, with their active participation, about their “own errors” has increased a reflection about the actions of thinking and acception of others opinion. / Esta pesquisa teve como objeto de estudo o erro dos alunos de 5ª série no contexto do ensinoaprendizagem de Matemática e buscou respostas ao problema: Que contribuições o trabalho pedagógico com os erros dos alunos, em sala de aula, pode trazer para o processo de ensino aprendizagem da Matemática? Os objetivos da presente investigação foram: investigar a compreensão que os alunos possuem sobre seus próprios erros e as relações destes com o processo de ensino-aprendizagem e, também, identificar e descrever passagens de aula e formas de tratamento pedagógico dado aos erros e estratégias dos alunos que contribuam para o desenvolvimento da operatividade e da autonomia no processo ensino-aprendizagem, por meio da co-operação. Os participantes da pesquisa pertencia à 5a série de uma escola estadual paranaense no ano de 2006. Trata-se de uma pesquisa qualitativa e um estudo de caso com características etnográficas. Utilizamos como instrumento de pesquisa para a coleta de informações um questionário exploratório sobre as opiniões dos alunos a respeito de seus erros e o processo de ensino-aprendizagem; um teste com questões matemáticas; observações livres em sala de aula e a socialização e discussão sobre as estratégias apresentadas às situações-problema. A pesquisa nos permitiu concluir que: é possível, em sala de aula, darmos atenção às respostas dos alunos promovendo o aprendizado da Matemática,a operatividade, a co-operação e o pensamento autônomo; as dificuldades encontradas pelos alunos derivam, em grande parte, das condições do ensino da Matemática que não favorecem a análise crítica de resultados e a exploração de estratégias operativas para a construção de conceitos e algoritmos matemáticos; a socialização entre os alunos, dos resultados obtidos, numa determinada situação-problema com a discussão de diferentes perspectivas, tendo o aluno participação ativa, sobre os seus "próprios erros", favorece a reflexão sobre as ações e a descentração do pensamento.

Submitted by Alisson Mota (alisson.davidbeckam@gmail.com) on 2015-06-22T20:50:37Z No. of bitstreams: 1 Dissertação - Narle Silva Teixeira.pdf: 20364163 bytes, checksum: 4fb01fdd2c14ee84b17ffe60e91cef9c (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-06-29T21:47:33Z (GMT) No. of bitstreams: 1 Dissertação - Narle Silva Teixeira.pdf: 20364163 bytes, checksum: 4fb01fdd2c14ee84b17ffe60e91cef9c (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-06-29T21:50:55Z (GMT) No. of bitstreams: 1 Dissertação - Narle Silva Teixeira.pdf: 20364163 bytes, checksum: 4fb01fdd2c14ee84b17ffe60e91cef9c (MD5) / Made available in DSpace on 2015-06-29T21:50:55Z (GMT). No. of bitstreams: 1 Dissertação - Narle Silva Teixeira.pdf: 20364163 bytes, checksum: 4fb01fdd2c14ee84b17ffe60e91cef9c (MD5) Previous issue date: 2008-10-06 / This search presents as theme the visual language of school-books, perceived as all the expression and organization of the school contents through the basic visual elements (point, line, volume and texture) including photographies. We did the search about the performance of this language in the school-books on the fourth year of Elementary School of the Pintanguá Project Collection, having as premise the following understanding: the language shown in the school-book has a direct interference in the knowledge formation of the student and his learning dynamics. To do the direct observation search on the books, we used the contents analysis technique starting on the category methods by boxes of Bardin (2006), in that one for previous reading they are defined the categories and during the observation the register units are classified according to that of pre-definitions. The analysis is quantitative and qualitative because we worked with both frequency registers and the qualitative analyzing of the registered data, having the intuit of mapping a graphic profile of the books and, at the same time, analysis the possible effects of the present visual language. The search had as theoretical framework the comprehension of Piaget´s genetic epistemology and graphic design composition techniques based on the Gestalt Theory as an organizer of a visual composition. The empirical search data are presented in two moments: the first one has some image qualitative analysis and the books activities according to the category of the search; the second moment presents the list of quantitative of visual resources shown by the books in such a way that we could realize several interpretations, for example, the larger utilization of photographies and pictures in the Portuguese Language book and tendency to not much pregnance in the Mathematics book. In the end of the analysis it was possible to punctuate the predominance of different strategies of communication used by the books, to indentify the illustrations styles used in the books and to do inferences about the importance of the visual language in a context of education, including the observation of the different actors in this process. / A presente pesquisa tem como tema a linguagem visual do livro didático, entendida como toda a expressão e organização do conteúdo escolar por meio dos elementos visuais básicos (ponto, linha, plano, cor, volume e textura) incluindo fotografias. Pesquisamos sobre o comportamento desta linguagem nos livros didáticos do 4° ano do Ensino Fundamental da Coleção Projeto Pitanguá, tendo como premissa o entendimento de que a linguagem apresentada pelo livro tem interferência direta no processo de formação do conhecimento pela criança e em sua dinâmica de aprendizagem. Para a realização da pesquisa de observação direta nos livros usamos a técnica de análise de conteúdo a partir do método de categorização por caixas de Bardin (2006), em que por leitura prévia são definidas as categorias e durante a observação as unidades de registros vão sendo classificadas de acordo com tais prédefinições. A análise caracterizou-se como quanti-qualitativa por trabalharmos tanto com o registro de freqüência como com a leitura qualitativa dos dados registrados no intuito de mapearmos um perfil gráfico dos livros e, ao mesmo tempo, analisarmos os possíveis efeitos da linguagem visual presente. A pesquisa teve como quadro teórico a compreensão da epistemologia genética de Piaget e das técnicas de composição do design gráfico que, por sua vez, consideraram a Teoria da Gestalt como organizadora de uma composição visual. Os dados da pesquisa empírica são apresentados em dois momentos: num primeiro, destacamos algumas análises qualitativas de imagens e atividades dos livros de acordo com a categorização da pesquisa, e num segundo momento, são apresentados os quadros dos registros quantitativos dos recursos visuais empregados nos livros, tornando possível realizar várias leituras como, por exemplo, a utilização maior das imagens fotográficas e ilustrações no livro de Língua Portuguesa e a tendência à baixa pregnância no livro de Matemática. Ao fim das análises, foi possível pontuar a predominância das diferentes estratégias de comunicação pelos livros, identificar os estilos de ilustrações empregados e fazer inferências sobre a importância desta linguagem num contexto mais amplo da educação, incluindo a observação dos papéis dos diferentes atores desse processo.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-03-23T11:25:08Z No. of bitstreams: 1 2015 - Jos? Adilson Gon?alves de Souza.pdf: 1218745 bytes, checksum: 84625bf13e0c0adf4f55d188a675635b (MD5) / Made available in DSpace on 2017-03-23T11:25:08Z (GMT). No. of bitstreams: 1 2015 - Jos? Adilson Gon?alves de Souza.pdf: 1218745 bytes, checksum: 84625bf13e0c0adf4f55d188a675635b (MD5) Previous issue date: 2015-11-26 / The full formation of professionals on agricultural area consists on the possibility to insert pedagogical practices of learning in the Agriculture Technic Course?s students, as a strategic factor on the sustainable social development of a country, being decisive in the construction of their cultural, scientific and technological identity. In this study, it was aimed to evaluate the student?s knowledge construction using the Projects Methodology in the direct seeding system of lettuce, in order to contribute to the knowledge construction of these professionals and also to provide technological information that will subsidize the increase of lettuce?s production and quality. The study was managed at IFFluminense ? campus Bom Jesus of Itabapoana-RJ, with the participation of the students of Concomitant Agriculture Technic Course. So the experiment with lettuce cultivation on direct seeding system was implanted in two stages: in the first one, it was done the plantation of plant species for mulch formation and, in the second stage, 25 days after the plant species lodging, the lettuce seedlings were transplanted. In the first stage, the mass production of dry matter in the aerial part of the species was evaluated, while in the second stage it was evaluated the phytosociological survey of weeds on the 21st day after the transplantation and the lettuce production characteristics. All along the study, analysis tool was used to monitor the knowledge gains, both transmitted and acquired, through questionnaires and reports obtained during the conduction of field experiment with the lettuce cultivation. The highest mass production of dry matter in cover crops was obtained with the treatment using corn species. The species of cover crops which promoted greater reduction on weeds infestation, compared to the conventional plantation, were the following treatments: cowpea + corn; crotalaria + corn; cowpea + wheat. When checking the weight of fresh mass of the aerial part of the lettuce, the treatments that had better results were the conventional plantation and the one with crotalaria. When analyzing the several teaching methods, it was found that the best one was the projects methodology, with 90% of acceptance. When checking the students? performance level in terms of fulfilling the objectives that were set to them, in the first and in the second stage of the experiment it was found that 70% and 90%, respectively, clearly overcame the objectives. The students? interaction with the project contributed to the construction of learning and socialization with the practical realities proposal. Therefore, the students observed that the direct seeding system of the lettuce was viable and efficient in the study, besides having a positive effect on the productivity and low impact upon the soil and on the environment / A forma??o plena de profissionais da ?rea agr?cola consiste na possibilidade de inserir pr?ticas pedag?gicas de aprendizagem aos estudantes do Curso T?cnico em Agropecu?ria, como fator estrat?gico no desenvolvimento social sustent?vel de um pa?s, sendo decisivo na constru??o da sua identidade cultural, cient?fica e tecnol?gica. Nesse trabalho, objetivou-se avaliar a constru??o de conhecimentos dos discentes utilizando a Metodologia de Projetos no sistema de plantio direto de alface, de modo a contribuir na constru??o de conhecimento desses profissionais e, tamb?m, disponibilizar informa??es tecnol?gicas que ir?o subsidiar o aumento da produ??o e qualidade da alface. O trabalho foi conduzido no IFFluminense ? campus Bom Jesus do Itabapoana-RJ, com a participa??o dos estudantes do Curso T?cnico em Agropecu?ria concomitante. Assim, foi implantado um experimento com a cultura de alface em sistema de plantio direto em duas fases: na primeira fase, foi realizado o plantio de esp?cies de plantas para forma??o da cobertura morta e, na segunda fase, ap?s 25 dias do acamamento das esp?cies de plantas, foram transplantadas as mudas de alface. Na primeira fase, foi avaliada a produ??o de massa de mat?ria seca da parte a?rea das esp?cies. J? na segunda fase, foram avaliados o levantamento fitossociol?gico das plantas espont?neas, aos 21 dias ap?s o transplantio, e as caracter?sticas de produ??o da alface. Foi utilizado, ao longo do trabalho, ferramenta de an?lise e acompanhamento de ganhos de conhecimentos transmitidos e adquiridos atrav?s de question?rio e relat?rios obtidos na condu??o de experimento de campo com a cultura de alface. A maior produ??o da massa de mat?ria seca das plantas de cobertura foi com o tratamento da esp?cie de planta milho. As esp?cies de plantas de cobertura que promoveram maior redu??o da infesta??o de plantas espont?neas, em rela??o ao plantio convencional, foram os tratamentos feij?o-mi?do + milho; crotal?ria + milho; feij?o-mi?do + trigo. Ao verificar o peso da massa fresca da parte a?rea da alface, os tratamentos que apresentaram melhores resultados foram o plantio convencional e a crotal?ria. Ao analisar os v?rios m?todos de ensino, verificou-se que o melhor m?todo de aprendizagem foi a metodologia de projetos com 90% aceita??o. Ao verificar o n?vel de desempenho dos alunos em termos de cumprimento dos objetivos que lhe foram fixados, na primeira e segunda fase do experimento, constatou-se que 70% e 90%, respectivamente, superaram claramente os objetivos que foram fixados. A intera??o dos estudantes com o projeto contribuiu para a constru??o da aprendizagem e socializa??o com a realidade pr?tica proposta. Assim, os estudantes constataram que o sistema de plantio direto de alface foi vi?vel e eficiente no estudo e tem efeito positivo na produtividade e baixo impacto sobre o solo e o ambiente.

Made available in DSpace on 2016-03-15T19:43:05Z (GMT). No. of bitstreams: 1 Roseli Aparecida de Oliveira.pdf: 715994 bytes, checksum: f6ec91ef32166ff5683c8d2bfec7d191 (MD5) Previous issue date: 2006-08-09 / This paper aims to analyse the knowledge of teachers of Basic School (Cycle I) who participated of the Project PEC Formação Universitária Municípios. For this, the present study has a predominantly qualitative matrix and it intends to make a reflection on the way done by these teachers during the course and the changes that could have occurred in the educational practice of them. Having as reference the studies on knowing and knowledge teaching, we investigate the curricular and methodological proposal of the Program PEC and its consequences in the articulation and mobilization of knowing and knowledge under the view from the teachers-pupils. Beginning from the analysis of educational literature, we set up the historical influences in the formation of teachers and also the research established in the knowledge construction made by those teachers in their educational practical. The methodological way prioritized a qualitative study with the participation of teachers - by interviews - to understand the formative process and its importance in the practical transformation of the educational practice of each one. The analysis of data presents in previous chapters of this paper gives an interpretation of the interwied teachers speech. Finally, in the final chapter, considering the theories and the experiences deeply lived for us as a researcher, we can say that the perspective of the formative process is essential to an educative practice which intends to be transformer and creative. / Este trabalho tem por objetivo analisar a articulação de saberes de professores do Ensino Fundamental (ciclo I) que participaram da experiência formativa PEC Formação Universitária Municípios na rede de ensino do município de São Paulo. Para isso, o presente estudo tem um cunho predominantemente qualitativo e pretende fazer uma reflexão sobre o caminho percorrido durante o curso e as mudanças que ocorreram na prática educativa desses professores. Tendo com referência os estudos sobre saberes e conhecimentos docentes, investigamos a proposta curricular e metodológica do Programa de Formação e seus reflexos na articulação e mobilização de conhecimentos e saberes, sob a ótica dos professoresalunos. Partindo da análise da literatura educacional, contextualizamos as influências históricas na formação de professores e as pesquisas fundadas na construção de saberes pelos professores em sua prática educativa. O caminho metodológico priorizou um estudo qualitativo com a participação de professoras - por meio de entrevistas -, como forma de compreender o processo formativo e sua importância na transformação da prática educativa, tendo em vista a qualidade de ensino. A análise de dados apresenta uma interpretação contextualizada na argumentação das entrevistadas. Finalmente, nas considerações finais, à luz das teorias e das experiências por nós vivenciadas como pesquisadora, entendemos que a perspectiva dos sujeitos do processo formativo é essencial para uma prática educativa transformadora e criativa.

The purpose of this study was to examine students' understanding of argumentation when talk and writing were provided as learning tools, as well as to explore how talk and writing can best support students' construction of scientific knowledge. Most current studies have examined discourse patterns over a short interval of only a few class periods or compared only the students' initial and final products to assess the quality of their argument structure. Few studies have examined how students develop their understanding of argumentation over time and how their understanding might result in overcoming those challenges. Moreover, talk and writing have been offered as two critical learning tools to support students' argumentative practice. So far, few studies have explored how those two learning tools could be combined to better support students in constructing scientific knowledge. The research questions that guided this study were: (1) How do students develop an understanding of the components of argumentation for public negotiations over time when participating in an argument-based inquiry classroom? (2) In what ways do talk and writing support scientific knowledge construction in an argument-based inquiry classroom? This sixteen-week study was grounded in interactive constructivism and utilized qualitative design to identify students' understanding of argumentation, trace their learning trajectories, examine potential use of the combination of talk and writing, and analyze the cognitive processes involved when talk and writing were used as learning tools. Due to the lack of studies that focus on the elementary level, this study was conducted in a fifth-grade classroom that used the Science Writing Heuristic (SWH) approach with 22 students participating. Six students were selected for interviewing intensively. Multiple sources of data were collected, including classroom observations, semi-structured interviews, students' writing samples, and the researcher's field notes. To strengthen the interpretations, data analysis was conducted using three different approaches: (1) the constant comparative method, (2) the enumerative approach, and (3) in-depth analysis of knowledge construction trajectory (KCT) episodes. The results showed that as fifth-grade students had more opportunities to practice, they could develop a more sophisticated understanding of argumentation, use talk and writing as learning tools to negotiate their ideas with peers, engage in more complex cognitive processes, and take ownership for their learning in science. Three major findings are discussed: (1) increased understanding of argumentative components in public negotiations, (2) increased ability to craft written arguments, and (3) five patterns in the use of talk and writing for knowledge construction and cognitive processes. The findings have informed theories about argumentative practice, the use of language as a learning tool, and science learning from six aspects: (1) understanding of argumentation, (2) ability to craft written arguments, (3) use of talk and writing, (4) cognitive processes, (5) meaning of negotiation, and (6) methodology consideration. This study provides insights into the design of an argument-based environment in which students can develop successful argumentative practices. A long-term professional development program in the support of teachers implementing argument-based inquiry is suggested.

Can interorganisational relationships be managed for effective functioning? This is the problem investigated in this research. Organisations world-wide are adopting co-operative relationships with other organisations. These interorganisational relationships are viewed as a way to enhance their own business performance (Williamson 1985, 1991; Dyer 1997; Gulati 1998; Barringer & Harrison 2000; Das & Teng 2000; Quinn 2000; Stuart 2000; Johnson, Korsgaard & Sapienza 2002). Despite this, the success rate for interorganisational relationships is not high (Hutt, Stafford, Walker & Reingen 2000; Quinn 2000; Hitt, Ireland & Vaidyanath 2002) with many of them failing to achieve their objectives. Understanding how to manage these boundary-spanning arrangements is important to realising the objectives of the business strategy. The research setting is a large private hospital in Australia. It works with a network of external service organisations that provide the Hospital with a range of clinical and non-clinical support services including: Diagnostic Imaging, Pathology Pharmacy, Food Services, Environmental Services, and Human Resources support. This research explores how these different relationships were managed in their operating period: 1998 to 2002. It reveals the dynamic and often ad hoc way, in which managers made sense of the collaborative service context, and how managers influenced the process of interorganisational relationship formation. Extant research about interorganisational relationships comes from a variety of fields. For this research it is most relevant to draw from the research fields of organisational theory, organisation behaviour, sociology, psychology and management. These fields contribute findings that provide useful knowledge upon which to build further understanding about how managers contribute to construct interorganisational relationships functioning (Ring & Van de Ven 1992, 1994; Walsh 1995; Chikudate 1999a, 1999b; Boddy, Macbeth & Wagner 2000; Hutt, Stafford, Walker & Reingen 2000; Lasker, Weiss & Miller 2001). This research uses an interpretivist methodology that enables the researcher to explore the dynamic nature of the Manager's sense-making in the construction of six interorganisational relationships. For the purposes of this research, interorganisational relationships are defined as new structures that emerge through the social interaction of actors involved in shared service delivery. The collaborative context of interorganisational relationships stimulates managers' sense-making by challenging institutionalised ways of behaving. This sensemaking process builds new knowledge stores and contributes to emerging, new management routines. The process is transformative and enables the emergence of interorganisational relationships. It emerges from this research that managers take cues from their context. These cues are used to interpret and make assessments that enable decisions about those actions that they take to construct the interorganisational relationships. A manager's processing of contextual cues, through interpretive frames and dispositional sense-making filters, is an inter-subjective, socially constructive process. The 'self' is a dimensional influence in the managers' sense-making and management behaviours and is implicated through the notion of contextual interpretive frames and dispositional sense-making filters. A model of interorganisational relationship management as a transformational process is developed. The association between contextual influences and managers' behaviours will raise awareness for professional practitioners of the challenges involved in managing across organisational boundaries and in turn, may contribute to more successful implementation of interorganisational business relationships.

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The Porcupine caribou herd is the focus of multiple stakeholder groups, all of which have different ways of understanding and valuing caribou. This thesis focuses on the knowledge and perspectives that the Teetł’it Gwich’in of Teetł’it Zheh (Fort McPherson, NWT) bring to Porcupine caribou co-management. This paper-based thesis has two major aims: first, to explore how the Teetł’it Gwich’in construct knowledge about caribou; and second, to explore Teetł’it Gwich’in rules-in-use with respect to caribou hunting. A comparison is made between Gwich’in methods of knowledge construction and rules-in-use with those of the Government of the Northwest Territories (GNWT), and the Porcupine Caribou Management Board (PCMB), with the intent of understanding difficulties in co-management. The thesis offers the concept of the Gwich’in Knowledge Complex, a knowledge complex created from multiple sources of information about caribou, including scientific information (mainly from the PCMB and the GNWT) as well as Traditional Knowledge. / Rural Sociology

A presente dissertação, cujo objetivo principal é analisar como as alunasprofessoras conceberam e praticaram o ensino da Matemática no decorrer das interdisciplinas de Matemática do Curso de Pedagogia a Distância da Universidade Federal do Rio Grande do Sul (PEAD-UFRGS), é uma pesquisa de natureza qualitativa e perspectiva teórica interpretativa utilizando como estratégia um estudo de caso. A análise dos dados foi feita com base na epistemologia genética de Jean Piaget buscando compreender o processo da construção do conhecimento pelos sujeitos desta pesquisa. A análise foi realizada a partir dos registros das alunasprofessoras no decorrer das interdisciplinas de Matemática do Curso PEAD-UFRGS. Os resultados da pesquisa mostram que as alunas-professoras reconstruíram suas concepções do ensinar Matemática, demonstrando terem se apropriado da proposta interativa e problematizadora das interdisciplinas de Matemática, ainda que parcialmente, e incorporado esta metodologia em suas práticas pedagógicas priorizando a construção do conhecimento pelos seus alunos. / The present dissertation whose aim is to analyze how students-teachers conceived and practiced the teaching of Mathematics as the discipline of the distance course of Pedagogy from the Universidade Federal do Rio Grande do Sul progress, consists of a qualitative research and an interpretative theoretical perspective having as strategy a case study. Data analysis was conducted based on the genetic epistemology of Jean Piaget, seeking to understand the process of knowledge construction by the subjects of this study. The records gathered from the studentteachers during the Mathematics subjects of the distance course of Pedagogy from Universidade Federal do Rio do Sul were analyzed. The results of this study show that the student-teachers have rebuilt their conceptions about the Mathematical teaching, demonstrating their appropriation of the interactive and problematizing approach of the mathematical disciplines, even if only partially, and have incorporated this methodology into their pedagogical practices prioritizing the construction of the knowledge by their students.