Made available in DSpace on 2014-06-11T19:24:51Z (GMT). No. of bitstreams: 0 Previous issue date: 2003-12-20Bitstream added on 2014-06-13T18:47:54Z : No. of bitstreams: 1 stamato_jma_me_rcla.pdf: 567264 bytes, checksum: 7033fafce529af8dbb515c0b2964fe6c (MD5) / Este trabalho investiga a implantação da disciplina História da Matemática nas Licenciaturas em Matemática na UNESP, campi de Rio Claro, Rio Preto e Presidente Prudente. A delimitação do campo de pesquisa deu-se após a realização de uma coleta preliminar de dados a partir de questionário enviado às instituições de ensino superior do país que oferecem o curso de Matemática. As circunstâncias que levaram à implantação da disciplina História da Matemática foram interpretadas por meio de documentos originais e fontes secundárias confrontadas entre si e com a memória. Foram consultados documentos do Conselho Departamental, históricos escolares, a legislação e entrevistas. O trabalho insere-se em uma perspectiva qualitativa de investigação, buscando uma compreensão dos fenômenos estudados. Buscou-se confrontar os argumentos de Goodson (1997) e Santos (1994) sobre os padrões de estabilidade e mudanças curriculares com os fatores ligados à comunidade disciplinar e com as circunstâncias políticas, culturais, sociais e de organização da escola. Identificaram-se como fatores de influência na implantação da disciplina a emergência de grupos ou indivíduos de liderança intelectual na área, a pesquisa na área, as diretrizes curriculares e os exames nacionais de cursos. Outro dado de análise aponta para a fragilidade da disciplina em um curso de Formação de Professores. / This work investigates the implementation of the Math History subject into the Mathematics graduation course at unesp in Rio Claro, Rio Preto and Presidente Prudente. Such research field outline came after a preliminary data collection from questionnaires, which had been sent to universities, offering such graduation course, around the country. Circunstances that lead to the implementation of the Math History subject have been interpreted through comparison of original papers and secondary sources and memory. Department Council papers, school records, legislations and interviews have all been taken into account. This work is a qualitative type on investigation, aiming at understanding such studied phenomena. Goodson (1997) and Santos (1994) statements on stability standards and curriculum changes as to factors linked to disciplinary community and political, cultural, social, and school organization circunstances have been compared. Group or individual intellectual leadership within the area, field research, curriculum guidelines, and national examination of graduation courses have all been identified as factors influencing the implementation of such subject. Other analysis data indicates how fragile such subject is at to a course forming teachers.

Orientador: Laurizete Ferragut Passos / Banca: Wagner Rodrigues Valente / Banca: Romulo Campos Lins / Resumo: Este trabalho investiga a implantação da disciplina História da Matemática nas Licenciaturas em Matemática na UNESP, campi de Rio Claro, Rio Preto e Presidente Prudente. A delimitação do campo de pesquisa deu-se após a realização de uma coleta preliminar de dados a partir de questionário enviado às instituições de ensino superior do país que oferecem o curso de Matemática. As circunstâncias que levaram à implantação da disciplina História da Matemática foram interpretadas por meio de documentos originais e fontes secundárias confrontadas entre si e com a memória. Foram consultados documentos do Conselho Departamental, históricos escolares, a legislação e entrevistas. O trabalho insere-se em uma perspectiva qualitativa de investigação, buscando uma compreensão dos fenômenos estudados. Buscou-se confrontar os argumentos de Goodson (1997) e Santos (1994) sobre os padrões de estabilidade e mudanças curriculares com os fatores ligados à comunidade disciplinar e com as circunstâncias políticas, culturais, sociais e de organização da escola. Identificaram-se como fatores de influência na implantação da disciplina a emergência de grupos ou indivíduos de liderança intelectual na área, a pesquisa na área, as diretrizes curriculares e os exames nacionais de cursos. Outro dado de análise aponta para a fragilidade da disciplina em um curso de Formação de Professores. / Abstract: This work investigates the implementation of the Math History subject into the Mathematics graduation course at unesp in Rio Claro, Rio Preto and Presidente Prudente. Such research field outline came after a preliminary data collection from questionnaires, which had been sent to universities, offering such graduation course, around the country. Circunstances that lead to the implementation of the Math History subject have been interpreted through comparison of original papers and secondary sources and memory. Department Council papers, school records, legislations and interviews have all been taken into account. This work is a qualitative type on investigation, aiming at understanding such studied phenomena. Goodson (1997) and Santos (1994) statements on stability standards and curriculum changes as to factors linked to disciplinary community and political, cultural, social, and school organization circunstances have been compared. Group or individual intellectual leadership within the area, field research, curriculum guidelines, and national examination of graduation courses have all been identified as factors influencing the implementation of such subject. Other analysis data indicates how fragile such subject is at to a course forming teachers. / Mestre

Empirical research has confirmed the importance of supervision and support to subordinates in improving the quality of performance. This study investigated the nature of supervision and support provided at previously marginalised school-based Grade classes of the Gauteng North District, at Gauteng Province in South Africa. To meet this objective qualitative research design was used. The subjects of the study were all purposefully selected practitioners, Head of Departments and school principals. Data was collected through observations, documents analysis and semi structured interviews (individual and focus group). The total of 33 purposefully selected participants took part in the research. Participants were selected according to the socio-economic status of their schools. It included schools from rural, semi-rural, semi urban and farm areas. To analyse the information collected, responses were grouped into categories as they appear in the practitioners’ observation template and ATLAS ti. software themes for individual and focus group interviews. The findings showed that the nature of supervision and support provided in Grade classes compromised the quality of teaching. Practitioners were also very vocal about the absence of support they get with regard to classroom practices from the School Management Team (SMT). The Head of Departments also mentioned lack of knowledge of Grade R practices, work overload and limited time as challenges that inhibit them to provide the needed support. Their concerns were also confirmed by the findings of the conducted classroom observations. The mistakes and omissions made by practitioners when carrying out Grade R daily routine activities indicated a lack of proper guidance and support. It was also confirmed during practitioners’ interviews that, practitioners worked on their own without any classroom support or guidance. The problems noted were exacerbated by the lack of professional qualification of practitioners. This study made recommendations and proposed a functional model of supervision and support that could address the challenges of poor supervision and support at Grade R classes. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)