Orientador: Maria Ângela Miorim / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-16T14:01:14Z (GMT). No. of bitstreams: 1 Rodrigues_ZioniceGarbeliniMartos_D.pdf: 3528123 bytes, checksum: d93ec81928188053ed72cc906dfc39aa (MD5) Previous issue date: 2010 / Resumo: Este trabalho tem como objetivo estudar o processo de apropriação de propostas do Movimento da Matemática Moderna por um grupo de professores de Matemática da região de Ribeirão Preto-SP, nas décadas de 1960, 1970 e 1980. Em nossa investigação, alicerçada na História Oral, realizamos entrevistas com dez professores de Matemática da região de Ribeirão Preto e produzimos, a partir dos relatos orais registrados em áudio, os documentos principais de nosso estudo. Esses documentos foram complementados por outros tipos de fontes escritas. Em nosso diálogo com as fontes, diversas facetas da matemática escolar em tempos de Matemática Moderna se destacaram. Três dessas facetas - Ginásios Estaduais Vocacionais do Estado de São Paulo, Centro Regional de Aperfeiçoamento do Ensino de Matemática, CRAEM, e Livros Didáticos de Matemática Moderna são discutidas neste trabalho. / Abstract: This work aims to study the process of appropriation of the proposals of the Movement of Modern Mathematics by a group of mathematics teachers in the region of Ribeirão Preto, in the 1960, 1970 and 1980. In our research, based on oral history, conducted interviews with ten teachers of mathematics in Ribeirão Preto and produce, from oral accounts recorded in audio, the main documents of our study. These documents were supplemented by other types of written sources. In our dialogue with the sources, the various aspects of mathematics education in times of Modern Mathematics stood out. Three of these facets - Arenas Vocational State of Sao Paulo State, Regional Center for the Improvement of Higher Mathematics, CRAEM, and Textbook of Modern Mathematics-are discussed here. / Doutorado / Ensino e Práticas Culturais / Doutor em Educação

Este trabalho tem por objeto a realidade da escola pública da periferia, sob a ótica do professor de matemática. Nele são desenvolvidos estudos teóricos preliminares à construção de uma leitura crítica sobre as tramas que constituem essa realidade, tendo como condicionante o fato de o pesquisador fazer parte dela. A metáfora da trama é utilizada para pensar a articulação dos inúmeros fatores que interagem na configuração dos processos e contextos analisados, servindo para aproximar as experiências particulares de sua totalidade social. Essa leitura se mostra importante para intensificar e orientar as predisposições para uma ação educativa transformadora. Sendo algo difícil de ser alcançado pelo professor em exercício, em face da agitada dinâmica da vida contemporânea, duas questões se impõem: (a) como essa barreira pode ser transposta? (b) como esse nível de criticidade pode ser alcançado? No percurso do trabalho, tenta-se responder essas questões mediante a reflexão sobre as próprias ações do pesquisador diante do desafio de construção dessa leitura crítica. Tal leitura consistiria numa forma de interpretação da realidade apurada mediante um processo filosófico-reflexivo de organização das percepções por meio das quais essa realidade é acessada. Isso pressuporia a aquisição de um capital teórico-filosófico que viabilizasse a ampliação das possibilidades dessa leitura. A necessidade desse capital teria apoio nas ideias de Norwood Hanson, para quem os conhecimentos apreendidos previamente é que dão suporte à observação. A organização dessas percepções, por sua vez, teria a finalidade de aclarar as incoerências, inconsistências e contradições que se formam historicamente nos meandros dessas tramas contribuindo para a submissão do ser humano a condições indesejáveis. Esse nível de esclarecimento também requereria certo capital sociológico, que neste caso foi constituído principalmente pelas teorias de Marx, Bourdieu e Adorno. Os estudos teóricos são aqui apresentados na forma de ensaios, sendo o primeiro dedicado às prévias à socialização no campo científico; o segundo, às abordagens teóricas no estudo da realidade; e o terceiro, às tramas da realidade da escola pública da periferia e do ensino de matemática nessas escolas. / The object of this work has been the reality of the urban high poverty public school in Brazil, from the perspective of a mathematics teacher. In it are developed theoretical studies preliminary to the construction of a critical reading of the woof making up that reality, given the fact that the researcher is part of it. The metaphor of woof is used to help thinking the articulations of many factors that interact in the shaping of the process and contexts that was analyzed, serving to approximate the particular experiences of their social totality. This reading shows itself important to step up and guide the predispositions to a transforming educational activity. Being something difficult to achieve by the teacher in exercise, due to the troubled dynamics of contemporary life, two questions are imposed: (a) how that barrier can be transposed? (b) how this level of criticality can be achieved? In the working path, is tried to answer these questions by reflecting on the actions of the researcher facing the challenge of building this critical reading. Such a reading would be a kind of reality interpretation enhanced by a philosophical-reflective process of organizing perceptions through which this reality is accessed. It presupposes the acquisition of a theoretical-philosophical capital that makes feasible the expansion of the possibilities of this reading. The need for this capital would be support by the ideas of Norwood Hanson, for whom the knowledge previously seized is what supports the observation. The organization of these perceptions, in its turn, would have the purpose of clarifying incoherencies, inconsistencies and contradictions that are formed historically in the intricacies of these plots contributing to the submission of the human being to undesirable conditions. This level of information would also require certain sociological capital, which in this case consisted primarily by the theories of Marx, Adorno and Bourdieu. The theoretical studies are presented here in format of essays. The first, dedicated to the preliminary studies in support of the socialization of the researcher in the scientific field; the second, the theoretical approaches in the study of reality; and third, the woof of the urban high poverty public school and the mathematics teaching in such a school.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-11T15:37:22Z No. of bitstreams: 1 arethafontesalves.pdf: 3205656 bytes, checksum: 5fc98b7b40ec8618513671e0d6085944 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T03:36:16Z (GMT) No. of bitstreams: 1 arethafontesalves.pdf: 3205656 bytes, checksum: 5fc98b7b40ec8618513671e0d6085944 (MD5) / Made available in DSpace on 2016-04-24T03:36:16Z (GMT). No. of bitstreams: 1 arethafontesalves.pdf: 3205656 bytes, checksum: 5fc98b7b40ec8618513671e0d6085944 (MD5) Previous issue date: 2013-11-08 / O presente trabalho tem como objetivo levantar as características de um Curso de Serviço de Álgebra Linear voltado a alunos de Licenciatura em Matemática. Para tanto, desenvolvemos uma análise segundo o Modelo dos Campos Semânticos e uma revisão de literatura, voltada para três temas que permeiam nosso estudo, são eles: a Produção de Significados para a Álgebra Linear; a noção de Curso de Serviço e; a Formação Matemática do Professor de Matemática. Esta análise possibilitou que nos preparássemos para realizar uma pesquisa de campo que se constituiu em um seminário de Álgebra Linear com o intuito de estruturar quais seriam estas características. / This work aims to raise the characteristics of a Service Course in Linear Algebra for students of Mathematics. For that, we develop an analysis according to the Model of Semantic Fields and a literature review focused on three themes that permeate our study, they are: Production of meanings for Linear Algebra, the notion of Service Course and; the Mathematics Training of mathematics teacher. This analysis allowed us to prepare ourselves to conduct a field research which constituted which was constituted by a seminary in Linear Algebra with the aim of structuring what these characteristics would be.

<p>  </p> <p>Mathematics teacher educators have suggested that approximations of practice provide preservice mathematics teachers (PMTs) with opportunities to engage with, develop, and demonstrate subdomains of Mathematical Knowledge for Teaching ([MKT], Ball et al., 2008) because MKT provides a way for PMTs to understand how to contextualize their discipline-specific content knowledge for effective mathematics teaching and learning. However, the affordances and limitations of commonly used forms of approximations of practice (i.e., lesson planning and peer teaching) coupled with reflective practices to engage PMTs in subdomains of MKT are still being explored. In this study, I investigated how lesson planning, peer teaching, and associated reflections individually and collectively afforded opportunities for PMTs to demonstrate and develop the MKT subdomains. Eleven PMTs enrolled in a secondary mathematics methods course at a large Midwestern University participated in the study. My dissertation comprises three sub-studies (Sub-study “1”, “2”, and “3”), and I produced three manuscripts to individually report findings from those sub-studies. I investigated how lesson planning, peer teaching, and reflections afforded opportunities for PMTs to demonstrate and describe MKT subdomains in Sub-studies 1, 2, and 3, respectively. The findings across the sub-studies suggested that several MKT subdomains (e.g., Knowledge of Content and Teaching, Knowledge of Content and Students) were evidenced in the PMTs’ planned teacher and student actions (e.g., selecting mathematical tasks, formulating and sequencing questions), and in-the-moment actions and decisions (e.g., mathematically representing students’ responses, implementing mathematical tasks). Several aspects of MKT subdomains (e.g., evaluate the diagnostic potential of tasks) were strongly evidenced only in the PMTs’ lesson plans whereas other aspects (e.g., modifying tasks based on students’ responses) were evidenced only in peer teaching. These findings suggested that various forms of approximations of practice (planned and enacted actions) created unique opportunities for the PMTs to engage with and demonstrate MKT. I also found that the PMTs reflected on some subdomains of MKT that were not evidenced in their approximated practices, indicating that how PMTs describe the MKT subdomains is not entirely a result of what subdomains they engage in during approximations of practice. My findings also revealed limitations of using approximations of practice to engage PMTs with MKT subdomains. The MKT subdomains that required the PMTs to think about students’ alternative mathematical concepts, big mathematical ideas, and non-standard mathematics problem-solving strategies were least evidenced across the approximations of practice and reflections. These findings have two primary implications for mathematics teacher educators. First, I invite mathematics teacher educators to engage PMTs in multiple forms of approximations of practice to optimize their opportunities to engage with, demonstrate, and develop the MKT subdomains. Second, I suggest potential instructional activities (e.g., inviting PMTs to reflect on their roles as students and teachers during peer teaching) that could be incorporated into approximations of practice to address the existing limitations. Broadly, I invite mathematics teacher educators to design instructional activities at the intersection of mathematics content and pedagogy, collaborating with colleagues to enhance these opportunities across programs.</p> <p>  </p>

[pt] A questão central que norteou a investigação foi: como ocorre a prática pedagógica de professores de matemática do IV ciclo em escolas que adotaram a organização escolar por meio de ciclos básicos de aprendizagens? O estudo teve como aportes teórico-metodológicos a escolaridade em ciclos e o efeito-escola, e como locus, duas escolas da rede pública municipal de Belém do Pará. A produção das informações envolveu, respectivamente de cada escola: um/uma docente de matemática do IV ciclo, uma coordenadora pedagógica e os discentes de uma turma do IV ciclo. O processo metodológico incluiu as seguintes etapas: observação densa das aulas de matemática de duas turmas realizadas em um semestre letivo; entrevistas com as duas coordenadoras pedagógicas e com os dois docentes de matemática; aplicação de um formulário socioeconômico e um simulado da Prova Brasil, certame 2007, aos discentes das duas turmas envolvidas no estudo. Com a finalização do trabalho é possível concluir que: o professor e a professora, apesar da acentuada diferença de idade, assim como distintos tempos e locais de formação, apresentavam práticas pedagógicas muito similares, com predominância da exposição oral enquanto metodologia de ensino; tanto o professor quanto a professora, apesar de há muito tempo trabalharem em escolas organizadas em ciclos, posicionavam-se de maneira contrária aos procedimentos avaliativos adotados por suas escolas em relação à promoção dos alunos, por acreditarem que a condução à promoção não estimulava maior empenho e envolvimento da maioria dos alunos no processo de ensino aprendizagem, permitindo que os alunos concluíssem o ciclo sem conhecimentos/habilidades necessários para obtenção de sucesso no prosseguimento de seus estudos. Os dois professores pesquisados eram assíduos, responsáveis pelos seus trabalhos e preocupados com a aprendizagem de seus alunos. O resultado da avaliação simulada a que foram submetidas as duas turmas das duas escolas apontou que, em termos de aprendizagem cognitiva em matemática, no ano de 2009, as turmas investigadas apresentavam resultados muito próximos, o que não nos permitiu afirmar se a prática pedagógica do/da professor/professora era fator determinante nos resultados exitosos dos alunos. Por fim, consideramos importante destacar a necessidade de um número maior de pesquisas voltadas para o efeito-escola, sobretudo trabalhos direcionados para questões inerentes ao universo da sala de aula e a temática do ofício de ser professor. / [en] The main question which directed the investigation was: how does the pedagogical practice of Mathematics teachers of IV cycle in schools that adopted the scholastic organization by basic cycles of learning occur? The study had as theoretical and methodological base the schooling in cycles and the school effect, and as its locus two schools of the municipal public system of Belém- Pará. The production of information involved, respectively of each school: one Mathematics teacher of the IV cycle, one pedagogical coordinator and the students of a class of the IV cycle. The methodological process included the following stages: solid observation of the Mathematics lessons of two classes during a school semester; interviews achieved with the pedagogical coordinators and with the Mathematics teachers; application of social and economic forms and a test similar to that of Prova Brasil, 2007, to the students of the two classes involved in this study. According to the finalization of this study it is possible to conclude that: the teachers, despite their difference of age, as well as their different time and space of formation, presented very similar pedagogical practices, marked by the predominance of oral exposition as their teaching methodology; both of them, despite their long work in schools organized by cycles, stood contrary to the evaluative procedures adopted by their schools concerning the promotion of students, and it is so because they believe that this way of promoting did not stimulate a better commitment and involvement of most of the students in the teaching-learning process, allowing the students to conclude the cycle without the necessary knowledge/skills to obtain the success to go on with their formation. Both investigated teachers were assiduous, responsible for their work and concerned about their students’ learning process. The result of the simulated evaluation to which the two groups of the two schools were subjected pointed that, related to cognitive learning in Mathematics, during the year of 2009, the investigated classes presented very similar results, which did not allow us to affirm whether the teachers practice was a determinant factor in the successful results presented by the students. Finally, we considered as important to stand out the necessity of a larger number of researches concerning the school effect, especially works directed to the questions inherent to the rich universe of the classroom and to the task of being a teacher.

The high failure rate in the learning areas Mathematics and Mathematical Literacy is of great concern to educators. In-service training courses for educators in Mathematics and Mathematical Literacy were presented with the aim to enhance the application of didactics in the classroom. The problems concerning the application (impact) could possibly be attributed to the components, elements and presentation of the in-service training course. In an attempt to identify the relevant components and elements, quasi-experimental positivist and interpretive research was conducted. Both qualitative and quantitative methods were used. The question arising is: Could improved impact in the classroom be achieved 1. if the in-service training facilitators received better training, and 2. by incorporating change of attitude, the treatment of the full subject content and the principles of learning structures and co-operative learning into the in-service-training? Educators are still experiencing problems with the transfer of the subject content to the learners. / Early Childhood Education and Development / M. Ed. (Kurrikulumstudies)

The purpose of the study was to explore the relationship between mathematics teachers’ subject matter knowledge and their teaching effectiveness. A convenient sample of 19 grade 11 mathematics teachers and 418 students were initially selected for the study and took part in some stages of the study. Of this lot, only 11 teachers and 246 students participated in all the stages of the study. Explanatory Mixed methods research design which entails the use of a co-relational study and a descriptive survey design were employed in the study. Data was collected from the teachers using a self report questionnaire, Teacher Subject Matter Knowledge of Trigonometric Functions Scale (TSMKTFS) and peer evaluation questionnaire, and from students using teacher evaluation questionnaire and Student Trigonometric Functions Performance Scale (STFPS). All the instruments had their validity and reliability accordingly determined. Quantitative data gathered was analysed using descriptive and inferential statistics while qualitative data gathered from teachers’ and students’ tests were analysed using task performance analysis. It was found that a positive, statistically significant relationship existed between teachers’ subject matter knowledge and the composite measure of their teaching effectiveness. The relationships between teachers’ subject matter knowledge and students’ achievement and also between teachers’ subject matter knowledge and students’ rating of the teachers’ teaching effectiveness were found to be positive and statistically significant. However, the relationships between teachers’ subject matter knowledge and teachers’ self rating as well as teachers’ subject matter knowledge and peers’ rating of teachers’ teaching effectiveness were not found to be statistically significant though they were positive. Further data analysis showed that there was a difference between the subject matter knowledge of effective and ineffective teachers and also between the students taught by effective teachers and the students taught by the ineffective teachers. / Institute of Science and Technology Education / PhD (Mathematics Education)

This study explored the link between teachers’ inputs and process and students’ academic achievement in Junior Secondary Certificate (JSC) Mathematics for the period 2006 to 2010.The outcome (teacher effectiveness) was obtained by means of value added measures (students’ aggregate JSC Mathematics scores for 2006 to 2010 by school). One hundred and fifty JSC schools out of a total of 573 constituted the units of analysis for the study. The data regarding teachers were obtained by means of self-administered questionnaires, and JSC Mathematics results from 2006 to 2010 were obtained from the Directorate of National Examinations and Assessment (DNEA). Multi-correlation and regression techniques at alpha =0.001; 0.05 and 0.10 were used to analyse the link between teachers’ inputs and processes, and students’ academic achievement in JSC Mathematics. The null hypotheses formulated for the study were tested at the 0.05 (5%) level of significance. In summary, it appears that the various aspects of teachers’ inputs (teachers’ educational qualifications, teaching experience, subject specialisation etc.), processes (standards-based professional development, standards-based classroom activities, and classroom management beliefs) are related to students’ academic achievement in JSC Mathematics. In particular, a linear combination of the following variables had a significant and positive association with students’ academic achievement in JSC Mathematics: teachers’ major in Mathematics (teachers’ inputs); teachers’ usage of whole class discussion (standards-based classroom activities); perceived knowledge of algebra; teachers’ professional development in interdisciplinary instruction; teachers’ review of students’ homework/assignments; and students talking to other students about how to solve mathematics problems. Teachers’ pedagogical content knowledge (PCK) in general, and some classroom practices were not significantly related to students’ academic achievements. This study, therefore, recommends that teachers’ professional development should focus on the subject matter that the teachers will be teaching, as well as alignment of teachers’ learning opportunities with real work experience using actual curriculum materials and assessment. / Educational Studies / D. Ed. (Didactics)

This is a qualitative research that draws on Fairclough’s Critical Discourse Analysis methodology to analyze the discourse practices of the mathematics teacher educators in initial teacher training colleges in Malawi. The study involved four mathematics teacher educators in two teacher training colleges located in two different regions of Malawi. Specifically the study explored the following questions: 1) What are the discourse practices that mathematics teacher educators display in their descriptions of multilingual mathematics classrooms? 2) a) What are the discourse practices that mathematics teacher educators display in a college mathematics classroom? b) How do they make available the discourse practices for the student teachers to draw on? Data was collected through pre-observation interviews, classroom observations, reflective interviews and focus group discussions with the mathematics teacher educators. This study has shown that while there are some disconnections between the discourse practices produced in a school multilingual mathematics classroom and a college mathematics classroom, some of the discourse practices that mathematics teachers produced in a college mathematics classroom reinforces the common discourse practices being produced in multilingual mathematics classroom. There are three common discourse practices that were displayed in a college mathematics classroom. These discourse practices are: Initial-Response-Evaluation (Pimm, 1987), traditional lecturing and group discussions. I observed that the IRE and traditional lecturing discourse practices were accompanied by directive discourses for procedural control, and the procedural discourse was the prevalent discourse in all the discourse practices produced. iv Three major themes have emerged from the data analysis. Firstly, the research findings indicate that the mathematics teacher educators regard multilingualism and the language practices that come with it such as code-switching more as a problem rather than a resource for teaching and learning. Secondly, code-switching in college mathematics classroom is not as spontaneous as is research shows it to be in schools; rather it is very much controlled and restricted. Thirdly, the dilemmas of code-switching as discussed by Adler (1998, 2001) are more acute in teacher training colleges, mainly because of the mismatch in the Language-in-Education Policy (LiEP) in schools and tertiary level.

Orientador: Miriam Godoy Penteado / Banca: Rosana Giaretta Sguerra Miskulin / Banca: Arlindo José de Souza Junior / Resumo: Esta pesquisa tem a finalidade de compreender como os professores de Cálculo fazem uso da tecnologia de informação e comunicação (TIC) em suas aulas. Seus participantes foram professores do ensino superior que utilizam TIC para ensinar Cálculo. Esses professores foram localizados pela indicação de colegas, através de listas de discussões eletrônicas, a partir da leitura de teses e dissertações, por indicação de outros participantes da pesquisa e ainda por visitas a instituições de ensino superior. Não se limitou a examinar a questão apenas no âmbito do curso de Matemática, mas abrangeu professores de diferentes cursos que apresentam a disciplina em seu currículo. Os dados foram provenientes de entrevistas e do preenchimento de um formulário. A análise dos dados, que foi guiada pela pergunta "Como os professores de matemática fazem uso da TIC na disciplina de Cálculo?", possibilitou discutir os seguintes temas: perfil dos professores, estrutura oferecida pelas instituições, planejamento e gestão da aula, vantagens e desvantagens do uso de TIC na sala de aula. As expectativas de contribuição deste trabalho são: apresentar sugestões para o professor do ensino superior a respeito de estratégias no ensino e aprendizagem do Cálculo através da utilização da TIC e constituir-se num referencial para outras pesquisas em Educação Matemática. / Abstract: This research has the purpose to understand how the calculus teachers use Information and Communication Technology (ICT) in their classes. The participants were higher education teachers who used ICT. Initially they were located in an e-list. Later, the interviewed teacher indicated some colleagues as possible participants. The research involved calculus teachers of undergraduation courses in mathematics and other topics. The data originated from interviews and a questionnaire. The analysis was guided by the question "How mathematics teachers make use of the ICT in the calculus discipline?" and made it possible to discuss the following topics: teachers profile, the infrastructure offered by the working place, the planning and management of the classes, advantages and disadvantages of the ICT use in the classroom. The expected contribution of this research is to offer some suggestions for the use of ICT in the teaching of calculus and to be a literature support for future research in the field. / Mestre