Made available in DSpace on 2014-12-17T14:36:29Z (GMT). No. of bitstreams: 1 LuciaHBF_TESE.pdf: 3738014 bytes, checksum: 025f1838fb0717f4401d8721ca294d58 (MD5) Previous issue date: 2011-12-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This paper presents a discussion about the use of the History of Mathematics as an educational resource and conceptual mediator in the formation of teachers who teach mathematics in the years of elementary school. It was a qualitative action method, in order to show the importance of holding workshops of History and Pedagogy of Mathematics as contribution to overcome the conceptual difficulties of teaching and teachers regarding the content covered in the course of education and afterwards they have to teach in the early of elementary school. We assume that understanding the historical, social and cultural comprehension as a conceptual and didactic focus effectively nurture the pursuit of a teaching and learning of mathematics students safe and justified in order to contribute to overcoming the difficulties of teaching and learning usually occurred in the classroom of the early years. In this sense, we organized a study group formed by students of Bachelors in Education and Mathematics at the University of Piau?. We developed five training workshops in History and Pedagogy of Mathematics, with a workload of 20 hours each and four follow-up sessions and advicement, totalizing 180 hours. The purpose of workshops was to develop studies on the History of Mathematics that could support the formation of a conceptual and didactic group with a view to prepare teaching materials and activities based on information drawn from undertaken historical studies .The products designed were used in formation of the group itself and will later be used in training teachers of public school in Teresina, in the form of workshop of History and Pedagogy of Mathematics in order to overcome problems arising from teaching and conceptual this education degree in Education Based on the obtained informations it was possible to suggest new referrals procedural level of education and university extension that may contribute to the reorientation of initial and continuing training of teachers in the early years elementary school / O presente trabalho apresenta uma discuss?o a respeito da utiliza??o da Hist?ria da Matem?tica como um recurso mediador did?tico e conceitual, na forma??o de professores que ensinam Matem?tica nos anos iniciais do Ensino Fundamental. Trata-se de uma pesquisa qualitativa, na modalidade pesquisa-a??o, com o intuito de mostrar a import?ncia da realiza??o de Ateli?s de Hist?ria e Pedagogia da Matem?tica como contribui??o na supera??o das dificuldades did?ticas e conceituais desses professores com rela??o aos conte?dos abordados no Curso de Pedagogia, e que, posteriormente, eles t?m de ensinar nos anos iniciais do Ensino Fundamental. Deste modo, partimos do princ?pio de que a compreens?o hist?rica, social e cultural, sob um enfoque conceitual e did?tico, oportuniza aos alunos, de forma efetiva, o exerc?cio seguro e justificado do ensino e aprendizagem da Matem?tica, de modo a contribuir para a supera??o das dificuldades de ensino e de aprendizagem, costumeiramente ocorridas nas salas de aula dos anos iniciais. Neste sentido, organizamos um grupo de estudos, formados por alunos de Licenciatura em Pedagogia e em Matem?tica da Universidade Federal do Piau?, desenvolvemos cinco ateli?s formativos em Hist?ria e Pedagogia da Matem?tica, com carga hor?ria de 20 horas cada um e quatro sess?es de acompanhamento e assessoramento, perfazendo um total de 180 horas. A finalidade dos ateli?s foi desenvolver estudos sobre a hist?ria da Matem?tica que pudessem subsidiar a forma??o conceitual e did?tica de um grupo de alunos das licenciaturas em Matem?tica e Pedagogia, com vistas ? elabora??o de materiais did?ticos e atividades baseadas nas informa??es extra?das dos estudos hist?ricos realizados. Os produtos finais elaboradas foram utilizados na forma??o do pr?prio grupo, para, posteriormente, serem aplicados ? forma??o de professores da rede p?blica de ensino de Teresina, na forma de um ateli? de Hist?ria e Pedagogia da Matem?tica, visando superar problemas did?ticos e conceituais decorrentes de sua forma??o de Licenciatura em Pedagogia. Com base nas informa??es obtidas, sugerimos novos encaminhamentos processuais em n?vel de ensino e extens?o universit?ria que possam contribuir para a reorienta??o da forma??o inicial e continuada dos professores dos anos iniciais do Ensino Fundamental. Palavras-chaves: Educa??o. Hist?ria e Pedagogia da Matem?tica. Ensino Fundamental. Forma??o de Professores

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-07-11T12:41:42Z No. of bitstreams: 1 Alexandra Amadio Belli.pdf: 1814145 bytes, checksum: fc35359f0bfe174986a57c0393a4b333 (MD5) / Made available in DSpace on 2017-07-11T12:41:42Z (GMT). No. of bitstreams: 1 Alexandra Amadio Belli.pdf: 1814145 bytes, checksum: fc35359f0bfe174986a57c0393a4b333 (MD5) Previous issue date: 2017-05-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present research reports a bibliographic study involving textbooks and large scale evaluation, System of Evaluation of School Income of the State of São Paulo (SARESP). The objective was to investigate the mathematical praxeologies contained in textbook activities, in order to verify if they have the potential the prepare the student to develop statistical knowledge requested in the SARESP. The research involved the textbooks adopted in public school network of the São Paulo State, from the National Program of Didactic Book of the federal government for the initial grades of elementary school. The methodological procedures adopted were the exploration of the chosen documents, the analysis process being based on the Anthropological Theory of Didactics (ATD) and based on the levels of table comprehension, according to Wainer and graphs, according to Curcio. The main result obtained with the research was the verification that the textbooks prepare the subjects, submitted to the practice of these manuals for the levels of comprehension of graphs and tables, with superiority of those required in the SARESP, And the levels of understanding identified in the praxeologies of the activities of this evaluation are expressed below what is prescribed in the national curricular references / A presente pesquisa relata um estudo bibliográfico envolvendo livros didáticos e a avaliação de larga escala, o Sistema de Avalição do Rendimento Escolar do Estado de São Paulo (SARESP). O objetivo foi investigar as praxeologias matemáticas contidas nas atividades dos livros didáticos, no sentido de verificar se estas têm potencial para preparar o aluno para desenvolver o conhecimento estatístico solicitado no SARESP. A pesquisa envolveu a análise de livros didáticos adotados na rede estadual do estado de São Paulo, a partir do Programa Nacional do Livro Didático do governo federal para as séries iniciais do ensino fundamental. Os procedimentos metodológicos adotados foram a exploração dos documentos escolhidos, tendo o processo de análises fundamentado na Teoria Antropológica do Didático (TAD) e apoiado nos níveis de compreensão de tabelas, segundo Wainer e de gráficos, segundo Curcio. O principal resultado obtido com a pesquisa foi a constatação de que os livros didáticos preparam os sujeitos, submetidos à prática desses manuais, para os níveis de compreensão de gráficos e tabelas, com superioridade daqueles exigidos no SARESP, sendo que os níveis de compreensão identificados nas praxeologias das atividades desta avaliação se expressam abaixo do que é prescrito nas referências curriculares nacionais

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-02-08T11:19:09Z No. of bitstreams: 1 Maria Madalena Lopes Cravo Roxo.pdf: 1314342 bytes, checksum: 3ebe1b74268e4e44771a6fe56850be01 (MD5) / Made available in DSpace on 2018-02-08T11:19:09Z (GMT). No. of bitstreams: 1 Maria Madalena Lopes Cravo Roxo.pdf: 1314342 bytes, checksum: 3ebe1b74268e4e44771a6fe56850be01 (MD5) Previous issue date: 2018-01-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present study aims to investigate, from the perspective of teachers and pedagogical coordinators, the possibilities of using the results of the external state evaluations so-called SARESP (Evaluation System of Learning Achievement in the State of São Paulo) on Mathematics to initiate changes in the educational process, in three public state schools from Itapecerica da Serra city, in the state of São Paulo. This is a qualitative research whose data were collected through documentary analysis (legislation and documents guiding the proposal and implementation of external evaluations in the São Paulo public education network), through a questionnaire for collection of views from mathematics teachers - 9th grade, and to interviews with the pedagogical coordinators of the three target schools researched. Vinao Frago’s concepts of school cultures, teachers' culture and managerial culture as well Gimeno Sacristán’s constructs of "curriculum" and "evaluation" made up our theoretical framework. Data obtained are presented in summary tables and charts. The results confirm the hypothesis that the use of the results of SARESP evaluations is not guiding, as it should be, decisions and actions of the school units and classrooms. External evaluations like SARESP / Mathematics are part of the education reform that have been carried out in the state public education system in São Paulo since the 1990s. This has been done through laws, decrees, regulations, as part of mechanisms, actions and programs instituted by the SEE / SP (Secretary of Education in the State of São Paulo), as a means to control and standardize work in schools. As such, it has left teachers and administrators with no other option but to adhere to a specific and standardized model of school and of a teacher / O presente estudo tem como objetivo investigar - em três escolas públicas estaduais paulistas da Diretoria de Ensino da Região de Itapecerica da Serra, na perspectiva de professores coordenadores pedagógicos e de professores, as possibilidades de utilização dos resultados das avaliações externas (SARESP/Matemática) para desencadear mudanças no processo educacional. Trata-se de pesquisa de natureza qualitativa, cujos dados foram coletados por meio de análise documental (legislação e documentos norteadores da proposta e implementação das avaliações externas na rede pública de ensino paulista) e por meio de questionário para coleta de depoimentos dos professores de matemática - 9º ano, além de entrevista com os professores coordenadores pedagógicos das três escolas alvos da pesquisa. Como norte teórico foram utilizados os conceitos de culturas escolares, cultura dos professores e cultura dos gestores de Viñao Frago e os conceitos de “currículo” e “avaliação” de Gimeno Sacristán. Os dados obtidos são apresentados em quadros-síntese e tabelas. Os resultados da pesquisa confirmam a hipótese de que o uso dos resultados das avaliações SARESP não vem orientando - como deveria - decisões e ações nos âmbitos das unidades escolares e salas de aula. Ou seja: avaliações externas como SARESP - Matemática compõem a reforma educativa levada a cabo no sistema de ensino público estadual paulista, desde os anos 1990, por meio de leis, decretos, regulamentos, e como parte de mecanismos, ações e programas instituídos pela SEE/SP, como forma de controle e padronização do trabalho nas escolas – o que vem deixando professores e gestores sem saída, a não ser aderirem a um modelo específico e padronizado de escola e de professor

The purpose of this study is to determine the impact on student achievement of elementary school teachers who participated in professional development in the content area of mathematics. Teachers participated in professional development courses and have accumulated a range from three to eighteen total credits from the summers of 1998 through 2007. The impact is measured by student achievement data collected on standardized tests.

This qualitative study addressed the perceptions toward the study of mathematics by middle school students who had formerly been in a remedial mathematics program. The purpose of the study was to explore the past experiences of nine students in order to determine what is needed for them to feel successful in mathematics. The conceptual framework of the study was grounded in philosophies of motivation, including achievement goal theory, self-worth theory, self-efficacy theory, expectancy-value theory, and attribution theory. The study used a phenomenological research design to answer the key research question, which focused upon the experiences of students and the meaning that was given to these experiences. Data were collected and analyzed from individual interviews with 9 students and a focus group session. The findings of the study revealed that participants' past experiences influenced their current attitudes about the study of mathematics. Perceptions of mathematical ability, history of success or failure with grades, and the influence of the teacher and peers in the learning environment most influenced students' attitudes about mathematics. Moreover, current feelings impact the degree to which a student puts forth effort in the study of mathematics, and the relationship with the mathematics teacher had the greatest impact on student attitudes. To improve the perceptions that students have about the study of mathematics, expanded professional development opportunities may bring increased awareness of students' perceptions of the study of mathematics, and develop remedial mathematics programs that remove the negative stigma associated with them. The research study could lead to social change as its purpose is to improve student achievement in mathematics through changes in the remedial mathematics program.