South African learners underachieve in mathematics. The many different factors that influence this underachievement include mathematics teachers' role in teaching mathematics with understanding. The question arises as to how teachers' mathematical content knowledge states can be transformed to positively impact learners' achievement in mathematics. In this study, different kinds of teachers' knowledge needed for teaching mathematics were discussed against the background of research in this area, which included the work of Shulman, Ma and Ball. From this study an important kind of knowledge, namely mathematical content knowledge for teaching (MCKfT), was identified and a teacher's ability to unpack mathematical knowledge and understanding was highlighted as a vital characteristic of MCKfT. To determine further characteristics of MCKfT, the study focussed on the nature of mathematics, different kinds of mathematical content knowledge (procedural and conceptual), cognitive processes (problem solving, reasoning, communication, connections and representations) involved in doing mathematics and the development of mathematical understanding (instrumental vs. relational understanding). The influence of understanding different problem contexts and teachers' ability to develop reflective practices in teaching and learning mathematics were discussed and connected to a teacher's ability to unpack mathematical knowledge and understanding. In this regard, the role of teachers' prior knowledge or current mathematical content knowledge states was discussed extensively. These theoretical investigations led to identifying the characteristics of MCKfT, which in turn resulted in theoretical criteria for the development of MCKfT. The theoretical study provided criteria with which teachers' current mathematical content knowledge states could be analysed. This prompted the development of a diagnostic instrument consisting of questions on proportional reasoning and functions. A qualitative study was undertaken in the form of a diagnostic content analysis on teachers' current mathematical content knowledge states. A group of secondary school mathematics teachers (N=128) involved in the Sediba Project formed the study population. The Sediba Project is an in-service teacher training program for mathematics teachers over a period of two years. These teachers were divided into three sub-groups according to the number of years they had been involved in the Sediba Project at that stage. The teachers' current mathematical content knowledge states were analysed with respect to the theoretically determined characteristics of and criteria for the development of MCKfT. These criteria led to a theoretical framework for assessing teachers' current mathematical content knowledge states. The first four attributes consisted of the steps involved in mathematical problem solving skills, namely conceptual knowledge (which implies a deep understanding of the problem), procedural knowledge (which is reflected in the correct choice of a procedure), the ability to correctly execute the procedure and the insight to give a valid interpretation of the answer. Attribute five constituted the completion of these four attributes. The final six attributes were an understanding of different representations, communication of understanding in writing, reasoning skills, recognition of connections among different mathematical ideas, the ability to unpack mathematical understanding and understanding the context a problem is set in. Quantitative analyses were done on the obtained results for the diagnostic content analysis to determine the reliability of the constructed diagnostic instrument and to search for statistically significant differences among the responses of the different sub-groups. Results seemed to indicate that those teachers involved in the Sediba Project for one or two years had benefited from the in-service teacher training program. However, the impact of this teachers' training program was clearly influenced by the teachers' prior knowledge of mathematics. It became clear that conceptual understanding of foundation, intermediate and senior phase school mathematics that should form a sound mathematical knowledge base for more advanced topics in the school curriculum, is for the most part procedurally based with little or no conceptual understanding. The conclusion was that these teachers' current mathematical content knowledge states did not correspond to the characteristics of MCKfT and therefore displayed a need for the development of teachers' current mathematical content knowledge states according to the proposed criteria and model for the development of MCKfT. The recommendations were based on the fact that the training that these teachers had been receiving with respect to the development of MCKfT is inadequate to prepare them to teach mathematics with understanding. Teachers' prior knowledge should be exposed so that training can focus on the transformation of current mathematical content knowledge states according to the characteristics of MCKfT. A model for the development of MCKfT was proposed. The innermost idea behind this model is that a habit of reflective practices should be developed with respect to the characteristics of MCKfT to enable a mathematics teacher to communicate and unpack mathematical knowledge and understanding and consequently solve mathematical problems and teach mathematics with understanding. Key words for indexing: school mathematics, teacher knowledge, mathematical content knowledge, mathematical content knowledge for teaching, mathematical knowledge acquisition, mathematics teacher education / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

Esta tese discute o processo de transformação e/ou criação dos motivos na atividade de aprendizagem dos futuros licenciados em Matemática durante o desenvolvimento do estágio supervisionado. Neste trabalho, os motivos são compreendidos como os elementos que impulsionam e orientam a ação e nascem das necessidades do sujeito. O pressuposto é que os motivos somente podem ser percebidos nas relações intrínsecas da atividade. Dentro desse contexto, essa pesquisa demonstra que o processo de formação do professor somente permitirá a descoberta do real sentido do trabalho docente a partir do momento que este esteja inserido em uma proposta de educação humanizadora, que supere o caráter alienante dos modelos atuais de formação do professor. Em decorrência disto, a formação docente deve ocorrer de um modo que possibilite aos indivíduos a apropriação da atividade de ensino. Tendo como base os aportes teóricos fornecidos pela abordagem histórico-cultural da psicologia e, em particular, da Teoria da Atividade. A tese, apoiada principalmente nas idéias de Leontiev, Vigotski e Davidov, destaca a atividade e a sua relação com os motivos, aborda a relação entre a atividade de ensino e atividade de aprendizagem como um componente estruturador da prática docente e como elemento de mediação do processo de apropriação do saber universal do homem. O procedimento metodológico utilizado nesta investigação foi o experimento formativo. Este experimento foi organizado e desenvolvido durante um ano letivo com estagiários do curso de licenciatura em Matemática de uma universidade pública brasileira. Os resultados obtidos pela pesquisa indicam para a necessidade de uma organização de processo de formação do docente que permita não somente a vivência da atividade de ensino, mas a reflexão e a tomada de consciência das suas ações possibilitando a superação da alienação do sujeito humano frente a si mesmo. Com isso acreditamos na possibilidade do processo de transformação da docência em atividade para o professor de Matemática. / This thesis discusses the process of transformation and/or creation of motives in the teaching activities of future bachelors in mathematics during the development of supervised training. In this work, the motifs are understood as elements which impulse and orient the action and induce the subjects necessities. Therefore, the motives can only be perceived in the intrinsic relations of the activity. In this context, this research demonstrates that the process of teacher education will only permit the discovery of the real meaning of the teachers work when it is inserted in a humanizing educational proposal, which overcomes the alienating character of actual models of teacher education. Due to this fact, the teachers education should occur in a way that allows the individuals to significantly appropriate the learning activity. Having as basis the theoretical references supplied for the cultural-historical approach and Activity Theory, supported mainly by the ideas of Vigotski, Leontiev and Davidov, the thesis highlights the activity and its relation with the motifs, tackles the relation between teaching activity and learning activity as a component structuring the teaching practice and as an element of mediation in the appropriation process of universal knowledge of man. The methodological procedure used in this investigation was the formative experiment. This experiment was organized and developed during one school year with pre-service mathematics teachers of a public Brazilian university. The results obtained by the research indicate the necessity of an organization of the teachers education process which allows not only the living of the teaching activity, but the reflection and consciousness taken from his actions making possible the overcoming the alienation of the human subject towards himself. With that we believe in a transformation process of teaching into an activity for the individual.

Made available in DSpace on 2016-04-27T16:57:40Z (GMT). No. of bitstreams: 1 Alexandre Kruger Zocolotti.pdf: 9994415 bytes, checksum: b48568ef8a6e79cad2d1cd9480137cb4 (MD5) Previous issue date: 2015-11-10 / The research presented here focused on investigating conceptions of the processes of teaching and learning mathematics teachers trained in areas related to this discipline and who have attended a course in Educational Complementation. An empirical study was conducted with four teachers of mathematics - two teachers who worked in the Secondary School and two teachers who worked in high school - who had training in those molds. The theoretical study involved conceptions, teaching knowledge and training of mathematics teachers, with special attention to the models of teacher education in force in Brazil. For data collection, two different elements were used: semistructured interviews and observations of the practice of each of the surveyed teachers. In the data analysis, it was perceived details that have identified how each participant understands the processes of teaching and learning of mathematics. These details, which combine aspects that reveal knowledge of each of the teachers showed differences in expressed or mathematical knowledge in everyday practice observed, each of the participants. The conclusion of the study highlights the need for a discussion on the restructuring of Pedagogical Supplementary courses, as well as the urgency of a survey that reveals, at national level, the number of mathematics teachers who have been trained through these courses / A pesquisa aqui apresentada teve como foco investigar concepções sobre os processos de ensino e de aprendizagem de professores de Matemática formados em áreas afins a essa disciplina e que frequentaram um curso de Complementação Pedagógica. Um estudo empírico foi conduzido com quatro professores de Matemática duas docentes que atuavam no Ensino Fundamental II e dois docentes que atuavam no Ensino Médio - que possuíam formação nos moldes citados. O referencial teórico estudado envolveu concepções, saberes docentes e formação de professores de Matemática, com especial atenção aos modelos de formação docente vigentes no Brasil. Para a coleta de dados, foram utilizados dois elementos diferentes: entrevistas semiestruturadas e observações da prática de cada um dos professores pesquisados. Na análise dos dados, foram percebidos detalhes que permitiram identificar como cada um dos participantes entende os processos de ensino e de aprendizagem da Matemática. Esses detalhes, que reúnem aspectos que revelam saberes de cada um dos docentes, mostraram diferenças no conhecimento matemático manifestado ou na prática cotidiana observada, de cada um dos participantes. A conclusão do trabalho aponta a necessidade de uma discussão sobre a reestruturação dos Cursos de Complementação Pedagógica, bem como a urgência de um levantamento que revele, a nível nacional, o número de professores de Matemática que foram formados por esses cursos

Submitted by Natália Zulmira Massuquetti de Oliveira null (noliveira@rc.unesp.br) on 2017-02-16T21:20:00Z No. of bitstreams: 1 Mestrado_Oliveira_N_Z_M.pdf: 6361899 bytes, checksum: 2d96c7e4b28d5ca4aa89922ab35a165c (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-02-21T19:33:09Z (GMT) No. of bitstreams: 1 oliveira_nzm_me_rcla.pdf: 6361899 bytes, checksum: 2d96c7e4b28d5ca4aa89922ab35a165c (MD5) / Made available in DSpace on 2017-02-21T19:33:09Z (GMT). No. of bitstreams: 1 oliveira_nzm_me_rcla.pdf: 6361899 bytes, checksum: 2d96c7e4b28d5ca4aa89922ab35a165c (MD5) Previous issue date: 2017-01-03 / Este estudo discute a parceria entre a universidade e a escola no âmbito de projetos que envolvem educação matemática. A pergunta que norteou a pesquisa foi a seguinte: “Como se apresenta a relação de parceria entre a universidade e a escola no âmbito de projetos que envolvem a educação matemática?”. Para isto, escolhemos os projetos envolvendo educação matemática vinculados ao Programa Núcleos de Ensino da Unesp e realizamos uma análise documental dos artigos publicados por eles em livros eletrônicos organizados Pró-Reitoria de Graduação (Prograd) da Unesp no período de 2007 a 2012. Para constituição dos dados elaboramos um fichamento destes artigos, e, a partir dos objetivos da pesquisa, os classificamos em: “Projetos com foco na formação de professores e ou de futuros professores”; “Projetos com foco em intervenções com alunos da educação básica; e “Outros”. Considerando esta classificação, desenvolvemos uma caracterização inicial destes projetos, tendo em vista três aspectos: a relação com as escolas, as características das ações desenvolvidas e as propostas de educação matemática implementadas. Estes aspectos foram posteriormente discutidos a luz do referencial teórico adotado tanto em relação a parceria entre universidade e escola quanto em relação a tendências em educação matemática. Os resultados indicam que a parceria permitiu uma formação de professores mais próxima da concepção de desenvolvimento profissional, e em relação a educação matemática, possibilitou que diferentes tendências desta área de pesquisa fossem implementadas de forma colaborativa nas escolas. / This study discusses the partnership between the University and the School in the context of projects involving mathematics education. The question that guided the research was: "How is the relationship between the University and the School in the context of projects involving mathematics education?". In order to explore this question, we developed the projects involving mathematics education linked to the “Núcleos de Ensino” Program at Unesp We conducted a documentary analysis of articles by this program published in electronic books which within the period from 2007 to 2012 were organized by the Undergraduation Pro-Rectory of Unesp (Prograd). Based on our research aim, the articles were classified in: "Projects with focus on inservice and prospective teacher education"; "projects focusing on interventions with students of basic education”; and “others". Considering this classification, we developed an initial characterization of these projects, taking into account three aspects: the relationship with the schools, the characteristics of the actions developed, and the mathematical education proposals implemented. These aspects were later discussed in light of our theoretical framework related to the partnership between university and school and related to trends in mathematics education. The results indicate that the partnership allowed a teacher education closer to the conception of professional development and related to mathematics education. It made possible that different trends of this area of research were implemented collaboratively in the schools.

The aim of this study is to investigate perceptions of preservice mathematics teachers&rsquo / technological pedagogical content knowledge (TPACK) regarding geometry. In addition, the purpose is to examine the relationships among the components of TPACK. Moreover, possible gender and year of enrollment differences related to preservice mathematics teachers&rsquo / technological pedagogical content knowledge dimensions are examined. This research study has been conducted with 780 preservice mathematics teachers who are enrolled in elementary mathematics education department of Education Faculties of seven public universities located in Central Anatolia. Perceived TPACK regarding geometry instrument has been developed to collect data. In order to determine the levels of preservice mathematics teachers&rsquo / perceptions related to TPACK in geometry, descriptive information have been used. The results indicate that preservice mathematics teachers&rsquo / perceptions of TPACK related to geometry is higher than moderate. Furthermore, correlational analysis was conducted to identify the relationship among dimensions of TPACK. Positive significant correlations among the components of the TPACK framework were found in correlational analysis. Besides, two-way MANOVA has been conducted to investigate a possible relationship between demographic information of preservice elementary mathematics teachers and their perceptions of TPACK. According to the MANOVA results, there are statistically significant differences between male and female preservice mathematics teachers in favor of male participants in three components of TPACK, namely technological knowledge, technological pedagogical knowledge and technological pedagogical content knowledge in favour of males.

The main purpose of this thesis is to investigate how future pre- and primary school mathematics teachers change their approaches to mathematics and mathematics education during their subject studies, and also how this view has affected their teaching of mathematics after graduation. A qualitative interview method was used in combination with observations, notes, sound recordings, video recorded mathematics classes and materials produced by the teacher in order to answer the research questions. The research was carried out in two parts. The institutional theory has been used as theoretical framework throughout. This perspective was supplemented by a design theoretical perspective in part two. In the first investigation it became clear that the language used by the students is under change, and that they use terms from the national curriculum as well as the aims of the programme syllabus when they discuss mathematics teaching. The results from the observations later show that four out of five of the teachers have a clear connection to the sort of teaching they said they want to conduct, in that there is a clear relationship between the sort of teaching that they claim to perform and the sort of teaching they actually perform. From the overall results, it is apparent that teachers one year after graduation describe that they feel well prepared for teaching mathematics in preschool and primary school. This is interesting in the light of their dissatisfaction with the limited emphasis on concrete recommendations and "tips" directly after their graduation. In fact, the teachers said that in practice it turned out that their education provided a more stable and secure foundation than they described it to be shortly after having completed their mathematics studies. They say that during their education they developed knowledge and skills that enabled them to be better prepared for their future work roles than they believed themselves likely to become.

South African learners underachieve in mathematics. The many different factors that influence this underachievement include mathematics teachers' role in teaching mathematics with understanding. The question arises as to how teachers' mathematical content knowledge states can be transformed to positively impact learners' achievement in mathematics. In this study, different kinds of teachers' knowledge needed for teaching mathematics were discussed against the background of research in this area, which included the work of Shulman, Ma and Ball. From this study an important kind of knowledge, namely mathematical content knowledge for teaching (MCKfT), was identified and a teacher's ability to unpack mathematical knowledge and understanding was highlighted as a vital characteristic of MCKfT. To determine further characteristics of MCKfT, the study focussed on the nature of mathematics, different kinds of mathematical content knowledge (procedural and conceptual), cognitive processes (problem solving, reasoning, communication, connections and representations) involved in doing mathematics and the development of mathematical understanding (instrumental vs. relational understanding). The influence of understanding different problem contexts and teachers' ability to develop reflective practices in teaching and learning mathematics were discussed and connected to a teacher's ability to unpack mathematical knowledge and understanding. In this regard, the role of teachers' prior knowledge or current mathematical content knowledge states was discussed extensively. These theoretical investigations led to identifying the characteristics of MCKfT, which in turn resulted in theoretical criteria for the development of MCKfT. The theoretical study provided criteria with which teachers' current mathematical content knowledge states could be analysed. This prompted the development of a diagnostic instrument consisting of questions on proportional reasoning and functions. A qualitative study was undertaken in the form of a diagnostic content analysis on teachers' current mathematical content knowledge states. A group of secondary school mathematics teachers (N=128) involved in the Sediba Project formed the study population. The Sediba Project is an in-service teacher training program for mathematics teachers over a period of two years. These teachers were divided into three sub-groups according to the number of years they had been involved in the Sediba Project at that stage. The teachers' current mathematical content knowledge states were analysed with respect to the theoretically determined characteristics of and criteria for the development of MCKfT. These criteria led to a theoretical framework for assessing teachers' current mathematical content knowledge states. The first four attributes consisted of the steps involved in mathematical problem solving skills, namely conceptual knowledge (which implies a deep understanding of the problem), procedural knowledge (which is reflected in the correct choice of a procedure), the ability to correctly execute the procedure and the insight to give a valid interpretation of the answer. Attribute five constituted the completion of these four attributes. The final six attributes were an understanding of different representations, communication of understanding in writing, reasoning skills, recognition of connections among different mathematical ideas, the ability to unpack mathematical understanding and understanding the context a problem is set in. Quantitative analyses were done on the obtained results for the diagnostic content analysis to determine the reliability of the constructed diagnostic instrument and to search for statistically significant differences among the responses of the different sub-groups. Results seemed to indicate that those teachers involved in the Sediba Project for one or two years had benefited from the in-service teacher training program. However, the impact of this teachers' training program was clearly influenced by the teachers' prior knowledge of mathematics. It became clear that conceptual understanding of foundation, intermediate and senior phase school mathematics that should form a sound mathematical knowledge base for more advanced topics in the school curriculum, is for the most part procedurally based with little or no conceptual understanding. The conclusion was that these teachers' current mathematical content knowledge states did not correspond to the characteristics of MCKfT and therefore displayed a need for the development of teachers' current mathematical content knowledge states according to the proposed criteria and model for the development of MCKfT. The recommendations were based on the fact that the training that these teachers had been receiving with respect to the development of MCKfT is inadequate to prepare them to teach mathematics with understanding. Teachers' prior knowledge should be exposed so that training can focus on the transformation of current mathematical content knowledge states according to the characteristics of MCKfT. A model for the development of MCKfT was proposed. The innermost idea behind this model is that a habit of reflective practices should be developed with respect to the characteristics of MCKfT to enable a mathematics teacher to communicate and unpack mathematical knowledge and understanding and consequently solve mathematical problems and teach mathematics with understanding. Key words for indexing: school mathematics, teacher knowledge, mathematical content knowledge, mathematical content knowledge for teaching, mathematical knowledge acquisition, mathematics teacher education / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

Linha de pesquisa: Curr?culos, Avalia??o, Pr?ticas Pedag?gicas e Forma??o de Professores. / Na Capa, Folha de Rosto e Ficha Catalogr?fica do trabalho, constam o t?tulo: "Um estudo da identidade docente de licenciandos em Matem?tica da Unimontes". / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-07-23T22:28:07Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) marineide_almeida_rocha.pdf: 1622461 bytes, checksum: 5dafcb0275c404ba24bdcf413885c35f (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-10-04T19:19:01Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) marineide_almeida_rocha.pdf: 1622461 bytes, checksum: 5dafcb0275c404ba24bdcf413885c35f (MD5) / Made available in DSpace on 2018-10-04T19:19:01Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) marineide_almeida_rocha.pdf: 1622461 bytes, checksum: 5dafcb0275c404ba24bdcf413885c35f (MD5) Previous issue date: 2017 / As quest?es que envolvem a profiss?o docente t?m se tornado cada vez mais presentes nos debates e f?runs educacionais, no cen?rio nacional e internacional, dada a necessidade de melhoria na qualidade do ensino, o que requer bons professores. Diante de reflex?es e de questionamentos sobre o tipo de forma??o adequada para o futuro professor, mediante a complexidade do trabalho docente na contemporaneidade, ? que surgiu o interesse pelo presente trabalho. O objetivo geral desta investiga??o foi desvelar ind?cios de constitui??o da identidade docente de licenciandos do Curso de Licenciatura em Matem?tica da Universidade Estadual de Montes Claros (Unimontes/Campus Montes Claros), tendo como objetivos espec?ficos: a) evidenciar as marcas de trajet?rias de forma??o e ind?cios de constitui??o de identidade profissional docente apresentados pelos sujeitos em forma??o em suas hist?rias de vida; e b) identificar os aspectos que os mesmos explicitam serem fundamentais para a forma??o docente, a partir das experi?ncias de forma??o proporcionadas pelo curso de Licenciatura em Matem?tica da Unimontes. O estudo utilizou como instrumento de produ??o e an?lise de dados as hist?rias de vida de oito licenciandos em Matem?tica da Unimontes, as quais foram obtidas por meio de memoriais de forma??o e complementadas por entrevistas semiestruturadas. Os dados analisados foram organizados em duas categorias: a) trajet?ria de forma??o anterior ao ingresso na licenciatura e b) trajet?ria de forma??o na licenciatura. Os dados evidenciam que o processo de constitui??o da identidade docente sofre influ?ncias m?ltiplas, que se inter-relacionam e apresentam-se de diversas formas, como elementos de uma hist?ria de vida, como acontecimentos ao longo de um percurso de vida e que configuram a representa??o que o professor tem de si pr?prio e de sua profiss?o. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / Considering the need to improve teaching quality, which requires good teachers, the issues related to teaching profession have become increasingly present at educational debates and forums in the national and international scenarios. In face of the reflections and questions about the appropriate education for the future teacher, through the complexity of the contemporary teaching work, the interest for this research theme has arisen. The aim of the investigation was to analyze the identity evidence of the undergraduate teaching students from the Prospective Mathematics Teacher Education Course offered by the Universidade Federal de Montes Claros (Unimontes) at Montes Claros Campus. The specific aims were: a) to highlight the evidence of the constitution of the teaching professional identity presented by the subjects in their life histories, and b) to identify the aspects that these subjects make explicit as being are fundamental for teacher education, based on the education experiences provided by the curricular proposal of the course Teaching mathematics education of the Unimontes. The study used as an instrumento of production and data analysys of life histories of eight Mathematics graduates, which were obtained through education memorial and complemented by semi structured interviews. Data analyzes were organized into two categories: a) trajectory of prior prospective teacher education and b) trajectory of the prospective teacher education. The data show that the process of constitution of the teacher identity suffers multiple influences, which are interrelated and presented in different ways, such as elements of a life history, as events along a life course and that configure the representation that the teacher has of himself and his profession.

Orientador: Miriam Godoy Penteado / Banca: Antonio Carlos Carrera de Souza / Banca: Maria Elizabeth B.T.M.P. Almeida / Resumo: Este trabalho teve por objetivo analisar a formação continuada do professor de Matemática do o de São Paulo para o uso da informática na escola, tendo em vista as ações dos programas (MEC) e A Escola de Cara Nova na Era da Informática (SEEISP). A análise foi feita tanto r termos de proposta, isto é, considerando o planejamento das ações, quanto em termos de considerando as ações como elas efetivamente aconteceram. Por meio de uma Jrdagem qualitativa de pesquisa, acompanhei dois Núcleos Regionais de Tecnologia Educacional TEs) - órgãos responsáveis por capacitar os professores e oferecer suporte técnico e às escolas. Foram analisados documentos oficiais dos programas, registro das .bservações de duas oficinas na área de Matemática (uma em cada NRTE), questionários com os ores participantes destas oficinas e entrevistas com coordenadores de NRTEs e com - professores da Rede que capacitam os colegas por meio das oficinas pedagógicas. .j tensões entre a proposta e a implementação, reveladas na análise dos dados, foram discutidas à z da literatura sobre professores e computadores. O estudo apresenta também algumas sugestões ...a a formação continuada de professores de Matemática para o uso da informática na sala de aula. / Abstract: The objective of this study was to analyze the continuing education of mathematics teachers state of São Paulo for the use of computers in the schools, focusing on the actions of the iunent programs Prolnfo (Braziian Ministry of Education) and The New Face of the Schools omputer Age (São Paulo State Department of Education). The analysis looked at the posal of the programs, i.e., considering the planning of the actions, as well as the mentation, considering the actions as they went into effect. Using a qualitative research 1 followed two Regional Centers of Educational Technology (Núcleos Regionais de no1ogia Educational - NRTEs), responsible for training teachers and providing pedagogical and support to schools. The data analyzed included official program documents, field of observations of two mathematics workshops (one in each NRTE), questionnaires ninistered to workshop participants, and interviews with coordinators of the NRTEs as well as - teachers that administer workshops to their co-workers. The tensions between the roposal and the implementation that emerged from the data analysis are discussed in the light of literature on teachers and computers. Some suggestions are presented regarding continuing 1 ofmathematics teachers in the use of computers in the classroom. / Mestre

Esta tese discute o processo de transformação e/ou criação dos motivos na atividade de aprendizagem dos futuros licenciados em Matemática durante o desenvolvimento do estágio supervisionado. Neste trabalho, os motivos são compreendidos como os elementos que impulsionam e orientam a ação e nascem das necessidades do sujeito. O pressuposto é que os motivos somente podem ser percebidos nas relações intrínsecas da atividade. Dentro desse contexto, essa pesquisa demonstra que o processo de formação do professor somente permitirá a descoberta do real sentido do trabalho docente a partir do momento que este esteja inserido em uma proposta de educação humanizadora, que supere o caráter alienante dos modelos atuais de formação do professor. Em decorrência disto, a formação docente deve ocorrer de um modo que possibilite aos indivíduos a apropriação da atividade de ensino. Tendo como base os aportes teóricos fornecidos pela abordagem histórico-cultural da psicologia e, em particular, da Teoria da Atividade. A tese, apoiada principalmente nas idéias de Leontiev, Vigotski e Davidov, destaca a atividade e a sua relação com os motivos, aborda a relação entre a atividade de ensino e atividade de aprendizagem como um componente estruturador da prática docente e como elemento de mediação do processo de apropriação do saber universal do homem. O procedimento metodológico utilizado nesta investigação foi o experimento formativo. Este experimento foi organizado e desenvolvido durante um ano letivo com estagiários do curso de licenciatura em Matemática de uma universidade pública brasileira. Os resultados obtidos pela pesquisa indicam para a necessidade de uma organização de processo de formação do docente que permita não somente a vivência da atividade de ensino, mas a reflexão e a tomada de consciência das suas ações possibilitando a superação da alienação do sujeito humano frente a si mesmo. Com isso acreditamos na possibilidade do processo de transformação da docência em atividade para o professor de Matemática. / This thesis discusses the process of transformation and/or creation of motives in the teaching activities of future bachelors in mathematics during the development of supervised training. In this work, the motifs are understood as elements which impulse and orient the action and induce the subjects necessities. Therefore, the motives can only be perceived in the intrinsic relations of the activity. In this context, this research demonstrates that the process of teacher education will only permit the discovery of the real meaning of the teachers work when it is inserted in a humanizing educational proposal, which overcomes the alienating character of actual models of teacher education. Due to this fact, the teachers education should occur in a way that allows the individuals to significantly appropriate the learning activity. Having as basis the theoretical references supplied for the cultural-historical approach and Activity Theory, supported mainly by the ideas of Vigotski, Leontiev and Davidov, the thesis highlights the activity and its relation with the motifs, tackles the relation between teaching activity and learning activity as a component structuring the teaching practice and as an element of mediation in the appropriation process of universal knowledge of man. The methodological procedure used in this investigation was the formative experiment. This experiment was organized and developed during one school year with pre-service mathematics teachers of a public Brazilian university. The results obtained by the research indicate the necessity of an organization of the teachers education process which allows not only the living of the teaching activity, but the reflection and consciousness taken from his actions making possible the overcoming the alienation of the human subject towards himself. With that we believe in a transformation process of teaching into an activity for the individual.