Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 122-126). Also available in print.

Thesis (M.A.)--University of Toronto, 2009. / Source: Masters Abstracts International, Volume: 48-02, page: .

Thesis (M.S.)--Rochester Institute of Technology, 2007. / Typescript. Includes bibliographical references (leaves 48-56).

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2017-03-16T19:07:06Z No. of bitstreams: 1 Silvana Pucetti.pdf: 3032464 bytes, checksum: 861cae91a484e6531a2b22643d60c71d (MD5) / Made available in DSpace on 2017-03-16T19:07:07Z (GMT). No. of bitstreams: 1 Silvana Pucetti.pdf: 3032464 bytes, checksum: 861cae91a484e6531a2b22643d60c71d (MD5) Previous issue date: 2016-11-30 / This thesis investigates the initial training of mathematics teachers, with reference to discussions and in-depth analysis of the route on this training in Brazil on public policy Mathematics teacher training interfaced with the crisis of degrees and also on the ideas and actions that support the PIBID – Institutional Program Initiation Grant to Teaching and representations of experiences with this program of undergraduate and supervisors (teachers from partner public schools), through Subproject Mathematics, developed into a HEI – higher education institution, community, located in the Greater ABC Paulista region. The reference question pervaded by this research was: "Representations of undergraduate and Supervisors on the development of Subproject Mathematics/PIBID point to effective contributions that denote a more solid formation of licensing (surpassing the theoretical and practical distance) so that the same motive for professional integration in public schools? ". The PIBID is a project of the Federal Government, funded by the Higher Education Personnel Improvement Coordination (CAPES), which promotes the link between higher education and public schools in order to promote and encourage students of Undergraduate courses for future exercise of the profession. Preliminarily, it is presented an overview of the initial training of the mathematics teacher in the interface between mathematics teacher training for Public Policy and the crisis of degrees, the main authors of reference: Imbernon (2000); Tardif (2008); Valente (1997); D'Ambrósio (1996); Romanelli (2001); Fischmann (2014); Gatti (2010); Bahia (2015); Carlos Chagas Foundation – FCC (2014); Bahia and Souza (2013; 2014); Libâneo (2008); Nóvoa (2009); Franco (2012); Pimenta and Lima (2010), among other authors established in the area. We also conducted a field research with a view to the observations and analysis of the actions taken by the Mathematics Sub-project in the period 2014/2015, the IES investigated. Initially, we have the collaboration of 33 undergraduates participating in the Mathematics Sub-projects in 2014 for the application of a questionnaire with closed questions (for profile) and open questions (on the development of PIBID actions). In order to broaden and deepen some discussions, we selected 6 licensees (among the 33 who answered the questionnaire) and invite the two supervisors accompanying these six undergraduate schools at the time to conduct interviews with a pre-established script. The development of instruments for data collection, the interviews and data analysis, as were references Szymanski (2010) and Franco (2003). After the research application process, there were tabs and data analysis, which revealed the following results: (1) the evaluation of PIBID is strong across the country, as studies by other researchers and in the unanimous opinion of respondents in this work; (2) in view of the subject there is a direct link between improvements applied to teacher education in higher education and the improvement of the Brazilian Basic Education; (3) the approach of the University and the school is important for the improvement of initial teacher education and, especially, the Mathematics teachers as resources and teaching practices can contribute to the building of a higher standard of personal safety and professional to the licensees and therefore in better levels of education; (4) respondents recognize the value of methodologies guided in different ways of teaching mathematics as a means for understanding the construction of mathematical knowledge; and (5) the PIBID in Mathematics Sub-projects has contributed to improving the teaching of mathematics and seeks to ensure the motivation for the professional integration of current undergraduates in public schools because 84% of study subjects express the intention to remain in public schools after graduation, although this rate can only be proven in the future. / A presente tese investiga o processo de formação inicial de professores de Matemática, tendo como referência discussões e análises aprofundadas sobre o percurso acerca desta formação no Brasil, sobre as políticas públicas de formação de professores de Matemática em interface com a crise das licenciaturas e, também, sobre as concepções e ações que embasam o PIBID – Programa Institucional de Bolsa de Iniciação à Docência e as representações das experiências com este Programa, de licenciandos e supervisoras (professoras das escolas públicas parceiras), por meio do Subprojeto de Matemática, desenvolvido em uma IES – Instituição de Ensino Superior, comunitária, localizada na região do Grande ABC Paulista. A questão de referência que perpassou por esta investigação foi: “As representações de Licenciandos e Supervisoras sobre o desenvolvimento do Subprojeto de Matemática/PIBID apontam para contribuições efetivas que denotem uma formação mais sólida do licenciando (superando o distanciamento teórico-prático) de forma que o mesmo se motive para uma inserção profissional na rede pública de ensino?”. O PIBID é um projeto do Governo Federal, financiado pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), que promove a articulação entre a Educação Superior e a escola pública, de modo a valorizar e incentivar os alunos dos cursos de Licenciaturas para o exercício futuro da profissão. Preliminarmente, é apresentado um panorama sobre a formação inicial do professor de Matemática em interface com as Políticas Públicas de formação de professores de Matemática e a crise das licenciaturas, tendo como autores principais de referência: Imbernón (2000); Tardif (2008); Valente (1997), D´Ambrósio (1996); Romanelli (2001); Fischmann (2014); Gatti (2010), Bahia (2015), Fundação Carlos Chagas – FCC (2014); Bahia e Souza (2013; 2014); Libâneo (2008); Nóvoa (2009); Franco (2012); Pimenta e Lima (2010), entre outros autores consagrados na área. Realizamos, também, uma pesquisa de campo com vistas às observações e análises das ações realizadas pelo Subprojeto de Matemática no período 2014/2015, da IES investigada. Inicialmente, contamos com a colaboração de 33 licenciandos que participavam do Subprojeto de Matemática em 2014 para a aplicação de um questionário com questões fechadas (para perfil) e questões abertas (sobre o desenvolvimento das ações do PIBID). Com vistas a ampliarmos e aprofundarmos algumas discussões, selecionamos 6 licenciandos (dentre os 33 que responderam ao questionário) e convidamos as 2 supervisoras que acompanhavam estes 6 licenciandos nas escolas, à época, para a realização de entrevistas com um roteiro preestabelecido. A elaboração dos instrumentos para a coleta de dados, a realização das entrevistas e a análise dos dados, tiveram como referências Szymanski (2010) e Franco (2003). Após o processo de aplicação da pesquisa, foram realizadas as tabulações e análises dos dados, que revelaram os seguintes resultados: (1) a avaliação do PIBID é bastante positiva em território nacional, conforme estudos desenvolvidos por outros pesquisadores e na opinião unânime dos entrevistados que participaram deste trabalho; (2) na opinião dos sujeitos existe uma ligação direta entre melhorias aplicadas à formação docente em nível superior e o aperfeiçoamento da Educação Básica brasileira; (3) a aproximação da Universidade e da escola é importante para a melhoria da formação inicial dos professores e, em especial, dos professores de Matemática, visto que os recursos e as práticas pedagógicas podem contribuir para a edificação de um padrão de maior segurança pessoal e profissional para os licenciandos e, por consequência, em melhores níveis de ensino; (4) os entrevistados reconhecem o valor das metodologias pautadas em formas diferenciadas de ensinar a Matemática como meio para a compreensão da construção do conhecimento matemático; e (5) o PIBID, no Subprojeto de Matemática, tem contribuído para a melhoria do ensino da Matemática e busca assegurar a motivação para a inserção profissional dos atuais licenciandos nas escolas públicas, pois 84% dos sujeitos da pesquisa manifestam a intenção de permanecerem na rede pública de ensino após a formatura, apesar de que este índice somente poderá ser comprovado futuramente

Orientador: Renata Cristina Geromel Meneghetti / Banca: Mirian Maria Andrade Gonçalez / Banca: Gabriela Castro Silva Cavalheiro / Banca: Elaine Pasqualini / Banca: Harryson Junio Lessa Gonçalves / Resumo: Nosso principal interesse com esta investigação foi compreender o papel, a importância e a contribuição do conhecimento matemático na formação de tecnólogos; e como a Matemática tem sido trabalhada nos cursos de "Análise e Desenvolvimento de Sistemas", "Jogos Digitais" e "Segurança da Informação" da Faculdade de Tecnologia (Fatec) de Ourinhos. A metodologia assumida foi a da Pesquisa Qualitativa. O levantamento dos dados foi realizado por meio de análise documental dos Projetos Pedagógicos e entrevistas semiestruturadas com professores de Matemática que ministram aulas na Fatec de Ourinhos, nestes cursos. A análise do material coletado foi feita principalmente à luz das teorizações acerca da Educação Tecnológica, Teorias Críticas de Currículo e da Educação Matemática Crítica. Com esta investigação corroboramos nosso posicionamento de que não há como dissociar o conhecimento matemático da tecnologia e da computação. Percebemos também que a Matemática pode assumir diferentes papeis no contexto dos cursos analisados, que envolvem o aprimoramento e desenvolvimento do cognitivo, o raciocínio lógico e até a instrumentalização dos aprendizes com ferramentas apropriadas para que possam ter uma formação adequada a fim de atuar no mercado de trabalho. Além disso, a Matemática também contribui para a formação cidadã dos sujeitos. / Abstract: Our main interest in this research was to understand the role, importance and contribution of mathematical knowledge ontechnologists training; and how Mathematics has been worked out on the courses of "Analysis and Development of Systems", "Digital Games" and "Information Security" of Fatec Ourinhos. The methodology adopted was the Qualitative Research. Data collection was carried out through documental analysis of Pedagogical Projects and semi-structured interviews with mathematics teachers who teach classes in the Fatec college in Ourinhos and in these courses. The analysis of the collected material was made mainly in the light of theories about Technological Education, Critical Theories and Critical Mathematical Education. In this research we corroborate our positioning that there is no way to separate mathematical knowledge from technology and computing. We also realized that mathematics can assume different roles in the context of the analyzed courses, involving improvement and the cognitive development, the logical reasoning and even the instrumentation of the apprentices with appropriate tools so that they can have adequate training in order to act in the job market. Additionally, Mathematics also contributes for citizens training. / Doutor

I embarked upon this study to investigate mathematics teachers' practices that have led to the persistence of traditional teaching methods in grade 9 mathematics classrooms in Rundu. The study was conducted from a learner-centred (L-C) perspective or reform approach in the Namibian context. It is a qualitative study oriented in the interpretive paradigm- a paradigm that seeks to understand the meanings attached to human actions. The participants involved in this study were purposively selected and they are composed of two mathematics teachers and their grade 9 learners. This study was conducted at two schools in Rundu. One is an urban school while the other one is a rural school on the outskirts of Rundu. The research tools employed in this study are questionnaires, interviews and observations. The questionnaires were used to identify and select my participants while the observations were used to investigate the participants teaching strategies. The purpose of the interviews was mainly to investigate teachers' understanding, interpretation and implementation of learner-centre education (LCE). Amongst other findings, this study reveals that inadequate teacher-training, controversial educational policies and challenges such as overcrowdedness in mathematics classrooms, lack of teaching and learning materials, lack of cooperation among mathematics teachers and learners' negative attitude towards mathematics are some of the contributing factors to the persistence of traditional teaching methods in mathematics classrooms. Moreover, the study reveals that the persistence of traditional teaching methods in mathematics classes can no longer be attributed to the lack of understanding of LCE. The teachers in this study seem to be well acquainted with the theoretical aspect of the LCE framework while the implementation aspect seems to be a concern.

Orientador: Eduardo Adolfo Terrazzan / Banca: Luciana Maria Lunardi Campos / Banca: Paulo Henrique Dias Menezes / Banca: Roberto Nardi / Banca: Maria Eliza Caputo Ferreira / Resumo: Esta tese se apresenta com o objetivo de investigar as possibilidades e limites de um Grupo de Trabalho de professores de Matemática, que utilizam softwares educacionais, constitui-se como espaço de desenvolvimento profissional. Para compreender o processo vivenciado pelos professores no grupo, buscamos responder ao seguinte problema de pesquisa: em que medida a participação dos professores de Matemática em um Grupo de Trabalho contribui para articular os saberers docentes com o processo metacognitivo, ao estudarem geometria dinâmica por meio de softwares educacionais na Educação Básica, com vista ao desenvolvimento profissional? A investigação realizou-se ao londe de 14 reuniões do ano de 2010. Os sujeitos da pesquisa foram oito professores que lecionavam Matemática e que constituíram um Grupo de Trabalho no Colégio de Aplicação João XXIII da Universidade Federal de Juiz de Fora / UFJF. A pesquisa teve uma abordagem qualitativa, e a estratégia escolhida para a investigação foi o Estudo de Caso. Utilizou-se a Análise Textual Discursiva, na qual Moraes (2003) propõe um processo de auto-organização de produção de novas compreensões em relação ao fenômeno que se examina. O embasamento teórico se deu por meio de autores ligados à teoria dos saberes docentes, entre eles, Shulman (1986, 1987)-, do rpocesso metacognitivo em Flavell (1976,2011) - da dinâmica de grupo, da teoria de Pichon-Rivière (2009)-, dos desafios da prática pedagógica no ensino de Matemática, em particular Alro e Skovsmose (2006) - e, sobretudo, do desenvolvimento profissional dos professores em Day (2001) e Imbermón (2001, 2010); entre outros teóricos. A conclusão da análise dos dados mostra a importância das interações dos professores no grupo e, como estes coletivamente experimentaram um projeto inovador no ensino de Matemática, tendo em vista uma busca... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This thesis aims of this research was to investigate issues related to limits the possibilities for a Working Group of mathematics teachers who use educational software to constitute itself asa space of professional development. To understand the process experienced by teachers in the group, we seek to answer the following research question: To what extend does the involved of mathematics teachers in a Working Group contribute to articulate the teaching knowledge with the metacognitive process, when they study dynamic geometry by means of educational software in Basic Education, aiming professional development? The research was conducted over 14 meeting in 2010. The research subjects subjects were eight teachers who taught mathematics and that constituted a Working Group of the Implementation the John XXIII College of the Federal University of Juiz de Fora/UFJF. The research was a qualitative approach, and the strategy chosen for the investigation was the Case Study. We used Discourse Textual Analysis, in which Moraes (2003) proposes a process of self-organization of production of new understandings in relation to the phenomenon that is examined. The theoretical basis was given by authors connected to the theories of teaching knowledge, between them, Shulman (1986, 1987) -, the metacognitive process in Flavell (1976,2011) -, the group dynamics from the theory of Pichon-Rivière (2009) - the challenges of pedagogical practice in the teaching of mathematics, and is particular Alro and Skovsmose (2006) and above all, the professional development of teachers in Day (2001) and Imbernón (2001, 2010), among other theorists. The conclusion of the analysis of the data shows the importance of the interactions of theachers in the group, and how they collectively experienced an innovative project in the teaching of mathematics in order to, a search for new strategies of teaching... (Complete abstract click electronic access below) / Doutor

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The South African education is undergoing transformation. The introduction of Curriculum 2005 and Outcome Based Education (OBE) are important aspects of this transformation process. The implementation of the new curriculum however, has not been smooth. A lack of adequately qualified and trained teachers and effective learning support materials have been identified as some of the major problems facing the implementation of OBE at school level. Even though the colleges of education in the country were not brought on board in the planning and implementation levels of the new curriculum, they could have played an important role in training of educators and developing learning materials for the successful take off of the new curriculum. In the first research project I look into the preparedness of the Mathematics Department of a college of education in the Eastern Cape towards the implementation of Outcome Based Education. The first part of the research project consists of a literature review on Curriculum 2005, Outcome Based Education and the expectations of teachers in the new curriculum and the research methodologies used. The findings revealed that the department, as a whole, was not adequately prepared for the implementation of outcome-based education even though there were some indications that the department effected some modifications in its curriculum and practice teaching. As an OBE facilitator and a college lecturer, I developed some learning materials in Linear Programming. These activity-oriented materials were based on constructivist principles and were used by my first year Secondary Teachers Diploma students. In the second research project, I reflect on the results of using these learning materials by my students. In the first chapter of the project, the context and background of the research and the reasons for selecting Linear Programming as the topic for preparing the learning material are described. This is followed by a brief overview of constructivism together with a brief explanation of the reasons for considering the material to be constructivist. The research paradigm followed in the project, the research techniques employed in evaluating the learning material and the strengths and weaknesses of the evaluation techniques are given in the next chapter. In the following chapter, the findings from the various data gathering methods and the results of the implementation of the material are described. The concluding chapter presents a critical reflection on the whole process involved in the material development. The post 1994 government in South Africa seems to attach much importance to mathematics, science and technology education. The majority of the population who were previously denied access to these subjects is given more opportunities to learn them. The international Mathematics Union declared 2000 as the World Mathematical Year. One of the aims of the activities organized as part of the celebrations was improving the public image of mathematics to realize the vision of "Mathematics For All". The South African government shows keen interest to improve mathematics education in the country in an attempt to realize the vision of Mathematics For All. Even though the accessibility rate to mathematics has increased, the success rate has not yet increased as anticipated. In this context I, as a post-graduate student in Mathematics Education, thought of /reviewing the concept of Mathematics For All in the South African context. In the third research project, which is a literature review, initially an attempt is made to unpack the concept of Mathematics for ALL. In analyzing the concept, answers are sought for questions like: What is mathematics and why should it be taught? It is followed by a brief review of some goals of mathematics education. Then the current situation of mathematics education in South Africa and the efforts to improve it are also looked at. This is followed by an analysis pf the reasons for the general unpopularity of mathematics. In the concluding part some suggestions for improving mathematics education in the country are given.

Orientador: Renata Cristina Geromel Meneghetti / Banca: Luciana Maria Lunardi Campos / Banca: Esther de Almeida Prado Rodrigues / Banca: Edna Maura Zuffi / Banca: Maria Edneia Martins Salandim / Resumo: No âmbito dos estudos realizados com professores, a crise de Identidade Profissional é um problema atual que tem suscitado investigações em diversos países. No Brasil, temos assistido, nos últimos anos, mudanças em todos os âmbitos (político, social, econômico) que afetam a sociedade em geral e o sistema educativo em particular. Dessa forma, buscamos investigar nesse trabalho, as influências das configurações contemporâneas da educação na Identidade Profissional dos professores de matemática da Educação Básica. Para tanto, realizou-se uma pesquisa qualitativa, mediante estudo do caso, sob a seguinte questão: De que maneira as configurações atuais da educação, relacionadas às profundas mudanças no contexto das escolas públicas estaduais paulistas, têm contribuído para uma nova identificação do papel do professor de matemática em sala de aula, que possa desencadear um processo de crise de Identidade Profissional? A coleta de dados foi realizada por meio de questionários e o material analisado na perspectiva da análise de conteúdo, à luz dos pressupostos teóricos tomados como referência. A partir da pesquisa, foi possível compreender que as mudanças atuais da educação afetam muitos professores, inclusive os professores de matemática, os quais admitem várias implicações negativas sobre a profissão docente. Diante disso, esta pesquisa também investiga na perspectiva desses sujeitos, quais os fatores que estão na base da crise de Identidade Profissional, contribuindo para a compree... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Within the framework of the studies related to teachers, the Professional Identity Crisis has been a current issue which has elicited researches in several countries. In Brazil, some changes in political, social and economic sphere have been seen lately in recent years and these such changes flaw the society, in general, specially the Education System. Therefore, this assignment aims to investigate the influences of the contemporary configuration of education in the Professional Identity of Mathematics teacher of Basic Education System. For this purpose, a qualitative research was made by means of research into studying of the issue according to an important question: "How has the current configuration of education related to the significant changes in Paulistas Public Schools contributed to a new identification to the role of Mathematics teachers inside their classrooms, so that it is possible to trigger a crisis process to a Professional Identity? Data were collected through questionnaire and the material was analyzed in the view of analyzing the subject based on the theories used as reference. Studying the research, it was possible to understand how the current changes of education may affect several professions, including the Mathematics teachers who admit a large number of negative implications for the mentioned profession. Accordingly, this research can also investigate, in these ones 'view however, what the factors on the base of the Professional Identity Crisis have b... (Complete abstract click electronic access below) / Doutor