Orientador: Anna Regina Lanner de Moura / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-14T09:33:01Z (GMT). No. of bitstreams: 1 Marco_FabianaFiorezide_D.pdf: 4103548 bytes, checksum: b7def0d0894f31ead47b4146adc069ee (MD5) Previous issue date: 2009 / Resumo: Esta pesquisa investigou as implicações didáticas provenientes da vivência de atividades de ensino e da produção de atividades computacionais de ensino de futuros professores de matemática e as possíveis influências que daí decorrem na formação inicial desses licenciandos. As atividades desenvolvidas foram denominadas de ensino e pesquisa, pois, além de proporcionarem a problematização do ensino e da aprendizagem de conceitos matemáticos, serviram de fontes de informações para a pesquisa. Para esta investigação, tivemos como protagonistas 16 licenciandos do curso de Licenciatura em Matemática da Universidade Federal de Uberlândia e suas produções escritas, como portfólios, relatórios de atividades desenvolvidas, depoimentos audiogravados e atividades computacionais de ensino por eles elaboradas compuseram o cenário de nossas análises. As informações foram construídas em dois momentos distintos, porém inter-relacionados: o primeiro consistiu na vivência e na exploração das atividades de ensino pelos licenciandos, e as informações então produzidas foram analisadas segundo duas categorias: (re)significação conceitual e significação da futura prática pedagógica. O segundo momento consistiu na produção das atividades computacionais de ensino, que foram analisadas por outras duas categorias: interação social e mediação pedagógica em ambiente computacional; e necessidade - motivo/objetivo. As análises tiveram fundamentação teórica com base na teoria histórico-cultural, principalmente em Vigotski, Davidov, Leontiev. Esta pesquisa caracteriza-se como uma pesquisa de intervenção, com análise interpretativa das informações nela produzidas. Como resultados, as análises indicam que os protagonistas da pesquisa desenvolveram um processo de reflexão sobre a atividade de ensino, concebendo-a como geradora da necessidade e do motivo para ensinar e aprender matemática; indicam também que eles procuraram transpor esses elementos para as atividades computacionais que produziram, caracterizando uma atividade de ensino segundo Moura. Supõe-se que algumas das implicações didáticas para a formação inicial dos protagonistas são: o reconhecimento da importância, por parte deles, da construção coletiva das soluções propostas pelas atividades de ensino; o reconhecimento da vivência e a produção de atividades de ensino como elementos de formação profissional e de saberes docentes; a consideração, na atividade, da necessidade e do motivo para ensinar e aprender. / Abstract: This research has investigated the didactic implications from the experience of teaching activities and from the production of computational teaching activities of Mathematics student teachers as well as the resulting possible influences in the initial formation of these future teachers. The activities developed were named teaching and research, since, beyond providing the problematization of teaching and learning of mathematical concepts, they also composed the information data for the research process. Among all the protagonists of the research scenario we focus closer to 16 student teachers from the course of Mathematics of the Universidade Federal de Uberlândia and their written productions, such as portfolios, reports of activities, recorded statements and computational teaching activities elaborated by them. The research data were built in two different, but interrelated, moments: the first consisted on the experience and on the exploration of some selected teaching activities by the student teachers, and the information produced was then analyzed according to two categories: conceptual (re)meaning and meaning of the future pedagogical practice. The second moment consisted on the production of computational teaching activities, which were analyzed by two other categories: social interaction and pedagogical mediation in computational environment; and necessity - motive/objective. The analyses were based on the cultural-historical theory, especially in Vigotski, Davidov, Leontiev. This research could be characterized as intervention research, with interpretative analysis of the information produced. The analysis of the research data pointed out that the protagonists of our research developed a process of reflection on the teaching activity, conceiving it as generating the necessity and the motive to teach and learn Mathematics; they also show that they tried to transpose these elements to the computational activities that were produced, what characterizes a teaching activity according to Moura. It is assumed that some of the didactic implications for the initial development of the student teachers are: the recognition of the importance, of the collective construction of the solutions proposed by the teaching activities; the recognition, by the student teachers, of the richness of the experience and the production of teaching activities as elements of professional development and of knowledge of teachers; the consideration, in the activity, of the necessity and of the motive to teach and learn. / Doutorado / Educação Matematica / Doutor em Educação

Quality mathematics education relies on effective pedagogy which offers students appropriate and rich opportunities to develop their mathematical proficiency (MP) and intellectual autonomy in learning mathematics. This qualitative case study aimed to explore and analyse selected effective mathematics teachers' proficiency in the area of geometry in five secondary schools in five different Namibia educational regions. The sample was purposefully selected and comprised five mathematics teachers, identified locally as being effective practitioners by their peers, Education Ministry officials and the staff of the University of Namibia (UNAM). The schools where the selected teachers taught were all high performing Namibian schools in terms of students' mathematics performance in the annual national examinations. The general picture of students' poor performance in mathematics in Namibia is no different to other sub-Saharan countries and it is the teachers who unfortunately bear the brunt of the criticism. There are, however, beacons of excellence in Namibia and these often go unnoticed and are seldom written about. It is the purpose of this study to focus on these high achievers and analyse the practices of these teachers so that the rest of Namibia can learn from their practices and experience what is possible in the Namibian context. The mathematical content and context focus of this study was geometry. This qualitative study adopted a multiple case study approach and was framed within an interpretive paradigm. The data were collected through individual questionnaires, classroom lesson observations and in-depth open-ended and semi-structured interviews with the participating teachers. These interviews took the form of post lesson reflective and stimulated recall analysis sessions. An adapted framework based on the Kilpatrick, Swafford and Findell's (2001) five strands of teaching for MP was developed as a conceptual and analytical lens to analyse the selected teachers' practice. The developed coding and the descriptive narrative vignettes of their teaching enabled a qualitative analysis of what teachers said contributed to their effectiveness and how they developed MP in students. An enactivist theoretical lens was used to complement the Kilpatrick et al.'s (2001) analytical framework. This enabled a deeper analysis of teacher teaching practice in terms of their embodied mathematical knowledge, actions and interactions with students. procedural fluency (PF) and productive disposition (PD), were addressed regularly by all five participating teachers. Evidence of addressing either the development of students' strategic competence (SC) or adaptive reasoning (AR) appeared rarely. Of particular interest in this study was that the strand of PD was the glue that held the other four strands of MP together. PD was manifested in many different ways in varying degrees. PD was characterised by a high level of content knowledge, rich personal experience, sustained commitment, effective and careful preparation for lessons, high expectations of themselves and learners, collegiality, passion for mathematics and an excellent work ethic. In addition, the teachers' geometry teaching practices were characterised by making use of real-world connections, manipulatives and representations, encouraging a collaborative approach and working together to show that geometry constituted a bridge between the concrete and abstract. The findings of the study have led me, the author, to suggest a ten (10) principles framework and seven (7) key interrelated factors for effective teaching, as a practical guide for teachers. This study argues that the instructional practices enacted by the participating teachers, who were perceived to be effective, aligned well with practices informed by the five strands of the Kilpatrick et al.'s (2001) model and the four concepts of autopoesis, co-emergence, structural determinism and embodiment of the enactivist approach. The study concludes with recommendations for effective pedagogical practices in the teaching of geometry, and opportunities for further research.

Made available in DSpace on 2016-04-27T16:57:37Z (GMT). No. of bitstreams: 1 Rubens Vilhena Fonseca.pdf: 1601945 bytes, checksum: 9bd5a69dcacb920b758afcd188c86010 (MD5) Previous issue date: 2015-04-22 / This work aims to analyze a didactic sequence directly linked to the research question, which sought to provide students an investigative route in order to find solutions to the problems raised, which are in the field of number theory, and are related to prime numbers and Fundamental Theorem of Arithmetic, objects of this research, developed with students of the degree course in mathematics of the Pará State University. There were theoretical studies and a literature review for the formulation of the research question and identification of conceptual tools for analyzing protocols. Six questions were applied to ten students, involving prime numbers and the fundamental theorem of arithmetic. Based primarily on studies that considered the number representations and their transparent or opaque characteristics, in a qualitative study, the answers given by the students were analyzed. Preliminary studies allowed the development of a problematic around the following research question: What knowledge and difficulties about the concepts / properties of prime numbers and the fundamental theorem of arithmetic are evidenced by undergraduate students in Mathematics of the Pará State University when subjected to a didactic sequence that intended to involve them in investigative routes formatted from theoretical assumptions related to numerical representations and their transparent / opaque features? The work is justified by the scarcity of research related to number theory in mathematics education in Brazil. The results revealed the need for mastery of undergraduates with regard to issues related to understanding research themes; specifically, difficulties relating to work with certain numerical representations were highlighted, especially in relation to the concepts of primes and the fundamental theorem of arithmetic / Este trabalho tem como objetivo analisar uma sequência didática diretamente ligada à questão de pesquisa, que pretendeu proporcionar aos estudantes um percurso investigativo em busca de soluções para os problemas levantados, que estão no domínio da Teoria dos Números, e são relativos aos Números Primos e ao Teorema Fundamental da Aritmética, objetos desta pesquisa, desenvolvida com alunos do curso de licenciatura em matemática da Universidade do Estado do Pará. Realizaram-se estudos preliminares, de ordem teórica, e uma revisão bibliográfica para a formulação da questão de pesquisa e identificação de ferramentas conceituais para a análise dos protocolos. Foram aplicadas seis questões envolvendo números primos e o teorema fundamental da aritmética a dez estudantes. Com base, principalmente, em estudos que consideravam as representações numéricas e suas características transparentes ou opacas, em uma abordagem qualitativa de pesquisa, analisaram-se as respostas dadas pelos alunos. Os estudos preliminares permitiram a elaboração de uma problematização em torno da seguinte questão de pesquisa: quais saberes e dificuldades acerca dos conceitos/propriedades dos números primos e do teorema fundamental da aritmética são evidenciados por licenciandos em Matemática da Universidade do Estado do Pará quando submetidos a uma sequência didática que pretendeu inserir os mesmos em percursos investigativos, formatados a partir de pressupostos teóricos ligados a representações numéricas e suas características transparentes/opacas? O trabalho justifica-se pela escassez de pesquisas relacionadas com a Teoria dos Números na área da Educação Matemática. Os resultados revelaram a necessidade de um domínio mais amplo dos licenciandos no que se refere às questões relacionadas à compreensão dos temas em tela; especificamente, ficaram evidenciadas dificuldades atinentes ao trabalho com certas representações numéricas, e, principalmente, em relação aos conceitos de números primos e do teorema fundamental da aritmética

Made available in DSpace on 2016-04-27T16:58:29Z (GMT). No. of bitstreams: 1 Neusa da Silva Cardoso de Oliveira.pdf: 887429 bytes, checksum: 4ababeccf89d027441fb9f7b07ac9033 (MD5) Previous issue date: 2007-10-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The aim of this study was to investigate the student s perception of their process of education by the Special Program of Pedagogical Education and verify if it has been contributed to the characterization of teaching s profession. Besides, it was analyzed the courses contents program and the education process implemented, in order to evaluate how non-licensed teachers education has been occurring, in the present moment of Superior Education Reform discussion. Analysing data collected, we tried to comprehend how the researched Special Program of Pedagogical Education contributes to educate Mathematics teachers as well as to their practices improvement. Data gatering included questionnaires application next to this Program students (many had already teached, even no license); documents analysis (laws, resolutions, curriculum, evaluations and program contents) and interviews realized with selected students among those who composed the analyzed program class. In general, collected data analysis allow that subjects, students-teachers of the course investigated, believe that the course is not enough to an adequate education of a Mathematics teacher and data has pointed that mayor perception is that they do not feel qualified to the profession job. It was possible to perceive, however, that there was behavior and motivation changes to these people in relation to the perception of the need and the importance of a continuous education, but also of the absence of profound knowledge about mathematics contents to be teached by these teachers. Group activities and active participation of students, as well as academic texts readings seem to be the more remarkable aspects to these students. The importance of playing mathematics games and other activities which may aid students learning was other element perceived as of high importance during the Program. Being so, we understand that the Special Program of Pedagogical Education of this institution brings important and significant elements to Mathematics teachers education, but insufficient to professional job, specially concerning to specific Mathematic contents, absent during all Program / A presente pesquisa teve por objetivo investigar a percepção dos alunos sobre seu processo de formação por meio do Programa Especial de Formação Pedagógica e verificar se o mesmo vem contribuindo para a caracterização da profissão docente. Além disso, buscou-se analisar o conteúdo programático do curso e o processo de formação implementado, a fim de se realizar uma avaliação sobre como a formação de professores de Matemática não-habilitados vem ocorrendo, no momento atual de discussão da Reforma do Ensino Superior. A partir dos dados coletados, buscamos compreender de que maneira o Programa Especial de Formação Pedagógica pesquisado contribui para a formação de professores de Matemática bem como para a melhoria de sua prática. A coleta de dados envolveu a aplicação de questionários junto aos alunos desse programa (sendo que muitos já exerciam a docência mesmo sem a habilitação); análise de documentos (leis, resoluções, grade curricular, avaliações e conteúdo programático) e entrevistas realizadas com alunos selecionados dentre os que compunham a turma do programa analisado. De modo geral, a análise dos dados obtidos permite afirmar que os sujeitos, alunos-professores do curso em questão, acreditam que o curso não é suficiente para uma formação adequada de um professor de Matemática e os dados apontaram que a percepção da maioria é de que não se sentem qualificados para o exercício profissional. Foi possível perceber, entretanto, que houve mudanças de comportamento e motivação nesses sujeitos com relação à percepção da necessidade e importância de uma formação contínua, mas também da ausência de conhecimentos profundos sobre o conteúdo matemático a ser ensinado por esses professores. Atividades desenvolvidas em grupo e participação ativa dos alunos, bem como as leituras de textos acadêmicos parecem ser os aspectos mais marcantes para esses alunos. A importância da aplicação de jogos matemáticos e de outras atividades que possam auxiliar a aprendizagem dos alunos foi outro elemento percebido como de grande importância durante o Programa. Desta maneira, entendemos que o Programa Especial de Formação Pedagógica dessa instituição traz elementos importantes e significativos para a formação de professores de Matemática, porém insuficientes para que esses alunos sintam-se preparados para o exercício profissional, principalmente no que diz respeito aos conteúdos específicos de Matemática, ausentes durante todo o programa

In the study the researcher has investigated the effectiveness of the use of the balanced score card as a performance management tool for grade 12 mathematics teachers at Amajingqi Secondary School in Adelaide, in the Fort Beaufort district, circuit 8. Thirty learners, four principals, four educators who teach mathematics and the mathematics Head of Department in the schools were selected as participants in this research. A questionnaire (Appendix A) was handed out to principals, HOD’s, mathematics educators and learners doing mathematics in the four schools (4) selected for the study. The main findings of this study were: Mathematics teachers had an average of sixteen years of experience in the subject. Maths teachers do no pay much attention to slow learners. Learners are demotivated and need motivation to perform above average. Learners do not practice mathematics enough. Parental involvement is lacking in assisting learners with schoolwork let alone mathematics. Maths teachers are overloaded with work as in the schools researched one teacher would teach mathematics from Gr. 8 to 12.