O objetivo desta investigação é analisar a relação que alunos jovens e adultos estabelecem com o conhecimento matemático, procurando entender significados atribuídos a esse conhecimento e as dificuldades que emergem de tal relação. O foco da pesquisa é analisar as experiências de sujeitos do ensino médio na modalidade de educação de jovens e adultos (EJA) de duas escolas da rede pública do estado de São Paulo e entender suas relações com a escola e com o saber matemático, o modo como mobilizam seus saberes no contexto de sala de aula, como se relacionam com o conhecimento matemático escolar e como negociam significados em matemática. Por meio da análise de documentos oficiais da educação de adultos e do aprofundamento teórico em estudos da Educação e da Educação Matemática, além da observação de aulas de matemática, da aplicação de questionários e da realização de entrevistas individuais e de oficinas de resolução de problemas matemáticos, buscam-se compreender as especificidades da EJA e de seus sujeitos e de que modo se dá a relação dos alunos da EJA com a matemática. A compreensão da matemática como prática social inserese na discussão de que este saber é concebido a partir das atividades sociais dos sujeitos, tendo, portanto, valores e significados diversos, de acordo com a situação. Fundamentada nas contribuições da sociologia pragmática, a análise dos sujeitos de pesquisa em ação revela as incertezas e os conflitos presentes nas aulas de matemática e a capacidade dos alunos da EJA em confrontar, negociar, validar e significar saberes de maneira única. Os dados coletados revelaram realidades escolares ainda centradas num conceito de matemática procedimental, que não favorecem a interação entre alunos e entre alunos e professores. As oficinas de resolução de problemas matemáticos não só propiciaram situações de interação entre alunos, mas se mostraram momentos profícuos de negociação, valorização e confrontação de saberes. Embora os alunos demonstrem dificuldades com a matemática escolar por não compreenderem seus procedimentos e regras, expostos nas aulas de matemática, eles dispõem de saberes matemáticos relevantes que podem auxiliar na compreensão de novas situações matemáticas, escolares ou não. Conclui-se que os alunos jovens e adultos, ainda que se relacionem de maneira distinta com os saberes matemáticos, trazem experiências matemáticas anteriores que muito podem contribuir para o processo de aprendizagem da matemática. / The purpose of this research is to analyze the relationship between young and adult students with the mathematical knowledge, seeking to understand meanings attributed to this knowledge and difficulties that emerge from such relationship. The focus of the research is to analyze the subjects experiences of high school in the modality of youth and adult education (EJA) of two public schools in the state of São Paulo and to understand their relations with the school and the mathematical knowledge: the way one mobilize their knowledge in the classroom context, how one relate to school mathematical knowledge, and how one negotiate meanings in mathematics. Through the analysis of official documents of adult education, theoretical deepening in studies of education and mathematics education, besides the observation of mathematics classes, the application of questionnaires, the conducting of individual interviews, and mathematical problem-solving workshops, we seek for to understand the specificities of the EJA and its subjects, and how the EJA students relate to mathematics. The understanding of mathematics as a social practice is inserted in the discussion that this knowledge is conceived from the social activities of the subjects, therefore, having diverse values and meanings, according to the situation. Grounded in the contributions of pragmatic sociology, the analysis of research subjects in action reveals the uncertainties and conflicts present in the mathematics classes and the ability of the EJA students to confront, negotiate, validate and signify knowledge in a unique way. The collected data revealed that school realities still centered on a concept of procedural mathematics, which does not favor interaction between students and between students and teachers. The mathematical problem-solving workshops not only provide interaction situations among students but also showed moments of negotiation, valorization, and confrontation of knowledge. Although students demonstrate difficulties with school mathematics because they do not understand their procedures and rules, presented in mathematics classes, they have relevant mathematics knowledge that can help them to understand new mathematical situations, inside the school or not. It is concluded that young and adult students, although distinctly relate to the mathematical knowledge, bring previous mathematical experiences that can greatly contribute to the learning process of mathematics.

Esta pesquisa investigou o processo de significação da atividade de ensino de matemática que pode emergir durante uma atividade de formação contínua para professores que ensinam matemática nos anos iniciais do Ensino Fundamental. Nesse contexto, entende-se que tal processo deve convergir para o significado social da atividade de ensino, construído coletivamente por sujeitos orientados pela mesma perspectiva teórica que fundamenta tal formação; nesse caso, a teoria histórico-cultural. Entende-se que, durante o movimento da atividade de formação contínua, os significados conceituais, tidos como seus referenciais, são expostos a fim de que sejam apropriados pelos professores. Essa apropriação, por sua vez, se dá por meio da relação que os professores têm com as ações organizadas no decorrer da atividade. Dessa forma, parte-se do princípio de que há uma relação entre as ações organizadas durante a atividade de formação e o processo de significação da atividade de ensino dos professores, o que torna possível perceber o quanto essas ações são importantes e orientadoras de tal processo. A tese defendida neste trabalho é que em uma atividade de formação contínua de professores, na perspectiva da teoria histórico-cultural, a significação da atividade de ensino de matemática desenvolve-se nos sujeitos a partir das ações que realizam coletivamente para objetivar a aprendizagem teórica de conhecimentos matemáticos, ou seja, as ações potencialmente formadoras são aquelas que desenvolvem significação sobre o trabalho docente. O objeto de investigação, portanto, foram as ações propostas e realizadas em uma atividade de formação contínua de professores, que ensinam matemática nos anos iniciais, e as ações dos professores no processo de significação da atividade de ensino de matemática, considerando a perspectiva da teoria histórico-cultural. Os protagonistas na investigação foram professores e coordenadores pedagógicos de escolas públicas que participaram de uma atividade de formação integrada ao Programa Observatório da Educação, da CAPES. As análises tiveram uma fundamentação teórica com base nos princípios teórico-metodológicos da teoria histórico-cultural e da teoria da atividade. Investigou-se, portanto, o processo de significação da atividade de ensino evidenciado pelas ações dos professores para concretização da atividade de formação para, assim, identificar ações potenciais desencadeadoras de tal processo. Os resultados ressaltam o modo como uma atividade de formação em matemática pode ser estruturada, destacando-se as ações que a compõem, possuindo como elementos essenciais a coletividade e o trabalho docente. Também, evidenciam como os professores se mobilizaram e agiram, ao organizarem o ensino de matemática, orientados pelos fundamentos teóricos da atividade orientadora de ensino, tendo como elementos essenciais o conhecimento teórico matemático e a intencionalidade pedagógica no planejamento das ações de ensino. Destaca-se, portanto, que as ações potencialmente formadoras, caracterizadas pelas ações de estudo dos professores na atividade de formação, devem, necessariamente, estar orientadas à formação do pensamento teórico dos professores, dado pela articulação entre a teoria e a prática educativa. / This study investigated the signification process of Mathematics teaching that might come up during a skills upgrading activity for teachers who teach Mathematics in the early years of Elementary School. In this context, it is clear that such process should meet the social significance of the teaching activity, collectively built by subjects sharing the same theoretical perspective underlying such training; in this case, the cultural historical theory. During the skills upgrading process, the concepts, kept as references, are exposed in order for them to be applied by the teachers. This application occurs by means of the actions organized throughout the activity. Thus, assuming that there is a relationship between the actions organized throughout the skills upgrading activity and the signification process of the teaching activity for teachers, enabling the perception of the importance and guidance of these actions to such process. The thesis supported here is that in a skills upgrading activity for teachers, in the cultural historical theory perspective, the signification of Mathematics teaching develops in the group actions they perform in order to achieve the theoretical learning of mathematical knowledge, i.e., the potentially forming actions are those that develop signification on teaching. Therefore, the object of this study were the actions proposed and performed in a skills upgrading activity for teachers, who teach Mathematics in the early years, and the teachers actions in the signification process of Mathematics teaching, considering the cultural historical theory perspective. The main characters in the study are the teachers and the pedagogical coordinators of the public schools that took part in a skills upgrading activity integrated to CAPESs Programa Observatório da Educação (Learning Observatory Program). The analyses had a theoretical foundation based on the theoretical and methodological principles of the cultural historical and activity theories. Hence, it was investigated the signification process of the teaching activity by means of the teachers actions for the performance of the skills upgrading activity in order to identify potential triggers of such process. The results emphasize how a skills upgrading activity in Mathematics can be structured, highlighting the actions that comprise it, having as essential elements teamwork and teaching. In addition, they show how the teachers came together for action by organizing the Mathematics teaching, guided by the theoretical foundations of the Teaching Orienting Activity, having as essential elements the mathematical knowledge and the pedagogical purpose in the planning of the teaching actions. Thus, it is noteworthy that potentially forming actions, characterized by the study actions of the skills upgrading activity for teachers, should be aimed at the teachers theoretical thinking, accomplished by the combination of theory and educational practice.

Made available in DSpace on 2016-04-27T16:58:24Z (GMT). No. of bitstreams: 1 Jose Joao de Melo.pdf: 974281 bytes, checksum: 43f60f31d2ac1eb47af7311e771fc75e (MD5) Previous issue date: 2007-08-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study discusses the teaching of Inequalities in the elementary school system of Indaiatuba, a town located in the state of São Paulo. Our main goal was to investigate whether the issue of inequalities was being developed in this segment of education and, if so, the way it is being approached. Based on DUVAL s theory of Semiotic Representation Registers and taking into account the prevailing mathematics teaching practices, including the ones described by FIORENTINI in 1995, as well as other practices that have been currently endorsed by mathematics teachers, we drew up a questionnaire filled out by twenty-seven out of thirty-two mathematics teachers working in ten out of forty-two schools in the town of Indaiatuba; the schools were chosen according to the criterion of representativeness. Besides the answers provided through the questionnaire, we also analyzed textbooks used by the assessed teachers in the topics related to inequalities. In assessing the teacher s answers and the textbooks used by them, we noticed the predominance of the algebraic symbolic register approach in the teaching of the mentioned issue. Few conversions are made in class, most of which are the examples shown in the textbooks, leaving the students no alternative but to imitate the schemes already devised. According to existing cognitive analysis, conversion is the activity that best supports the process of understanding; however, if it is conducted by the teacher or by the textbook s author, it accounts very little for the student s learning. As far as teaching methods are concerned, we found a regular occurrence of two of them: the classical formalist and the technicist perspectives, both of which were present in the teachers answers and in the textbooks they use in the classroom. Signs of practices related to more recent approaches can be found in the teachers speech, but not in the textbooks they use. Taking into account both the role of the textbook in the teacher s performance and the analysis conducted, we came to the conclusion that the methods already mentioned and the use of conversions between registers of semiotic representation are not put into practice in the teaching of inequalities in the elementary schools of the town. The teachers adopt teaching methods rather censured in researches related to Mathematics education and merely emphasize the subject of semiotic representation registers, which are not suitable for the students adequate learning. With this in mind, we strongly advise the teachers of this town to take updating training courses on the mentioned issue, aiming to improve the teaching and the learning of the subject in the schools of Indaiatuba. Studies about other subjects based on different theoretical frameworks are also suggested / Este trabalho trata da docência de Inequações no Ensino Fundamental da cidade de Indaiatuba localizada no interior do estado de São Paulo. Nosso principal objetivo foi investigar se o tema inequações estava sendo desenvolvido nesse segmento de ensino e, em caso positivo, de que forma o assunto é abordado. Fundamentados na teoria dos Registros de Representação Semiótica de DUVAL e observando, também, Tendências de Ensino da Matemática, fossem as descritas por FIORENTINI em 1995 ou outras atualmente propugnadas por Educadores Matemáticos, elaboramos um questionário que foi aplicado a vinte e sete dos trinta e dois professores de Matemática de dez das quarenta e duas escolas da cidade de Indaiatuba, escolas estas selecionadas por critérios relativos à representatividade. Além das respostas ao questionário, analisamos livros didáticos utilizados pelos professores consultados, nos trechos em que tratam das inequações. Nas análises das respostas dos professores e dos livros didáticos adotados por parte dos professores, notamos a predominância do tratamento no registro simbólico algébrico, no ensino do tema. As conversões, quando observadas, na maioria das vezes são realizadas para os alunos como exemplos pelos autores dos livros, restando ao aluno o papel de imitar os procedimentos que lhes foram apresentados. Do ponto de vista cognitivo é a atividade de conversão que conduz aos mecanismos subjacentes à compreensão, no entanto, se elas são realizadas pelo professor ou pelo autor do livro, isso pouco contribuiu para a aprendizagem do aluno. Em relação às tendências de ensino, encontramos fortes características de duas: a formalista clássica e a tecnicista, tanto nas respostas dos professores ao questionário quanto nos livros didáticos adotados por eles. Indícios de práticas relacionadas a outras tendências mais recentes aparecem no discurso dos professores, mas não nos livros didáticos adotados. Dado o papel do livro didático na prática do professor e as analises realizadas, concluímos que estas tendências e o uso de conversões de registros de representação semiótica não são características da docência de inequações no segmento de Ensino Fundamental da cidade, que enfatiza tendências de ensino bastante criticadas em pesquisas de Educação Matemática e se reduz ao tratamento de registros de representação semiótica o que não é adequado à aprendizagem dos estudantes. Desta forma, indicamos a atualização de professores da cidade, nos aspectos investigados visando à melhoria do ensino e aprendizagem do tema na cidade de Indaiatuba. Pesquisas em outros temas e com base em outras referencias teóricas também são indicadas

Syftet med detta examensarbete är att undersöka undervisning och lärande under en matematiklektion som präglas av traditionell skolmatematik. Metoden för undersökningen var en deltagande observation av en matematiklektion i åk 3 på gymnasiet. Med hjälp av begreppen matematikens lärandeobjekt, matematiska resurser, eleven som lärande aktör och sociomatematiska normer har jag tolkat de resultat som genererats från observationen. Två slutsatser som kan dras av undersökningen är att eleverna stimuleras till att bli oberoende lärande aktörer i undervisningen av traditionell skolmatematik samt att det i första hand är läraren som synliggör potentiella matematiska resurser för eleverna. Medvetenheten om elevernas användande av matematiska resurser skulle kunna påverka elevernas lärande genom att läraren synliggör matematiska resurser på ett mer medvetet sätt. / The aim with this degree project is to examine teaching and learning during a mathlesson characterized by traditional school mathematics. The method of the study was aparticipant observation of a mathematics lesson in year 3 in upper secondary school. Using the concepts of mathematical learning objects, mathematical resources, and pupil as an active learner in combination with socio-mathematical norms, I have interpreted the results generated from the observation. Two main conclusions can be drawn from the study. Firstly, pupils are encouraged to become independent as active learners in the teaching of traditional school mathematics. Secondly, it is primarily the teacher who makes potential mathematical resources visible and available for the pupils. With an increasing awareness of pupils’ use of mathematical resources, teachers can affect pupils’ learning by making potential mathematical resources explicit in a more conscious way.

Syftet med avhandlingen är att beskriva, analysera och förstå matematikundervisning på lågstadiet. Mer precist är syftet att undersöka vad denna undervisning ger elever i några klassrum möjlighet att lära då undervisningsinnehållet är skriftliga räknemetoder för addition och  ubtraktion. Centrala frågor är vad lärare och elever gör i matematikklassrummet och vad eleverna, som en följd av undervisningen har möjlighet att lära. En fältstudie har genomförts i fem klasser med början på våren i år 2 och fortsättning under hösten i år 3. Sammanlagt 24 lektioner har videofilmats. Materialet har analyserats i två etapper, med början i en empiri nära, tematisk analys. Verksamhetsteorin är teoretisk utgångspunkt och analysverktyget som inspirerats av Engeströms modell för verksamhetssystem har varit vägledande i den andra etappen av analysen. Resultatet visar fyra typer av undervisningsverksamheter i matematik, vilka resulterar i möjligt lärande som varierar i förhållande till de förmågemål som anges i Lgr11. Det framgår också att de utmärkande metoder som lärare och elever använder kan ordnas i fem grupper, i huvudsak beroende på vilka kunskapsaspekter metoderna riktas mot. Det gäller metoder där procedurer, begrepp och samband, matematisk kommunikation och resonemang samt intresse och tilltro är i centrum, tillsammans med metoder som bidrar till stötestenar, vilka innebär utmaningar för både lärare och elever. Resultatet diskuteras mot bakgrund av forskning om undervisning och lärande i matematik med inriktning mot språklig kommunikation, användning av laborativt material, klassrumskultur och klassrumsorganisation. / The aim of this study is to describe, analyse and understand teaching of mathematics in lower primary school. More precisely, the aim is to investigate what this teaching offers pupils in some classrooms in terms of learning, when the content of teaching is written calculation methods for addition and subtraction. Teachers’ and pupils’ activities are in focus, as well as what it is possible for the pupils to learn as a consequence of these activities. Collection of data has been carried out in five classes, starting in spring when the pupils were in second grade and finished by the end of the autumn, when the pupils were in third grade. The video-recorded material comprises a total of 24 lessons. The collected research material has been analysed in two steps, where the first step can be described as empirically oriented and thematical. The theoretical perspective is Activity theory (CHAT) and an analysing tool, inspired by Engeström’s model has guided the second step of the analysis. The result demonstrates four types of teaching activities in mathematics, which leads to possible learning that varies in relation to the educational goals set in the curriculum (Lgr11). It is also shown that teachers and pupils make use of a variety of characteristic methods, which can be sorted into five groups, primarily based on ability aspects that are actualised by different methods. These are methods, where (1) procedures, (2) concepts and connections, (3) mathematical communication and reasoning, and (4) interest and confidence are in focus. There is also a fifth group, but it deviates from the others, as it consists of methods that contribute to (5) stumbling blocks, which in turn means that they become challenges for teachers as well as pupils. The results are discussed in relation to other research about teaching and learning mathematics.

The author shares some of the findings of the research he conducted in 2007 on grade 11 mathematics learners in two schools, one experimental and the other one control. In his study, the author claims that an open-ended approach towards teaching and learning of mathematics enhances understanding of mathematics by the learners. The outcomes of the study can be summarised as follows: 1. In the experimental school, where the author intervened by introducing an open-ended approach to teaching mathematics (by means of giving the learners an open-ended approach compliant worksheet to work on throughout the intervention period), the performance of the learners in the post-test was better than that of the learners from the control school. Both schools were of similar performance in the pre-test. The two schools wrote the same pre-test and same post-test. Both schools were following common work schedule. 2. Within the experimental school, post-test performance of the learners in the class where the intervention was monitored throughout the intervention period (thus ensuring compliance of the teacher to the open-ended approach) out-performed those in which monitoring was less frequent. 3. There was no significant difference in performance between learners from the unmonitored experimental class and those from the control class.

Syftet med studien är att undersöka och följa matematiklärares resonemang kring ämnesplanens förmågor, genom problematisering av nationella provuppgifter.   Matematikundervisningen både på grundskolan och gymnasiet har visat sig vara begränsad när det gäller målstyrning av undervisningen som bygger på medvetenhet och kunskap om förmågorna. En förutsättning för att undervisningen ska kunna vara målstyrd med avseende på förmågorna ser vi är lärares kunskap och medvetenhet om desamma. Avsikten med studien är därför att ur ett utvecklingsperspektiv hitta sätt att för lärare ge ämnesplanens förmågor innebörd. De nationella proven konkretiserar flera av förmågorna, och skulle därför kunna fungera som vägledare i lärares kompetensutveckling kring förmågornas innebörd.  Undersökningen baseras på två filmade fokusgruppsdiskussioner i vilka gymnasielärare i matematik deltar. Diskussionerna utgår från nationella provuppgifter i matematik, med stegvis introducering av skolverkets definitioner av förmågorna och senare också av skolverkets bedömning av desamma.  Studiens teoretiska ramverk utgörs av ett kollegialt lärandeperspektiv och ett multimodalt och socialsemiotiskt perspektiv, som också används i den kvalitativa videoanalysen.   Studien visar att lärarnas resonemang förändras under diskussionen utan Skolverkets definitioner, så till vida att en slags överenskommelse görs, av på vilket sätt förmågorna kan tolkas. Skolverkets definitioner visade sig ha marginell inverkan på resonemangets utveckling i riktning mot Skolverkets intentioner. Skolverkets bedömning tillsammans med definitionerna fungerade däremot som utmanare till lärarnas egen tolkning och skapade genom det ett ökat resonemang. Resonemanget visade dock inte på ökad kunskap och medvetenhet kring förmågornas innebörd, som är förenligt med Skolverkets intentioner. Med stöd av forskning kring kollegialt lärande, skulle ledning av expertis på området kunnat möjliggöra ett resonemang i riktning mot intentionerna. / The aim of this study is to investigate and to monitor teachers of mathematics when they reason on the abilities as expressed in the curriculum, through problematisation of Swedish national test questions.   Teaching mathematics in Sweden has shown itself to be limited when it comes to setting objectives when based on awareness and knowledge of the abilities. One condition for the teaching to be manageable is that the teachers are aware of the abilities. The intention of this study is to find a way for the teachers through a perspective of development, where the abilities are given meaning. The national tests define many of the abilities and therefore the tests could be a guide in the teachers’ development of the reasoning of the abilities.   The investigation is based on two videotaped focus discussions by high school teachers of mathematics. These discussions are based on national test questions, where the teachers are gradually introduced to the national educational agency’s (henceforth Skolverket) definitions of the abilities and assessments that are given by Skolverket. The theoretical framework of the study is based on collegial teaching perspective and a multimodal- and social semiotic perspective, which is also being used in the qualitative video analysis.   The study shows that the teachers’ reasoning changes during the discussions without Skolverket’s definitions, and the teachers reach a consensus on how the abilities should be interpreted. Skolverket’s definitions had only marginal effects on the teachers’ reasoning regarding the intentions of the abilities. However, the teachers’ interpretations were challenged by the assessments which resulted in an increase in the teachers’ reasoning and interpretations. But the outcome of the study has not given any convincing evidence that an actual increase in knowledge nor awareness of the abilities has occurred. According to research into collegial learning, experts in this field would have been able to support more developed reasoning in line with the intentions.

The poor performance by South African pupils in The Third International Mathematics and Science Study highlighted the importance of and need for Continuing Professional Development (CPD) for South African mathematics teachers. For these teachers, the sudden, rapid and dramatic advent of the World Wide Web (WWW) and its communication conduit, the Internet, with its multimedia capabilities, interactive tools and telecommunication facilities, seems full of potential as a catalyst for significant and sustained online CPD activities. However, the Internet's usefulness for mathematics and spontaneous mathematical interaction is severely limited. Against this background, the motivation for this study was born out of two beliefs - a belief that context needs to be considered in online endeavours, particularly given the disparities that exist between disadvantaged and advantaged teachers in the South African context; and the belief that a bottoms-up approach to community formation allows space for a self-organizing system whose continual health and functioning is dependent upon local ownership and member identification. Having developed a mathematics-friendly online forum environment (ODEM) that allows teachers to include mathematical expressions in their posts, this study investigated the personal and situational tensions impacting on the use and value of this appropriate forum environment as a reflective tool in pursuit of CPD. Two groups of disadvantaged and advantaged mathematics teachers were separately provided with Personal Computers and home Internet access, thereby creating opportunities for reflection, communication with colleagues and the exchange of knowledge and ideas. Little evidence of community growth was found, while disadvantaged teachers faced more tensions than advantaged teachers in using the ODEM. Despite these differences, both groups' tensions pointed to their real (and thus forum) needs not being addressed. These forum needs are related to issues arising from their practice and the need for a channel of communication to a Subject Advisor that should actively manage these needs. A vertical relationship with the Subject Advisor is preferred over collegial interaction, over the needs to include expressions in their posts, or to reflect on their practice. Until teachers' needs are resolved, the ODEM is thus perceived to have potential value. The results furthermore informed a model that can be used by a Subject Advisor to determine teachers' tensions and needs in context, thereby ensuring appropriate online CPD strategies. / Mathematics, Science and Technology-Education / Ph. D. (Mathematics, Science and Technology-Education)

The present work deals with a qualitative research in the modality of a case study on the insertion of the mobile technologies (tablets and smartphones) as didactic strategy, in order to investigate how these resources favor the learning of the mathematical contents of the additive field and the multiplicative field in elementary school. The study was carried out with the students of the courses of Pedagogy and of the Degree in Mathematics in the classroom mode of the Federal University of Alagoas (UFAL), Campus AC Simões in Maceió - Alagoas, Institute of Mathematics - IM, in the Laboratory of Mathematics Teaching - LMAT. The analysis of the data was based on the work of Gerard Vernaug (2014), Borba (2014) and Bairral (2015), in order to base analyzes on the training of mathematics teachers with mobile technologies. Of official MEC Brazil documents (1997, 1998, 1999, 2002a, 2002b, 2006a, 2006b and 2015). To collect data, we used two questionnaires: direct and participative observation, field diary, interview, pedagogical workshop and course documents as didactic resource. The results obtained indicated the students' interest in the possibilities and limitations of the use of mobile technologies as teaching and learning resources, as well as the understanding of the mathematical contents of the conceptual fields worked through their participation in the discussions and reflections of the activities proposed during the workshop. In the analysis of the interviews it is indicated by the students that much of the training received is lacking a curriculum that addresses the educational context in which these individuals are inserted (digital information society), because the pedagogical practices still focus on "traditional" didactics and curriculum , Whose classes are often based on a reproduction / transfer of knowledge and not on a formation in which the future teacher acts in an innovative way and with a meaningful learning approach. / O presente trabalho trata de uma pesquisa qualitativa na modalidade de um estudo de caso sobre a inserção das tecnologias móveis (tablets e smartphones) como estratégia didática, a fim de investigar como esses recursos favorecem a aprendizagem dos conteúdos matemáticos do campo aditivo e do campo multiplicativo no ensino fundamental. O estudo foi realizado com os alunos dos cursos de Pedagogia e da Licenciatura em Matemática na modalidade presencial da Universidade Federal de Alagoas (UFAL), Campus A.C. Simões em Maceió - Alagoas, no Instituto de Matemática – IM, no Laboratório de Ensino de Matemática - LEMA. As análises dos dados foram pautadas nos trabalhos de, Carvalho (2009, 2015), Gerard Vernaug (2014), além de Borba (2014) e Bairral (2015) para fundamentar as análises sobre a formação de professores de matemática com tecnologias móveis, além de documentos oficiais do MEC Brasil (1997, 1998, 1999, 2002a, 2002b, 2006a, 2006b e 2015). Para a coleta de dados, utilizamos como instrumentos dois questionários, observação direta e participativa, diário de campo, entrevista, oficina pedagógica e documentos do curso como recurso didático. Os resultados obtidos sinalizaram o interesse dos alunos, em formação, nas possibilidades e limitações do uso das tecnologias móveis como recursos de ensino e aprendizagem, da mesma forma, a compreensão dos conteúdos matemáticos dos campos conceituais trabalhados por meio de sua participação nas discussões e reflexões das atividades propostas durante a oficina. Nas análises das entrevistas é indicado pelos alunos que boa parte da formação recebida é carente de um currículo que aborde o contexto educacional no qual esses indivíduos estão inseridos (sociedade da informação digital), pois as práticas pedagógicas ainda focam em didática e currículo ―tradicionais‖, cujas aulas muitas vezes são baseadas em uma reprodução/transferência de conhecimentos e não numa formação na qual o futuro professor atue de maneira inovadora e com uma abordagem de aprendizagem significativa.

Meaningful learning requires active teaching and learning approaches. Thus, with a specific focus on Mathematics teaching at university in Oramia, the study aimed to: • examine the extent to which active learning/student-centered approaches were implemented; • assess the attitudes of university lecturers towards active-learning; • investigate whether appropriate training and support have been provided for the implementation of an active learning approaches • assess the major challenges that hinder the implementation of active learning approaches and • recommend ways that could advance the use of active learning approaches in Mathematics teaching at university. A mixed-methods design was used. Among the six universities in the Oromia Regional State of Ethiopia, two of the newly established universities (younger than 5 years) and two of the old universities (15 years and older) were involved in the study. A total of 84 lecturers participated in the study and completed questionnaires. This was complemented by a qualitative approach that used observation checklists and interviews for data gathering: 16 lessons were observed while the lecturers taught their mathematics classes (two lecturers from each of the four sample universities were twice observed). In addition, semi-structured interviews were conducted with four mathematics department heads and eight of the observed lecturers. The study adhered to ethical principles and to applied several techniques to enhance the validity/trustworthiness of the findings. / Psychology of Education / D. Ed. (Psychology of Education)