Submitted by Erika Demachki (erikademachki@gmail.com) on 2015-03-26T17:19:39Z No. of bitstreams: 2 Dissertação - Rodrigo Bastos Daude - 2014.pdf: 3101191 bytes, checksum: 8641844bbdf38811d6e1b0da59aeee39 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2015-03-26T19:26:10Z (GMT) No. of bitstreams: 2 Dissertação - Rodrigo Bastos Daude - 2014.pdf: 3101191 bytes, checksum: 8641844bbdf38811d6e1b0da59aeee39 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-03-26T19:26:10Z (GMT). No. of bitstreams: 2 Dissertação - Rodrigo Bastos Daude - 2014.pdf: 3101191 bytes, checksum: 8641844bbdf38811d6e1b0da59aeee39 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-11-07 / This dissertation is part of the Master degree in Education in Science and Mathematics from the research program of Universidade Federal de Goiás, and aims to examine the pedagogical potential of using non-formal spaces in teacher training of math, in Goiás city. It understands the realization that the formation of the licensee math should not be tied to a single methodology, and the need to meet the different learning processes. For that teacher training should address these differences and take place in multiple spaces. In this perspective, we seek to answer: How do the activities at the Center for Educational Activities: Mathematics Education in Non-Formal Spaces -NEMENF changes the design of the participants regarding the use of non-formal spaces in teacher training in mathematics? For this we present historical, educational and legal aspects in teacher from the LDB (1996), authors like Gatti (2010), Saviani, Curi (2000), D'Ambrosio (2001, 2003) and Fiorentini (1994 , 1995). At the same time, we present the non-formal spaces methodological pluralist perspective in approaching a mathematical education contextualized in Trilla (1996), Sarramona (1998) and Gohn (2006, 2010). The outline of the research was conducted in the course of degree in Mathematics from the Universidade Estadual de Goiás, Campus Goiás within a group of studies on the subject. In developing the survey was necessary to use a qualitative approach in the midst of a collaborative case study in which all subjects can express opinions and hypotheses to be investigated. Partly realized by resorting to issues of culture, everyday life and teaching contextualized increase the chances of success in teaching and learning. And the non-formal spaces contribute significantly in this task, from two perspectives: the teaching of scientific knowledge and educational background generated in the process of social participation. / A presente dissertação faz parte da pesquisa vinculada ao programa de mestrado em Educação em Ciências e Matemática pela Universidade Federal de Goiás, e tem por objetivo analisar o potencial pedagógico do uso dos espaços não formais da Cidade de Goiás na formação do professor de matemática. Parte-se da compreensão de que a formação do licenciado de matemática não deve ficar presa a uma única metodologia, e da necessidade de atender aos diferentes processos de aprendizagem. Para isso a formação de professores deve contemplar estas diferenças e acontecer em múltiplos espaços. Nesta perspectiva, busca-se responder: De que forma as atividades no Núcleo de Ações Educativas: Educação Matemática em Espaços Não Formais -NEMENF mudam a concepção dos participantes quanto ao uso dos espaços não formais na formação do professor de matemática? Para isto apresentam-se aspectos históricos, pedagógicos e legais na formação de professores a partir da LDB (1996), de autores como Gatti (2010), Saviani, Curi (2000), D’Ambrósio (2001, 2003) e Fiorentini (1994, 1995). Ao mesmo tempo, apresentam-se os espaços não formais na perspectiva pluralista metodológica que se aproxima de um ensino matemático contextualizado em Trilla (1996), Sarramona (1998) e Gohn (2006, 2010). O recorte da pesquisa foi realizado no curso de licenciatura em Matemática da Universidade Estadual de Goiás, Unidade Universitária de Goiás dentro de um grupo de estudos acerca da temática. Ao desenvolver a pesquisa foi necessário usar de uma abordagem qualitativa em meio a um estudo de caso colaborativo em que todos os sujeitos podem emitir opiniões e levantar hipóteses a serem investigadas. Em parte percebemos que ao recorrer a questões da cultura, do cotidiano e ao ensino contextualizado aumentamos as possibilidades de sucesso nos processos de ensino e de aprendizagem. E os espaços não formais contribuem significativamente nesta tarefa, em duas perspectivas: no ensino de conhecimentos científicos e numa formação educacional gerada no processo de participação social.

The research study focuses on assessment in Mathematics in Grade 10. The purpose is to identify problems which educators are experiencing in the assessment of Mathematics and to find possible solutions for the problems. This will enable the researcher to develop guidelines for facilitators at District Offices which in turn will contribute to more effective guidance and support for educators regarding assessment in Mathematics. The implementation of the National Curriculum Statement (“NCS”) in Grade 10 with a focus on outcomes-based assessment necessitates changes in the assessment practices in Mathematics. The literature examined views at the nature of Mathematics, constructivism and approaches to learning in Mathematics over the past century, outcomes-based education in the “NCS” and outcomes-based assessment in Mathematics. A pragmatic philosophy was followed. Both quantitative and qualitative methods of data collection were used in the study. Questionnaires were used to collect quantitative information and interviews made it possible to collect qualitative information. Questionnaires and interviews were administered, analysed and interpreted. From the analyses of the questionnaires, it was found that there is the perception that Mathematics is a subject with fixed knowledge, procedures and formulae. The educator still plays the dominant role in assessment and learners are passive in the construction of knowledge. The findings of the study revealed that the recording of outcomes-based assessment is too much and is time consuming. From the interviews it was found that the biggest changes that occurred in the Mathematics classroom because of the “NCS” were the assessment forms, - instruments and - methods. Factors that influence the assessment results in Mathematics are language, time, background and attitude of the learner and the training and experience of the educator. The recommendations of the researcher, based on the findings of the study, focus on the development of guidelines for assessment in Mathematics. The guidelines and recommendations are in the following areas: · Cognitive levels for the development of assessment tasks in Mathematics; · Outcomes in the determining of assessment strategies; · Daily assessment and formal assessment; · The development of assessment strategies; · The process of assessment; · Practical steps in the preparation of the assessment techniques; and · Guidance and support with regard to assessment to the teacher. Though the educators in this study could not solve many problems in assessment, bad planning and time-management created some of the problems. Furthermore, educators received guidelines for assessment from facilitators at District Offices, but they did not make it their own. Some educators did not take the responsibility to do research themselves and failed to adjust their assessment strategies. However, District Officials can still play a crucial role in initiating in-service training and projects that will focus on assessment. Furthermore, if facilitators at District Offices have good insight into the problems which educators are experiencing in Mathematics, they can guide and support educators effectively in the assessment processes in their classrooms. Good application of assessment in the Mathematics classroom, definitely contributes to improved quality of teaching of the subject and consequently a more skillful learner in the community. / Prof. J. Strauss

Orientador: Dione Lucchesi de Carvalho / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T12:30:29Z (GMT). No. of bitstreams: 1 GoncalvesJunior_MarcosAntonio_D.pdf: 7234019 bytes, checksum: 033616069cae738395a0ecbc5937dd10 (MD5) Previous issue date: 2015 / Resumo: De 2008 a 2010, recebi, em minhas aulas de matemática, alunos de um curso de licenciatura que cursavam o Estágio Supervisionado II. Supervisionei-os em seu estágio e orientei-os em seu Trabalho Final de Curso. Tal processo me levou a desenvolver com eles um trabalho conjunto, olhando nossas aulas numa perspectiva de investigação-ação e colaboração. Assim, juntos, escrevemos um diário de aula descritivo e reflexivo sobre as aulas em todas as etapas do estágio: observação, semirregência e regência. Passados alguns anos, passei a perscrutar esses diários de aula, procurando investigar esse processo de formação, narrando-o, contando sobre o processo de constituição identitária dos futuros professores, descrevendo o trivial simples do dia a dia da sala de aula, bem como as tensões da prática de colaborar e investigar a própria prática. Em certa altura, por figurar como personagem nas histórias que contava, dei-me conta de que não investigava os estagiários, mas, sim, a mim mesmo, minhas contradições, minhas identidades no papel de professor de matemática, de supervisor (formador de professores) e de pesquisador em Educação Matemática. Desse modo, desenvolvi uma investigação sobre mim mesmo, por meio de uma pesquisa narrativa em que meus "eus" são objeto de estudo. Por meio de uma conversa comigo mesmo, procuro construir uma narrativa como forma de compartilhar uma experiência, de produzir uma experiência e como forma de compreender o vivido em relação à formação de professores de matemática durante o estágio supervisionado / Abstract: Between 2008 and 2010, I received prospective mathematics teachers in my math classes who were attending Student Teaching II, a course in a program that prepares mathematics teachers. As their student teaching supervisor, I also was their Final Project advisor. Together, with those student teachers, we approached a perspective of action research and collaboration in our teaching practice. Thus, we wrote a descriptive and reflective class diary regarding all student teaching periods: Observation, Pre-teaching and Teaching. After a few years, I began to peering into those class diaries inquiring this teacher preparation process by narrating it, by giving an account about the prospective teacher's process of identity construction, by describing the commonplace's everyday life of our classes and also the tensions of this collaborative practice of investigate our own practice. Unexpectedly, once I was a character in the stories I was telling about what we experienced, I realized that I was not only investigating the future teachers, but myself, my contradictions, may identities as a mathematics teacher, as a cooperating teacher, as a Mathematics Education researcher. So I made a self-study by a narrative inquiry about my 'selves'. By talking with myself I wrote a narrative as a way to share an experience, to create an experience and as a way to understand what we live in this process of become a teacher during the Student Teaching Course / Doutorado / Ensino e Práticas Culturais / Doutor em Educação

Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.

The Sediba project originated when investigations showed that there were many teachers in the North-West Province that did not possess sufficient subject knowledge to teach physical sciences and mathematics. In spite of many in-service training opportunities for teachers, the achievements of learners are still not satisfactory. From interviews with teachers in the Sediba Mathematics Programme the problem of unmotivated learners became apparent. From the literature it appeared that the motivation of teachers has an effect on the motivation of their learners. This study was undertaken as a result of those findings to determine whether the Sediba Mathematics Programme has an effect on the intrinsic motivation of the teachers in the programme. To understand the nature of motivation better, the motivation theories of Maslow, Herzberg, Adams and Vroom were investigated. This investigation made valuable contributions to the study and gave insight into the behaviour patterns of the teachers in certain situations. By means of the literature study a profile of a motivated mathematics teacher could be compiled. It was found that self-concept, self-efficacy, task value and the effect that change has on teachers, could be regarded as determinants of intrinsic motivation. Aided by a questionnaire, an empirical study was done to test the degree to which these determinants were present in the teachers. To bring about triangulation this was followed up by conducting interviews with a sample of the teachers. Furthermore, a mathematics competence test was done. Several models of in-service training were further investigated and the Sediba Mathematics Programme was evaluated on the basis of a set of essential elements for an ideal programme. It was found that the Sediba Programme fulfilled these requirements to a large degree. The empirical investigation, the mathematics competence test and the interviews that were held with teachers delivered the following results. It was found that the Sediba Mathematics Programme did have an effect on the intrinsic motivation of the teachers in the programme. The subject knowledge of the teachers improved significantly after only one year of study. The teachers' self-concept and self-efficacy improved, they regarded their task as important and endeavoured to implement change meaningfully in spite of existing uncertainties. Negative conditions such as overcrowded class-rooms, no/little aids, lack of safety and discipline at many schools that made it difficult for teachers to deliver quality teaching, could affect motivation negatively. Keywords for indexing: motivation, mathematics teacher, professional development, Sediba-program, in-service training and motivation, intrinsic motivation, extrinsic motivation, in-service training for mathematics teachers. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.

The Sediba project originated when investigations showed that there were many teachers in the North-West Province that did not possess sufficient subject knowledge to teach physical sciences and mathematics. In spite of many in-service training opportunities for teachers, the achievements of learners are still not satisfactory. From interviews with teachers in the Sediba Mathematics Programme the problem of unmotivated learners became apparent. From the literature it appeared that the motivation of teachers has an effect on the motivation of their learners. This study was undertaken as a result of those findings to determine whether the Sediba Mathematics Programme has an effect on the intrinsic motivation of the teachers in the programme. To understand the nature of motivation better, the motivation theories of Maslow, Herzberg, Adams and Vroom were investigated. This investigation made valuable contributions to the study and gave insight into the behaviour patterns of the teachers in certain situations. By means of the literature study a profile of a motivated mathematics teacher could be compiled. It was found that self-concept, self-efficacy, task value and the effect that change has on teachers, could be regarded as determinants of intrinsic motivation. Aided by a questionnaire, an empirical study was done to test the degree to which these determinants were present in the teachers. To bring about triangulation this was followed up by conducting interviews with a sample of the teachers. Furthermore, a mathematics competence test was done. Several models of in-service training were further investigated and the Sediba Mathematics Programme was evaluated on the basis of a set of essential elements for an ideal programme. It was found that the Sediba Programme fulfilled these requirements to a large degree. The empirical investigation, the mathematics competence test and the interviews that were held with teachers delivered the following results. It was found that the Sediba Mathematics Programme did have an effect on the intrinsic motivation of the teachers in the programme. The subject knowledge of the teachers improved significantly after only one year of study. The teachers' self-concept and self-efficacy improved, they regarded their task as important and endeavoured to implement change meaningfully in spite of existing uncertainties. Negative conditions such as overcrowded class-rooms, no/little aids, lack of safety and discipline at many schools that made it difficult for teachers to deliver quality teaching, could affect motivation negatively. Keywords for indexing: motivation, mathematics teacher, professional development, Sediba-program, in-service training and motivation, intrinsic motivation, extrinsic motivation, in-service training for mathematics teachers. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.

Submitted by DANIELA MIRANDA FERNANDES SANTOS null (danymifesa@gmail.com) on 2016-05-20T01:00:42Z No. of bitstreams: 1 tese_doutorado_daniela_miranda_fernandes_santos.pdf: 2659899 bytes, checksum: a862ae59b25bd39008f6030cb06e5bc4 (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-05-23T20:12:23Z (GMT) No. of bitstreams: 1 santos_dmf_dr_prud.pdf: 2659899 bytes, checksum: a862ae59b25bd39008f6030cb06e5bc4 (MD5) / Made available in DSpace on 2016-05-23T20:12:23Z (GMT). No. of bitstreams: 1 santos_dmf_dr_prud.pdf: 2659899 bytes, checksum: a862ae59b25bd39008f6030cb06e5bc4 (MD5) Previous issue date: 2016-03-31 / Secretaria da Educação do Estado de São Paulo / A presente pesquisa, vinculada à linha “Processos Formativos, Ensino e Aprendizagem”, foi implusionada pela questão: Qual a relação entre a álgebra acadêmica e a álgebra escolar expressa nas concepções dos licenciandos e professores do curso de licenciatura em matemática? E, teve como objetivo geral investigar a relação entre a álgebra acadêmica e a álgebra escolar expressa nas concepções de álgebra e do seu ensino entre professores e licenciandos matriculados no curso de licenciatura em matemática da FCT – Unesp de Presidente Prudente, tendo em vista subsidiar reflexões sobre a formação inicial de professores de matemática. O referencial teórico constitui-se das teorias da educação matemática acerca da álgebra, da relação entre álgebra acadêmica e álgebra escolar, das concepções de álgebra e do seu ensino e da formação inicial de professores de matemática. Com abordagem qualitativa e delineamento descritivo analítico, a pesquisa teve como procedimentos metodológicos: análise documental, questionário e entrevista, realizados ao longo do curso. O material de análise incluiu o Projeto Pedagógico do referido curso, os questionários aplicados aos licenciandos no 1º e 3º ano, as entrevistas realizadas com os licenciandos no 2º e 4º ano do curso bem como as entrevistas realizadas com professores que ministraram disciplinas diretamente relacionadas à álgebra. A análise documental associada às entrevistas realizadas com professores e licenciandos indicou que o curso atende às orientações legais vigentes. No entanto, não há justificativa para a escolha de disciplinas da grade curricular, tendo em vista a sua relevância para a formação do futuro professor. Nas proposituras do plano de ensino das disciplinas Álgebra Elementar e Álgebra I observou-se nuances da relação entre a álgebra acadêmica e a álgebra escolar, mas o seu desenvolvimento mostrou-se incoerente com tais proposituras. Na prática, priorizava-se o ensino do conhecimento matemático, caracterizando-se no modelo da racionalidade técnica, reforçando procedimentos vivenciados e internalizados durante o processo de escolarização anterior à licenciatura. No curso analisado, a ênfase curricular, quando se trata de álgebra, recaiu sobre a álgebra das estruturas. Relacionando os modelos relativos ao ensino de álgebra destacados pelos licenciandos em diversos momentos ao longo do curso, foi possível perceber que se trata de modelos pautados na definição, seguida de exemplos, resolução de exercícios, que no geral, se aproximam expressivamente da álgebra acadêmica. Quando os licenciandos definem álgebra, salienta-se à concepção estrutural. Por outro lado, ao se referirem à aplicabilidade da álgebra, destaca-se a concepção ferramenta. Considerando que a concepção ferramenta se sobressaiu entre as demais, conclui-se que as concepções dos licenciandos encontram-se em consonância com a álgebra escolar, com algumas marcas da álgebra acadêmica, representada pela concepção estrutural. As concepções de álgebra dos professores se aproximaram à concepção estrutural. Explicitam que, para ser um bom professor de matemática basta ter domínio sólido de conteúdo e saber ensinar; desse modo apontaram a supervalorização das disciplinas específicas em detrimento das disciplinas pedagógicas, enfatizando a álgebra acadêmica. O presente estudo concluiu que a relação entre a álgebra acadêmica e álgebra escolar na formação inicial do licenciando não é significativa a ponto de ressignificar os conhecimentos sobre ensino de álgebra do futuro professor. / This research, linked to the line "Formative Processes, Teaching and Learning," was driven by the question: What is the relationship between academic algebra and school algebra expressed in the conceptions of undergraduate and professors of mathematics degree course? And has had as general goal to investigate the relationship between academic algebra and school algebra expressed in algebra concepts and their teaching between professors and undergraduates enrolled in the Mathematics degree of FCT - UNESP of Presidente Prudente, in order to subsidize reflections on initial training of mathematics teachers. The theoretical framework was constituted of mathematics educational theories about algebra, the relationship between academic algebra and school algebra, the algebra concepts and their education and initial training of mathematics teachers. Using qualitative approach and descriptive analytic design, the research has had as methodological procedures: document analysis, questionnaire and interview, conducted throughout the course. The analysis material included the pedagogical project of that course, the questionnaires given to undergraduates in the 1st and 3rd year, interviews with undergraduates on the 2nd and 4th year of the course as well as interviews with teachers who taught subjects directly related to algebra. The documentary analysis associated with interviews carried out with professors and undergraduates indicated that the course meets the statutory guidelines. However, there is no justification for the choice of the curriculum subjects, in view of its relevance to the formation of the future teacher. In the propositions of the teaching plan of the subjects elementary algebra and Algebra I, it was observed nuances of the relationship between academic algebra and school algebra, but its development was found to be inconsistent with such propositions. In practice, the mathematical knowledge education was prioritized, and characterizing itself in the model of technical rationality, reinforcing procedures experienced and internalized during the process prior to the school degree. Over this course, the curricular emphasis when it comes to algebra, has fell on the structures algebra. Relating the models to the teaching of algebra highlighted by undergraduates at several points along the course, it was revealed that it is guided by models in the definition, followed by examples, exercises solving, which overall approach expressively of academic algebra. When the undergraduates define algebra, structural design is stressed. On the other hand, when referring to the algebra applicability, the design tool is highlighted. Considering that the tool design stood out among the others, it is concluded that the conceptions of undergraduates are in line with the school algebra, with some marks of academic algebra, represented by the structural design. The algebra concepts of the teachers have approached to the structural design. They explain that to be a good mathematics teacher it‟s just necessary to have solid domain content and know how to teach; thereby they pointed to the overvaluation of specific subjects at the expense of educational disciplines, emphasizing academic algebra. This study has concluded that the relationship between academic algebra and school algebra in the initial formation of the undergraduate is not significant enough to reframe the future teacher‟s knowledge related to the algebra teaching.

A autorregulação é um dos vários elementos considerados essenciais no processo de aprendizagem, pode-se afirmar que um aluno autorregulado em sua aprendizagem é aquele que aprendeu a planejar, controlar e avaliar seus processos cognitivos, motivacionais, afetivos, comportamentais e contextuais; possui autoconhecimento sobre o próprio modo de aprender, suas potencialidades e limitações. Com esse conhecimento o estudante controla e regula o próprio processo de aprendizagem em direção a seus objetivos e metas. Por sua vez o professor autorregulado é capaz de auxiliar no desenvolvimento dos processos autorregulatórios de seus estudantes e oferecer oportunidades para que também autorregulem sua própria atuação. É nesta perspectiva que este estudo pré-experimental se fundamenta, na instrução direta dos processos de autorregulação da aprendizagem. Com esse intuito foi proposta uma Oficina Online de Estratégias de Estudo, com um grupo de 76 estudantes universitários do Curso de Licenciatura em Matemática a Distância, da Universidade Federal de Pelotas, universidade participante do Consórcio Universidade Aberta do Brasil. Os participantes mostraram semelhanças ao perfil do aluno virtual brasileiro, sendo a maioria do sexo feminino, com idade média de 33 anos e que exercem atividade remunerada com dedicação média de 39 horas semanais. Buscou-se avaliar o impacto no processo autorregulatório da aprendizagem e no conhecimento pedagógico do conteúdo do futuro professor de matemática. Para avaliar o impacto da experiência de ensino com adaptação do Programa de Gervásio ao contexto online, foram analisadas quantitativamente as variáveis autorregulação da aprendizagem (IPAA), o conhecimento de estratégias de aprendizagem (CEA) e o conhecimento pedagógico do conteúdo equação do segundo grau (CPC), antes e após a experiência de ensino. Também foi realizada a análise dessas variáveis em função das variáveis categóricas pessoais e acadêmicas dos participantes. Para aferir a relação entre a autorregulação da aprendizagem e o conhecimento do conteúdo pedagógico foi realizada a análise de correlação entre o IPAA (pós), CEA (pós), CPC (pós) e as variáveis categóricas - idade e rendimento acadêmico médio. Além deste conjunto de análises, foi avaliada a variável entrega da atividade. Para uma interlocução com a análise quantitativa, foi realizada a análise dos dados qualitativos obtidos através do Chat e dos Fóruns de Discussão e, por fim, foram determinadas as frequências relativas das respostas à Ficha de Avaliação da Oficina, bem como realizada a análise qualitativa das questões abertas desta avaliação. Através desta investigação foi possível verificar que o ensino dos processos autorregulatórios, na educação a distância é um constructo fundamental e viável para formação de um educador matemático, pois permitiu uma mudança significativa no conhecimento declarativo das estratégias de aprendizagem e do conhecimento pedagógico do conteúdo matemático do futuro professor. Além das mudanças cognitivas decorrentes da experiência de ensino foi possível observar outros fatores que possibilitam a gerência dos comportamentos, pensamentos e sentimentos, voltados e adaptados para obtenção de metas pessoais e guiados por padrões gerais de conduta, tais como: a identificação de fatores que influenciam a aprendizagem, a antecipação dos resultados das ações, experimentação de satisfação com o próprio esforço, crenças de autoeficácia positivas, autorreflexão, gerenciamento do tempo disponível, o monitoramento do próprio desempenho, percepção do valor do aprendizado. Pelos resultados obtidos, parece pertinente, que a competência de autorregulação da aprendizagem componha a arquitetura pedagógica de cursos de formação inicial de professores de matemática, na modalidade a distância. / The self-regulation is one of several elements considered essential in the learning process, it can be said that a self-regulated learner in their learning is one who has learned to plan, monitor and evaluate their cognitive, motivational, affective, behavioral and contextual processes; it has self knowledge about the proper way to learn, its potential and limitations. With this knowledge the student controls and regulates the learning process itself toward its goals and objectives. On the other hand self-regulated teacher is able to assist in the development of self-regulatory processes of their students and provide opportunities for them to also self regulate their own performance. It is in this perspective that this pre-experimental study is based on the direct instruction of self-regulation processes of learning. In this sense, we propose an Online Workshop Study Strategy for a group of 76 college students of the Degree in Mathematics distance, from Federal University of Pelotas, which is participant of the university consortium “Universidade Aberta do Brasil”. The participants of Workshop showed similarities to the profile of Brazilian virtual student. The most of them are female with mean age of 33 years and performing paid work with dedication average of 39 hours per week. We sought to assess the impact on auto-regulatory process of learning and pedagogical content knowledge of future teachers of mathematics. To assess the impact of teaching experience with adaptation of Gervasio´s program to the online environment, were quantitatively analyzed the learning of self-regulation variables (IPAA), knowledge of learning strategies (CEA) and the pedagogical content knowledge of the quadratic equation (CPC) before and after the teaching experience. Also carried out analysis of these variables on the basis of personal and academic categorical variables of the participants. To assess the relationship between self-regulation of learning and knowledge in the educational content was performed the correlation analysis between the IPAA (post), CEA (post), CPC (post) and categorical variables - age, average academic performance. In addition to this set of analyzes, the variable delivery activity was evaluated. For a dialogue with the quantitative analysis, the analysis of qualitative data obtained through the Chat and Forums was held and, finally, were determined relative frequencies of responses to the Workshop Evaluation Form and carried out a qualitative analysis of open questions of this evaluation. Through this research we found that the teaching of self-regulatory processes in distance education is a fundamental construct and feasible to form a mathematics educator, it allowed a significant change in declarative knowledge of learning strategies and pedagogical knowledge of the mathematical content of future teacher. In addition to the cognitive changes resulting from the teaching experience we observed other factors that enable the management of behaviors, thoughts and feelings, directed and adapted for achieving personal goals and guided by general standards of conduct, such as the identification of factors that influence learning, the anticipation of the results of actions, trial of satisfaction with their own efforts, positive self-efficacy beliefs, self-reflection, available time management, monitoring one's own performance, perception of the value of learning. The results obtained, it seems pertinent that the competence of learning self-regulation compose the pedagogical architecture of initial training courses for mathematics teachers, in the distance.

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-03-21T14:22:04Z No. of bitstreams: 1 arquivo total.pdf: 3229496 bytes, checksum: ffde5612c442d718c10f6fd8cc5faf33 (MD5) / Made available in DSpace on 2016-03-21T14:22:04Z (GMT). No. of bitstreams: 1 arquivo total.pdf: 3229496 bytes, checksum: ffde5612c442d718c10f6fd8cc5faf33 (MD5) Previous issue date: 2014-11-09 / The present research investigated the issue about the construction of knowledge from research in the training of mathematics teachers, having as main objective to analyze the training of undergraduates in Mathematics the participation in the practice of research as a methodology of teaching and learning, in a perspective of analysis and reflection from pivot points, elements and moments that limit or intensify the training of undergraduates for learning and teaching through research. We base the discussion on the Pimenta's knowledge and Perrenoud‟s Skills. We assume that knowledge mobilization is the fundamental requirement, and precedent, the development of any skills. The research focused on the conception of teachers, students, and the observance of the guidelines expressed from Teaching Project of the Course. The methodology is part of a Case Study, of qualitative approach and descriptive and exploratory nature. Data were analyzed from content Bardin (2009). For data collecting were used questionnaires , interviews with teachers who work in components that provide research and workshops for student records about their perceptions, concepts, skills, knowledge and competencies in relation to research. We had no expectation that graduates demonstrate dominate all phases of a research cycle, but identifying what the Course has been able to promote, in terms of training for this practice, along its development, but caused concern the framework we envision in the path of our investigation. The results showed the significant difficulties, and lack of undergraduates in the relationship and articulation among education, math and research, whose performance is worrying, by insufficient competence, to teach and to learn with and by research. / A presente pesquisa abordou a temática sobre a construção dos saberes da pesquisa na formação do professor de Matemática, tendo como principal objetivo analisar na formação dos licenciandos em Matemática a participação da prática da pesquisa como metodologia de ensino-aprendizagem, numa perspectiva de análise e reflexão dos pontos de articulação, elementos e momentos que limitam ou potencializam a formação dos graduandos para aprender e a ensinar por meio da pesquisa. Pautamos a discussão sobre saberes em Pimenta, e Competências em Perrenoud. Partimos do princípio de que a mobilização de saberes é requisito basilar, e precedente, ao desenvolvimento de quaisquer competências. A investigação incidiu sobre a concepção dos professores, estudantes, e na observância as orientações expressas no Projeto Pedagógico do Curso. A metodologia insere-se num Estudo de Caso, de abordagem qualitativa e natureza descritivo-exploratório. As informações foram submetidas à análise de conteúdos em Bardin (2009). Para coleta de dados, foram utilizados questionários, entrevistas com professores que atuam nos componentes que prevêem pesquisa, e oficinas para os registros dos estudantes sobre suas percepções, concepções, habilidades, saberes e competências em relação à pesquisa. Não tínhamos expectativa de que os graduandos demonstrassem dominar todas as fases de um ciclo da pesquisa, mas identificar o que o Curso tem conseguido promover, em termos de formação para essa prática, ao longo de seu desenvolvimento, mas causou preocupação o quadro que vislumbramos na trajetória de nossa investigação. Os resultados apontaram as expressivas dificuldades, e desconhecimento dos licenciandos na relação e articulação entre educação, matemática e pesquisa, cujo desempenho é preocupante, pela competência insuficiente, para ensinar e aprender com e pela pesquisa.

A autorregulação é um dos vários elementos considerados essenciais no processo de aprendizagem, pode-se afirmar que um aluno autorregulado em sua aprendizagem é aquele que aprendeu a planejar, controlar e avaliar seus processos cognitivos, motivacionais, afetivos, comportamentais e contextuais; possui autoconhecimento sobre o próprio modo de aprender, suas potencialidades e limitações. Com esse conhecimento o estudante controla e regula o próprio processo de aprendizagem em direção a seus objetivos e metas. Por sua vez o professor autorregulado é capaz de auxiliar no desenvolvimento dos processos autorregulatórios de seus estudantes e oferecer oportunidades para que também autorregulem sua própria atuação. É nesta perspectiva que este estudo pré-experimental se fundamenta, na instrução direta dos processos de autorregulação da aprendizagem. Com esse intuito foi proposta uma Oficina Online de Estratégias de Estudo, com um grupo de 76 estudantes universitários do Curso de Licenciatura em Matemática a Distância, da Universidade Federal de Pelotas, universidade participante do Consórcio Universidade Aberta do Brasil. Os participantes mostraram semelhanças ao perfil do aluno virtual brasileiro, sendo a maioria do sexo feminino, com idade média de 33 anos e que exercem atividade remunerada com dedicação média de 39 horas semanais. Buscou-se avaliar o impacto no processo autorregulatório da aprendizagem e no conhecimento pedagógico do conteúdo do futuro professor de matemática. Para avaliar o impacto da experiência de ensino com adaptação do Programa de Gervásio ao contexto online, foram analisadas quantitativamente as variáveis autorregulação da aprendizagem (IPAA), o conhecimento de estratégias de aprendizagem (CEA) e o conhecimento pedagógico do conteúdo equação do segundo grau (CPC), antes e após a experiência de ensino. Também foi realizada a análise dessas variáveis em função das variáveis categóricas pessoais e acadêmicas dos participantes. Para aferir a relação entre a autorregulação da aprendizagem e o conhecimento do conteúdo pedagógico foi realizada a análise de correlação entre o IPAA (pós), CEA (pós), CPC (pós) e as variáveis categóricas - idade e rendimento acadêmico médio. Além deste conjunto de análises, foi avaliada a variável entrega da atividade. Para uma interlocução com a análise quantitativa, foi realizada a análise dos dados qualitativos obtidos através do Chat e dos Fóruns de Discussão e, por fim, foram determinadas as frequências relativas das respostas à Ficha de Avaliação da Oficina, bem como realizada a análise qualitativa das questões abertas desta avaliação. Através desta investigação foi possível verificar que o ensino dos processos autorregulatórios, na educação a distância é um constructo fundamental e viável para formação de um educador matemático, pois permitiu uma mudança significativa no conhecimento declarativo das estratégias de aprendizagem e do conhecimento pedagógico do conteúdo matemático do futuro professor. Além das mudanças cognitivas decorrentes da experiência de ensino foi possível observar outros fatores que possibilitam a gerência dos comportamentos, pensamentos e sentimentos, voltados e adaptados para obtenção de metas pessoais e guiados por padrões gerais de conduta, tais como: a identificação de fatores que influenciam a aprendizagem, a antecipação dos resultados das ações, experimentação de satisfação com o próprio esforço, crenças de autoeficácia positivas, autorreflexão, gerenciamento do tempo disponível, o monitoramento do próprio desempenho, percepção do valor do aprendizado. Pelos resultados obtidos, parece pertinente, que a competência de autorregulação da aprendizagem componha a arquitetura pedagógica de cursos de formação inicial de professores de matemática, na modalidade a distância. / The self-regulation is one of several elements considered essential in the learning process, it can be said that a self-regulated learner in their learning is one who has learned to plan, monitor and evaluate their cognitive, motivational, affective, behavioral and contextual processes; it has self knowledge about the proper way to learn, its potential and limitations. With this knowledge the student controls and regulates the learning process itself toward its goals and objectives. On the other hand self-regulated teacher is able to assist in the development of self-regulatory processes of their students and provide opportunities for them to also self regulate their own performance. It is in this perspective that this pre-experimental study is based on the direct instruction of self-regulation processes of learning. In this sense, we propose an Online Workshop Study Strategy for a group of 76 college students of the Degree in Mathematics distance, from Federal University of Pelotas, which is participant of the university consortium “Universidade Aberta do Brasil”. The participants of Workshop showed similarities to the profile of Brazilian virtual student. The most of them are female with mean age of 33 years and performing paid work with dedication average of 39 hours per week. We sought to assess the impact on auto-regulatory process of learning and pedagogical content knowledge of future teachers of mathematics. To assess the impact of teaching experience with adaptation of Gervasio´s program to the online environment, were quantitatively analyzed the learning of self-regulation variables (IPAA), knowledge of learning strategies (CEA) and the pedagogical content knowledge of the quadratic equation (CPC) before and after the teaching experience. Also carried out analysis of these variables on the basis of personal and academic categorical variables of the participants. To assess the relationship between self-regulation of learning and knowledge in the educational content was performed the correlation analysis between the IPAA (post), CEA (post), CPC (post) and categorical variables - age, average academic performance. In addition to this set of analyzes, the variable delivery activity was evaluated. For a dialogue with the quantitative analysis, the analysis of qualitative data obtained through the Chat and Forums was held and, finally, were determined relative frequencies of responses to the Workshop Evaluation Form and carried out a qualitative analysis of open questions of this evaluation. Through this research we found that the teaching of self-regulatory processes in distance education is a fundamental construct and feasible to form a mathematics educator, it allowed a significant change in declarative knowledge of learning strategies and pedagogical knowledge of the mathematical content of future teacher. In addition to the cognitive changes resulting from the teaching experience we observed other factors that enable the management of behaviors, thoughts and feelings, directed and adapted for achieving personal goals and guided by general standards of conduct, such as the identification of factors that influence learning, the anticipation of the results of actions, trial of satisfaction with their own efforts, positive self-efficacy beliefs, self-reflection, available time management, monitoring one's own performance, perception of the value of learning. The results obtained, it seems pertinent that the competence of learning self-regulation compose the pedagogical architecture of initial training courses for mathematics teachers, in the distance.