Made available in DSpace on 2016-07-27T13:52:34Z (GMT). No. of bitstreams: 1 DIVINA ROSANGELA DE SOUZA COSTA DIAS.pdf: 1350338 bytes, checksum: 194361f4412d3a23637ad6b4fd1ccb69 (MD5) Previous issue date: 2012-02-10 / This research thematizes the uses of Information and Communication Technology (ICT) by teachers trainers course in Mathematics at the Pontifícia Universidade Católica de Goiás (Goiás-PUC). The overall objective is to analyze the proposed uses of ICT by teachers of undergraduate course in Mathematics at PUC Goiás. The sample consisted of subjects by teachers Education, Communication and Media and New Technologies in Mathematics Teaching . We adopted a qualitative approach, through the following instruments for data collection: document analysis and classroom observation. To analyze the integration of ICT in society and education in theoretical studies on the following: Castells (1999), Barreto (2002), Peixoto (2009), Sancho (2006), Santos (2007), among others. The study of official proposals and models of teacher training was based on the following authors: Freitas (2002), Gatti (2008, 2010), Libâneo (1985, 1998), Mizukami (2002), Pimenta (2007), Saviani (1994, 2006, 2008, 2009, 2010). The analysis of the data was based on two fields: 1) The relationship between ICT and education (FEENBERG, 2003; PEIXOTO, 2008); 2) The rationales underlying conceptions of teacher (TARDIF, 2000, 2007; TARDIF, LESSARD e GAUTHIER, 2001, THERRIEN, 2006). It was understand that the forms of ICT use by teachers of the degree course in Mathematics at PUC Goiás follow the deterministic and instrumental conceptions (FEENBERG, 2003; PEIXOTO, 2008, 2009; SANCHO, 2006). It was observed that the inclusion of ICT in teaching practice is based on rationality cognitive instruments (HABERMAS apud THERRIEN, 2006) and prioritizes the disciplinary knowledge (TARDIF, 2007) and science to the modern world. / A presente pesquisa tematiza as formas de uso das Tecnologias da Informação e da Comunicação (TIC) por professores formadores do curso de Licenciatura em Matemática da Pontifícia Universidade Católica de Goiás (PUC-Goiás). O objetivo geral proposto é analisar os usos das TIC por professores do curso de licenciatura em Matemática da PUC Goiás. A amostra foi constituída pelos professores das disciplinas Educação, Comunicação e Mídia e Novas Tecnologias no Ensino de Matemática . Adotou-se a abordagem do tipo qualitativo, por meio dos seguintes instrumentos de coleta de dados: análise documental e observação de aulas. Para analisar a inserção das TIC na sociedade e na educação foram estudados os seguintes teóricos: Castells (1999), Barreto (2002), Peixoto (2009), Sancho (2006), Santos (2007), dentre outros. O estudo das propostas oficiais e dos modelos de formação de professores foi fundamento nos seguintes autores: Freitas (2002), Gatti (2008, 2010), Libâneo (1985, 1998), Mizukami (2002), Pimenta (2007), Saviani (1994, 2006, 2008, 2009, 2010). A análise dos dados empíricos foi baseada em dois campos: 1) As relações das TIC com a educação (FEENBERG, 2003; PEIXOTO, 2008); 2) As racionalidades subjacentes às concepções de formação de professores (TARDIF, 2000, 2007; TARDIF, LESSARD e GAUTHIER, 2001, THERRIEN, 2006). Foi possível compreender que as formas de uso das TIC por professores do curso de licenciatura em Matemática da PUC Goiás seguem as concepções determinista e instrumental (FEENBERG, 2003; PEIXOTO, 2008, 2009; SANCHO, 2006). Observou-se que a inserção das TIC na prática docente está baseada na racionalidade cognitivo instrumental (HABERMAS apud THERRIEN, 2006) e prioriza os saberes disciplinares (TARDIF, 2007) e científicos para o mundo moderno.

A reforma educacional brasileira pós os anos de 1990 promoveu mudanças curriculares em todas as etapas da educação básica, as quais se desdobraram no estado de Minas Gerais. Entre as ações promovidas pela Secretaria de Educação do Estado de Minas Gerais foi feita a implantação do projeto Escolas-Referência e procedeu-se à definição dos Conteúdos Básicos Comuns para as escolas do ensino fundamental e médio. As 11 Escolas-Referência do município de Uberlândia constituem o campo desta pesquisa que se propõe a investigar as referências com as quais 25 de seus professores trabalham para desenvolver o currículo de Geografia no ensino médio. Dois instrumentos foram utilizados para tanto. Um questionário, que possibilitou identificar quais são as referências e recursos de que se valem os professores no seu trabalho em sala de aula, tendo em conta as características do corpo docente, sua formação inicial e continuada, e as condições de trabalho na rede pública nessa etapa da educação nas referidas escolas, bem como as dificuldades que eles encontram e as perspectivas que têm sobre questões que enfrentam no cotidiano. E uma entrevista semi-estruturada, que permitiu a análise das escolhas, dos recortes e das reinterpretações que os professores fazem do currículo; de como interagem com os colegas, com os alunos, com a instituição, com as demandas mais amplas das políticas educacionais e com as da comunidade. Foi possível, assim, obter uma ideia mais clara dos saberes docentes que estão na base dessas escolhas e que se tornam referências na implementação do currículo. As múltiplas referências que fazem parte do desenvolvimento do currículo nessas escolas se articulam às tensões que os docentes vivenciam entre o desenvolvimento das propostas curriculares de âmbito nacional e estadual para o ensino médio, os programas de conteúdo geográfico que servem aos exames para o ingresso no ensino superior, as avaliações do rendimento dos alunos às quais estão submetidos os sistemas escolares de educação básica. Elas também têm a ver com as próprias condições de vida e de trabalho dos docentes e as características socioculturais dos alunos que frequentam essas escolas. Os professores de Geografia reinterpretam essas referências e desenvolvem o currículo do ensino médio com base nos saberes que advêm da sua formação e da própria experiência no trabalho enquanto docentes, e as configuram de maneira a adequá-las às condições em que trabalham com as várias turmas e turnos escolares e às circunstâncias que encontram no ambiente escolar em que são predominantes as pressões para o desenvolvimento de um ensino mais voltado ao acesso ao ensino superior. Os professores, apesar das dificuldades que enfrentam nas escolas, também têm como referência na prática cotidiana a responsabilidade pela educação e pela oferta de um ensino de qualidade e o sentimento de gostar do trabalho que fazem. / The Brazilian educational reform after the 90s promoted curriculum changes at all stages of basic education, which unfolded in the state of Minas Gerais. Among the actions taken by the secretariat of Education of the State of Minas Gerais, the Reference-Schools project was carried out and the definition of Common Basic Syllabus for elementary and secondary schools was made. The 11 Reference-Schools in Uberlândia constitute the field of this research that aims to investigate the references with which 25 of their teachers work with the Geography curriculum in high school. Two instruments were used: first, a questionnaire, which enabled us to identify what references teachers rely their classroom work on, taking into account the characteristics of the teachers, their initial and ongoing training, the working conditions in public schools, the conditions in those schools at this stage of education, as well as the difficulties they face and the prospects they have on issues that they struggle with in daily life. Second, a semi-structured interview which allowed the analysis of curriculum choices, clippings and the curriculum reinterpretations done by teachers; how is their interaction with colleagues, students, institution, broader educational policies and community demands. Thus, it was possible to obtain a clearer picture of teacher knowledges that underlie these choices and become references in implementing the curriculum. The multiple references that are part of the curriculum development in these schools are correlated to the tensions teachers experience among curriculum proposals development from national and state high schools, geographic content programs that serve the entrance examinations to higher education and the assessments of the students achievements to which basic education school systems are submitted. They also have to do with the very life and work conditions of teachers and the sociocultural characteristics of the students attending these schools. Geography teachers reinterpret these references and develop the high school curriculum based on the knowledges that come from their own formation and experience in working as teachers, shaping and adapting them to the working conditions, that is, working with various groups and teaching shifts; and also to circumstances that are in the school environment, where pressures are prevailing towards the development of an education more focused on access to higher education. Teachers, despite the difficulties they face at schools, also have as a reference the responsibility for education on a daily basis, the provision of quality teaching and the feeling of enjoyment for the work they do.

A presente pesquisa está inserida no contexto de investigação da prática docente de professores de Ciências e Física e tem por objetivo verificar como os Artefatos Computacionais podem ajudar o professor no seu trabalho e, principalmente, como essa tecnologia pode auxiliá-lo a elaborar novos saberes sobre a docência. Para fundamentação do nosso estudo, recorremos às concepções de saberes desenvolvida por Tardif, às concepções de mediação de Vygotsky e trabalhos de diversos autores sobre o uso pedagógico do computador. Este trabalho desenvolveu-se na Escola de Aplicação da USP, cuja estrutura escolar muito contribuiu para a coleta dos dados verificados, por meio de entrevistas e observações das aulas dos professores de Física, Química, Biologia e Ciências, professores estes, com formação em Mestrado e Doutorado. Os resultados obtidos revelaram que os professores, fazendo uso de Artefatos Computacionais como recurso didático, ampliam os saberes que denominamos Saberes Docentes Pedagógicos Computacionais (SDPC) de natureza dos saberes Experienciais que, devido à sua abrangência, subcategorizamos em: do Uso dos Recursos, da Comunicação, da Busca Digital e do Compartilhamento Digital. Esses saberes identificados, categorizados e descritos por nós foram desenvolvidos e aprimorados pelos professores devido à prática pedagógica cotidiana que exercitam usando essa tecnologia, o que propicia interações entre professores e alunos e, de fato, conforme mostraram os dados, esses artefatos são utilizados como instrumento de mediação entre a ação pedagógica dos professores e o aprendizado dos alunos. Nesse processo de ensino, o sujeito principal é o professor e, por essa razão torna-se necessário investir no processo de formação inicial e continuada desse profissional, com o objetivo que não deve se limitar apenas à criação de condições para que o educador domine o uso dessa tecnologia, mas que ele seja capacitado para a utilização pedagógica dessa Ferramenta Cultura, proporcionando condições para que ele desenvolva saberes que possam ser aplicados na sua realidade de sala de aula, conforme as necessidades de seus alunos e os seus objetivos pedagógicos. / This research is research into the context of the teaching practice of teachers of physics and science and aims to verify how the Computer Artifacts can help the teacher in his work and especially how this technology can help you develop new knowledge about teaching. For reasons of our study, we use the concepts of knowledge developed by Tardif, the concepts of mediation of Vygotsky and works of various authors on the pedagogical use of the computer. This work was developed at the School of Application of USP, whose school structure has contributed to the collection of verified data, through interviews and observations of classroom teachers in Physics, Chemistry, Biology and Science, these teachers with training in Masters and PhD. The results revealed that teachers, using Computational Artifacts as a teaching resource, expand the knowledge we call Teachers Pedagogical Knowledge Computing (TPKC) Experiential knowledge of nature which, because of its scope, in sub categorize: the Use of Resources, the Communication, Search Digital and Share Digital. This knowledge identified, categorized and described by us were developed and refined by teachers due to the daily practice that exercise using this technology, which facilitates interactions between teachers and students and, in fact, as shown by the data, these artifacts are used as instrument mediation between the pedagogical action of teachers and student learning. In the process of teaching, the main subject is the teacher and for that reason it becomes necessary to invest in the process of initial and continuing training of professionals, with the goal that should not be limited only to the creation of conditions for which the teacher dominates the Using this technology, but he is able to use this educational tool culture, providing conditions for it to develop knowledge that can be applied in their reality of the classroom, according to the needs of their students and their educational goals.

Uma série de pesquisas faz referência ao estudo do desenvolvimento dos conhecimentos necessários ao professor, englobando o conhecimento sobre o conteúdo, o conhecimento sobre a prática e o conhecimento sobre as diversas teorias de ensino e como fazer a relação teoria/prática. Com similar relevância, a discussão entre formação inicial e continuada vem sendo abordada no sentido de propor currículos de formação que possam contribuir cada vez mais para a formação de profissionais reflexivos. O conceito de Conhecimento Pedagógico do Conteúdo (PCK), inicialmente proposto por Shulman, está relacionado a um conjunto de saberes que vão além do conhecimento técnico do conteúdo, incluindo as formas de representações sobre o conteúdo e sua seleção, as exemplificações e analogias, as metodologias didáticas que podem ou não favorecer o aprendizado significativo deste ou daquele conteúdo. Esse conceito tem sido ampliado, desde o entendimento de Van Driel como conhecimento referido a um tópico particular do ensino juntamente com o conhecimento da experiência de como ensinar este tópico até o de Kind em que aponta o PCK como o conhecimento que os professores utilizam durante o processo de ensino. Neste trabalho investigamos o desenvolvimento do PCK de professores formados no curso de licenciatura em Química do Instituto de Química da Universidade de São Paulo e que hoje atuam como professores de química no ensino médio e superior. Nossos dados envolvem as atividades escritas, as gravações das aulas ministradas e as reflexões de três licenciandos que cursaram a disciplina Instrumentação para o Ensino da Química I, além de entrevistas e gravações em áudio de aulas de Química desses professores em seus contextos reais de sala de aula após um período que variou de três a cinco anos depois de formados. Utilizamos os instrumentos CoRe (Representação de Conteúdo) e PaP-eRs (Repertórios de experiência Profissional e Pedagógica) para documentar a prática desses professores e assim, reconhecer seu PCK. Para as análises utilizamos o Modelo de Raciocínio Pedagógico e Ação de Shulman e os tipos de conhecimento do modelo de Morine-Dershimer e Kent. Utilizamos também a ferramenta de análise de discurso proposta por Mortimer e Scott para identificar padrões de interação. Nesses professores, o desenvolvimento do PCK foi promovido durante a formação inicial através de experiência de planejamento e intervenção em sala de aula e atividades que buscaram estimular a reflexão sobre a ação. Os dados após três anos de experiência profissional revelam um incremento no PCK desses professores resultante da experiência em sala de aula e do processo reflexivo. A partir das análises realizadas, algumas implicações são fornecidas para a formação de professores de química. Apontamos para a necessidade de cuidar desse momento especial na trajetória dos professores - os anos iniciais de experiência profissional. Salientamos a necessidade de atuar nesse início de carreira, com grupos colaborativos, com intuito de contribuir mais diretamente para o desenvolvimento do PCK. / The literature refers to the study of the development of teacher knowledge, encompassing content knowledge, practical knowledge and the knowledge about different teaching-learning theories and how to deal with the theory/practice relationship. With similar relevance, the discussion about pre-service and in-service teacher education has been approached in order to propose teacher education curricula that can increasingly contribute to the reflective practitioners. The Pedagogical Content Knowledge (PCK), initially proposed by Shulman, is related to a set of knowledge that go beyond the content knowledge and include the content representation and their selection, the examples and analogies, the methodologies that may or not facilitate the meaningful learning of this or that content. This concept has been amplified, since then. Van Driel understands PCK as the knowledge related to a particular subject matter as well as the knowledge from practice in how to teach this topic. Moreover Kind´s conception points out the PCK as the knowledge teachers use during the teaching process. In this work we investigated the PCK development of trained teachers, graduated the course from Chemistry Institute of University of São Paulo and now work as teachers of chemistry both in high school or university. Our data involve written activities, the recordings of the classes and the reflections that three undergraduates taking the Methodology for Chemistry Teaching course (QFL 2505), as well as interviews and audio recordings of Chemistry lessons from these teachers in their real contexts of their classroom after a period of three to five years of graduation. We used the instruments CoRe (Content Representation) and PaP-eRs (Pedagogical and Professional experience Relatories) to document the pedagogical practice and then, recognize the teacher\'s PCK. We relate some aspects in the teacher discourse to the Model of Pedagogical Reasoning and Action from Shulman and to the teacher knowledge components from Morine-Dershimer and Kent. We also used the discourse analysis tool from Mortimer and Scott to identify teaching approaches and interaction patterns. In the investigated teachers, the development of PCK was promoted during pre-service teacher education through the experience of planning and intervention on classroom and reflection-on-action activities. Data after three years of professional experience reveal an improvement on this teacher PCK resulting from the classroom experience and the reflective process. From the analysis, some implications are pointed out for chemistry teacher education. We emphasize the special moment during teacher\'s professional development - the initial years of professional experience. We point out the importance of work with collaborative groups during the initial phase of teaching in order to contribute more directly to the development of teachers PCK.

This study investigated how student teachers used their mathematical knowledge for teaching and pedagogical knowledge to design and modify mathematical tasks. It also examined the relationship between teacher knowledge and the cognitive demands of a task. The study relied heavily on the framework in Hill, Ball, and Shilling (2008), which describes the different domains of knowledge in mathematical knowledge for teaching, and the framework on the cognitive demands of mathematical tasks in Stein, Smith, Henningsen, and Silver (2000). Results of the study indicated that the student teachers used their common content knowledge when they lacked sufficient knowledge in other domains, especially specialized content knowledge, to perform a particular job of teaching. There was often a decrease in the cognitive demands of a task when it was modified by the student teachers. These drops were often associated with a lack of specialized content knowledge.

The purpose of the study aimed at gaining a better understanding of how the intended Project Lead the Way (PLTW) curriculum differs from the enacted curricula and what factors impact this. This understanding is important to make the professional development program more meaningful to the immediate needs of the teacher in the classroom. Identifying the factors that contribute to any emerging differences between the curricula helped fill the gap in research on teacher knowledge and beliefs about the use of science and mathematics content in the PLTW classroom. PLTW is an innovative hands-on pre-engineering curriculum designed for K-12 students based on project-based and problem-based learning. It tries to combine math and science principles to present engineering concepts to students in a way that tries to keep up with the rapid changes associated with technology in their everyday world. Multiple case sampling was used to select four teachers based on their years of teaching experience as well as background in science and math. They were interviewed about their knowledge and beliefs about project and problem-based learning. In addition, non-participant observations and teacher beliefs questionnaires were used to triangulate the data for more credible results. A fidelity of implementation rubric was also used to determine how well the teachers were implementing the curriculum. Findings of the study show that there were differences in the way teachers chose to enact the curriculum that were heavily influenced by the curriculum materials, the professional development training and their own personal beliefs about how the curriculum should be enacted. A conceptual model is developed that aims at improving the professional development experiences for the teachers that considers their beliefs.

Primary teachers in the United States accept responsibility for teaching children how to read, and the instruction they provide results in reading proficiency for approximately 37% of students. Although researchers have established a relationship between teacher-related factors and students' performance in reading, they have not yet been able to identify the combination of teacher characteristics that best predicts teachers' intention to provide evidence-based reading instruction. The purpose of this study was to examine the relationships among teacher knowledge, teacher beliefs, and intention to provide evidence-based reading instruction using a conceptual framework that integrated the theory of planned behavior with the implicit theory of intelligence. An online survey was used to gather data from a convenience sample of 37 primary teachers in the United States to examine characteristics effective reading teachers have in common. The results of multiple regression analysis indicated different patterns for different groups of readers. For beginning readers, teachers' behavioral beliefs was the only significant predictor of intention to provide evidence-based reading instruction. For struggling readers, teacher knowledge of reading disabilities was the only significant predictor of intention. This study provided additional evidence of deficits in teachers' knowledge of basic language concepts and reading disabilities. Identifying teacher characteristics that influence students' reading proficiency outcomes may inform efforts to improve professional development and teacher preparation programs to better support and prepare teachers to ensure successful reading outcomes for all children.

This thesis explores the knowledge needed for teaching statistics through investigations at the primary (elementary) school level. Statistics has a relatively short history in the primary school curriculum, compared with mathematics. Recent research in statistics education has prompted a worldwide move away from the teaching of statistical skills, towards a broader underpinning of statistical thinking and reasoning. New Zealand’s nationally mandated curriculum reflects this move. Consequently, little is known about the types of knowledge needed to teach statistics effectively. Ideas from two contemporary areas of research, namely teacher content knowledge in relation to mathematics, and statistical thinking, are incorporated into a new framework, for exploring knowledge for teaching statistics. The study’s methodological approach is based on Popper’s philosophy of realism, and the associated logic of learning approach for classroom research. Four primary teachers (in their second year of teaching) planned and taught a sequence of four or five lessons, which were videotaped. Following each lesson, a stimulated recall interview, using an edited video of the lesson, was conducted with the teacher. The video and interview recordings were analysed in relation to the teacher knowledge and statistical thinking framework. The results provide detailed descriptions of the components of teacher knowledge in relation to statistical thinking that are needed and used in the classroom. Included in the results are profiles of each teacher’s knowledge. These profiles describe ‘missed opportunities’, which were defined as classroom incidents in which teacher knowledge was needed but not used, and consequently resulted in the teachers not taking advantage of chances to enhance students’ learning. A number of significant themes were revealed, linked to knowledge for teaching statistics. The themes include: problems associated with teacher listening; the need for the teacher to be familiar with the data; students’ difficulties with various components of the statistical investigation cycle; and understanding variation and the development of inference. The study concludes that for effective teaching of statistics through investigations, it is necessary for teachers to have knowledge in each of four categories as related to each component of statistical thinking. If any aspect of knowledge is not available or not used, teachers will not enhance, and could disadvantage, students’ learning. Implications from the findings are considered for initial and on-going teacher education.

Although an increasing number of research studies in mathematics education have begun focusing their efforts on mathematical modeling as a need for change to convey mathematical ideas beyond schools, there is not enough information about the nature of the teacher knowledge for effective use of modeling in mathematics teaching and how this knowledge evolves. The goal of this study is to investigate teachers&rsquo / evolving knowledge when they engage in professional development activities based on lesson study cycle from modeling perspective. Professional development program of this study included a cyclical process. Lasting a month, each cycle consisted of meeting before the implementation of the model eliciting activity, implementation of the activity and meeting after the implementation. The study took five months and was conducted in two public schools. The participants were four in-service mathematics teachers where two teachers were selected from each school by purposive sampling. The study was designed as case study. Data analyses were conducted during and after data collection and with two approaches as with-in case and cross-case analysis. As the professional development activities created learning environments for the teachers to develop their models for teaching mathematics from a modeling perspective, the results of this study showed that the professional development program used in the study had a positive effect on teachers&rsquo / evolving pedagogical content knowledge and pedagogical knowledge based on the theoretical and empirical backgrounds in the literature. Besides, implications, suggestions for professional development, for teachers and for further research are provided.

Knowledge of curriculum is a significant component of mathematical knowledge for teaching. However, clearly understanding knowledge of curriculum requires further refinement and substantial research. This study consists of three papers that aim to explore prospective and practicing middle school teachers’ Knowledge of Curriculum for Teaching Simple Algebraic Equations (KCTE). The first paper reviews trends in and the evolution of standards and policies and synthesizes significant findings of research on mathematics curriculum and Knowledge of Curriculum for Mathematics Teaching (KCMT). Through this synthesis, the paper examines policy changes and research relevant to mathematics curriculum and KCMT and anticipates future research approaches and topics that show promise. Building on the context provided by the first paper, the following two papers investigate KCTE from the perspectives of prospective and practicing middle school mathematics teachers. For the second paper, data was collected from a convenience sample of 58 prospective middle school mathematics teachers and a subsample of six participants. The findings of this study identify patterns of key mathematical topics in the teaching sequence of simple algebraic equations, compare the participants’ sequences with experts’, reveal participants’ orientations toward KCTE, draw connections between participants’ KCTE and their knowledge of content and teaching, and establish relationships between participants’ KCTE and their knowledge of content and students. Four middle school mathematics teachers participated in the third study. The results indicate that state-level intended curriculum is the most prevailing component of participants’ KCTE. Furthermore, from a vertical view of curriculum, participants’ awareness of their students’ lack of basic mathematical knowledge impacted their KCTE. The paper also identifies the role of the state-level intended curriculum in participants’ KCTE, alternative approaches to curriculum implementation that participants used to respond to the multiple intelligences of their students, and the participants’ lack of lateral curriculum knowledge in KCTE. Together, these three papers offer a closer look at KCMT with a focus on simple algebraic equations. This research broadens our understanding of prospective and practicing middle school teachers’ KCMT and discusses implications for professional development.