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Um estudo sobre a inser??o tecnol?gica na forma??o continuada de docentes de matem?tica / A Study on Technology Integration in the Continuing Education of Mathematic TeachersGuimar?es, Wanuza Nogueira 25 February 2015 (has links)
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Previous issue date: 2015-02-25 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research presents a study focused on technology integration in the continuing education
of mathematic teachers. It specifically identifies and analyzes possible contributions of a
continuing education project in the professional development of teachers involved in the
"Design Educational Curriculum Materials Online for Mathematics in Basic Education", from
Capes in the Education Observatory Centre. Through participant observation and the use of
half-open questionnaires, audio, video recordings of those involved and field diaries, this
study tried to answer the questions: "How do Mathematics teachers notice the technological
integration in continuing education? What is the thematic interest (content etc.) of educators?
What do they consider that interferes with the use of technology in their classes? "The
teachers realize the continuing education as essential and necessary for teaching and their
learning. Their reflections suggest that technological integration in teachers? training will also
constitute significant in school area. Educators showed thematic interest in geometry and the
history of mathematics, among other demands associated with the use of softwares. All
teachers demonstrated that the insufficient number of computers for students to use interferes
with the use of this technology in class. The results also indicated that educational computing
insertion in continuing education is required in order to promote the upgrade and by activities
related to its practice, as they were implemented in PMCEO. However, the school
administration supports as well as the adequate infrastructure for the implementation of
training activities are essential for more effective implementations / Esta pesquisa apresenta um estudo focado na inser??o tecnol?gica na forma??o continuada de
docentes de Matem?tica. Especificamente, identifica e analisa poss?veis contribui??es de um
projeto de forma??o continuada no desenvolvimento profissional de docentes envolvidos no
?Projeto Materiais Curriculares Educativos On-line para a Matem?tica na Educa??o B?sica?,
do Observat?rio da Educa??o, da Capes. Mediante observa??o participante e com o uso de
question?rios semiabertos, grava??es em ?udio e v?deo dos envolvidos e di?rios de campo
procurou-se responder ?s quest?es: ?Como docentes de Matem?tica percebem a inser??o
tecnol?gica na forma??o continuada? Qual o interesse tem?tico (de conte?dos etc.) dos
educadores? O que eles consideram que interfere na utiliza??o da tecnologia em suas aulas??
Os docentes percebem a forma??o continuada como essencial e necess?ria para o ensino e o
seu aprendizado. Suas reflex?es sucitam que a inser??o tecnol?gica na forma??o tamb?m se
configure como significativa no ?mbito escolar. Os educadores mostraram interesse tem?tico
pela Geometria e pela Hist?ria da Matem?tica, dentre outras demandas associadas ao uso de
softwares. Todos os docentes sinalizaram que o n?mero insuficiente de computadores para
uso dos alunos interfere na utiliza??o dessa tecnologia, em classe. Os resultados tamb?m
indicaram que a inser??o inform?tica educativa na forma??o continuada ? necess?ria de modo
a promover a atualiza??o e mediante atividades relacionas ? sua pr?tica, como foram as
implementadas no PMCEO. Todavia, o apoio da dire??o da escola, bem como a infraestrutura
adequada para a realiza??o das atividades de forma??o tornam-se imprescind?veis para uma
maior efetividade das implementa??es
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