Made available in DSpace on 2014-06-11T19:24:21Z (GMT). No. of bitstreams: 0 Previous issue date: 2004-08-16Bitstream added on 2014-06-13T20:12:32Z : No. of bitstreams: 1 raboni_ears_me_prud.pdf: 1280939 bytes, checksum: 067b0e156900b548cb9ec7a8d3b71e2b (MD5) / Secretaria Estadual de Educação / Esta pesquisa faz uma reflexão sobre os saberes profissionais do professor de Matemática, com foco no ensino de Álgebra, tomando o professor como sujeito central no processo de ensino, a partir de um trabalho desenvolvido em grupo ao longo de um semestre escolar. A forma de organização do grupo e as atividades por ele desenvolvidas conferem à pesquisa um caráter de trabalho colaborativo. Para o estudo, foi construído um referencial teórico que trata de questões fundamentais sobre os saberes profissionais do professor no campo da Educação Matemática, e busca compreender práticas e movimentos do professor em aula. Esse referencial é complementado por uma discussão sobre a aprendizagem da Álgebra, com destaque para a complexidade de seus conceitos, de sua evolução histórica e de sua inserção no currículo escolar. O trabalho foi desenvolvido em uma escola pública estadual do município de Presidente Prudente, SP, com a participação de duas professoras efetivas de cargo, ambas formadas em Matemática, e de uma terceira professora, presente em alguns momentos quando trabalhou em aulas de reforço nas salas em que a pesquisa foi desenvolvida. As informações da pesquisa foram coletadas a partir da observação direta das aulas, de entrevistas semi-estruturadas, de questionários e de relatos elaborados pelas professoras. A análise dos dados abrange dois domínios: atitude profissional e saber profissional. Os resultados obtidos estão de acordo com minhas expectativas. Como tinha me proposto a identificar/reconhecer os conhecimentos mobilizados no trabalho com Álgebra e, estando as professoras envolvidas e apoiadas por um grupo colaborativo, foi realizado um processo de reflexão sobre a prática, aprofundando-se, assim, seus saberes. Pequenas modificações foram observadas. Foram geradas algumas tensões, e novas transformações estão em curso. / This research presents a reflection about the professional knowledges of the teacher of Mathematics, focusing on how to teach Algebra, taking the teacher as the central subject in the process of teaching. Its departure point is the work carried out in a group thru a 6-month period in a school. The way the group was organized and the activities that it carried out make the research a collaborative work. In order to carry this study, a theoretical framework was constructed. It deals with crucial issues on the professional knowledges of the teacher in the field of Mathematical Education, and aims to understand pratices and movements of the teacher in the classroom. This framework is complemented by a discussion on the learning of Algebra, highlighting the complexity of its concepts, of its historical evolution and its insertion on the school curriculum. The work was carried out in a State Public School in Presidente Prudente, SP, with the participation of two teachers with tenure in the school, both graduated in Mathematics, and of a third one, who was present during some moments when she worked with some reinforcement classes, in which the research was developed. The informations of the research have been collected from direct observations of the classes, from half-structured interviews, from questionnaires and reports elaborated by the teachers. The analysis of the data comprehend two domains: professional attitude and professional knowledge. The results that were obtained fit the expectations. As I had the purpose of identifying and recognizing the knowledges that were put into action in the work with Algebra, and, being the teachers involved and supported by a collaborative group, a process of reflection about the practice was carried out, deepening, therefore, their knowledges. Little changes were observed. Some tensions have been generated and new transformations are in course.

Orientador: Vinício de Macedo Santos / Banca: Márcia Cristina de Costa Trindade Cyrino / Banca: Mônica Furkotter / Resumo: Esta pesquisa faz uma reflexão sobre os saberes profissionais do professor de Matemática, com foco no ensino de Álgebra, tomando o professor como sujeito central no processo de ensino, a partir de um trabalho desenvolvido em grupo ao longo de um semestre escolar. A forma de organização do grupo e as atividades por ele desenvolvidas conferem à pesquisa um caráter de trabalho colaborativo. Para o estudo, foi construído um referencial teórico que trata de questões fundamentais sobre os saberes profissionais do professor no campo da Educação Matemática, e busca compreender práticas e movimentos do professor em aula. Esse referencial é complementado por uma discussão sobre a aprendizagem da Álgebra, com destaque para a complexidade de seus conceitos, de sua evolução histórica e de sua inserção no currículo escolar. O trabalho foi desenvolvido em uma escola pública estadual do município de Presidente Prudente, SP, com a participação de duas professoras efetivas de cargo, ambas formadas em Matemática, e de uma terceira professora, presente em alguns momentos quando trabalhou em aulas de reforço nas salas em que a pesquisa foi desenvolvida. As informações da pesquisa foram coletadas a partir da observação direta das aulas, de entrevistas semi-estruturadas, de questionários e de relatos elaborados pelas professoras. A análise dos dados abrange dois domínios: atitude profissional e saber profissional. Os resultados obtidos estão de acordo com minhas expectativas. Como tinha me proposto a identificar/reconhecer os conhecimentos mobilizados no trabalho com Álgebra e, estando as professoras envolvidas e apoiadas por um grupo colaborativo, foi realizado um processo de reflexão sobre a prática, aprofundando-se, assim, seus saberes. Pequenas modificações foram observadas. Foram geradas algumas tensões, e novas transformações estão em curso. / Abstract: This research presents a reflection about the professional knowledges of the teacher of Mathematics, focusing on how to teach Algebra, taking the teacher as the central subject in the process of teaching. Its departure point is the work carried out in a group thru a 6-month period in a school. The way the group was organized and the activities that it carried out make the research a collaborative work. In order to carry this study, a theoretical framework was constructed. It deals with crucial issues on the professional knowledges of the teacher in the field of Mathematical Education, and aims to understand pratices and movements of the teacher in the classroom. This framework is complemented by a discussion on the learning of Algebra, highlighting the complexity of its concepts, of its historical evolution and its insertion on the school curriculum. The work was carried out in a State Public School in Presidente Prudente, SP, with the participation of two teachers with tenure in the school, both graduated in Mathematics, and of a third one, who was present during some moments when she worked with some reinforcement classes, in which the research was developed. The informations of the research have been collected from direct observations of the classes, from half-structured interviews, from questionnaires and reports elaborated by the teachers. The analysis of the data comprehend two domains: professional attitude and professional knowledge. The results that were obtained fit the expectations. As I had the purpose of identifying and recognizing the knowledges that were put into action in the work with Algebra, and, being the teachers involved and supported by a collaborative group, a process of reflection about the practice was carried out, deepening, therefore, their knowledges. Little changes were observed. Some tensions have been generated and new transformations are in course. / Mestre

This thesis addresses the internationally recognised problem of transforming classroom teaching that is underpinned by transmissionist epistemologies, especially in the field of mathematics education. A constructivist-related theory of pedagogical reform was derived from the research literature in the fields of teacher cognition and conceptual change theory for the purpose of facilitating the radical reconstruction of teachers' centralist classroom roles and the development of pedagogies aimed at enhancing students' conceptual development. The thesis reports a collaborative action research study which was conducted with a teacher of high school mathematics who attempted to develop a constructivist- oriented teaching approach in his Grade 12 mathematics class.An interpretive research approach (Erickson, 1986) was employed to generate an understanding of the complex network of teacher beliefs and their constraining influence on the radical reform of the teacher's centralist pedagogy. An emergent research focus was the efficacy of the theory of pedagogical reform, especially its underpinning constructivist theory which shaped my discourse with the teacher during the collaborative phase of the study. Data were obtained from classroom participant- observations, teacher and student interviews, the teacher's report on the study, and an application of the repertory grid technique that was designed to investigate the teacher's implicit pedagogical beliefs.The major pedagogical reforms that resulted from the collaborative phase of the study included (1) the teacher's adoption of the role of teacher as learner; and (2) the refinement, rather than radical reform, of his centralist classroom role of teacher as informer. Although the reforms provided enriched opportunities for the development of students' algorithmic abilities, they largely failed to enhance students' mathematical ++ / conceptual development.Interpretive analyses were conducted from multiple constructivist-related perspectives (radical constructivism, social constructivism, critical constructivism) in order to generate a better understanding of the narrow scope of the pedagogical reforms. These analyses revealed (1) that rationalist preconceptions of mathematics and mathematical cognition underpinned important aspects of both the theory of pedagogical reform and the teacher's refined centralist classroom role of teacher as interactive informer, and (2) that the teacher's technical rationality, which was buttressed by personally constraining beliefs, maintained the ascendency of his technical curriculum interests and sustained his centalist classroom role of teacher as controller.The results of this thesis suggest strongly, therefore: (1) that pedagogical reforms which are based largely on a cognitivist theory of constructivism are susceptible to being subsumed by a powerful technical-rationalist ideology, and (2) that the hegemonic nature of this ideology is capable of disempowering reform-minded teachers from realising the practical viability of their constructivist-related ideals.The thesis recommends that future constructivist-related pedagogical reform in high school mathematics be based on a critical constructivist perspective which focuses attention on the curriculum interests that govern teaching and learning activities. In particular, it is recommended that reform-minded teachers establish a Critical classroom discourse which aims to attain a balanced rationality by making visible and subject to critical examination the hidden frames of reference that constitute the prevailing rationality of the traditional mathematics classroom.

Thesis (Ph. D.)--University of Oregon, 2004. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 77-81). Also available for download via the World Wide Web; free to University of Oregon users.

Metaphor provides a potentially powerful rhetorical device to help me to tell informed and persuasive stories about mathematics education. In this ethnographic study I consider key episodes that serve to exemplify the complex experience of Initial Teacher Education (ITE) students of secondary mathematics education. I use a narrative analysis to shine a spotlight on the experiences of six beginning teachers so that the metaphors in their stories expose the impact that separately situated sites of teacher education have upon their beliefs and behaviour as teachers. Tensions between school and university contributors to teacher education have been well documented over many decades, but recent policy changes in the nature of post-graduate ITE in England bring these issues to the fore. In this study, I consider the influences of school-based and university-based teacher educators upon the beliefs of student secondary mathematics teachers and interpret the students’ perceptions of these influences on their actions as novice teachers. My analysis is framed by a model of experience and education articulated by Dewey as well as a framework of representations of knowledge in a culture of education articulated by theorists concerned with the relevance of constructivism and situated cognition as theories of learning. In this study, disturbances and discontinuities relating to the location and culture of ITE, together with the development of ITE students’ professional knowledge are uncovered, warranting further research.

While there have been enormous changes in the South African system of education since 1994, the legacy of apartheid and the different education of Black teachers is still evident in township schools. This study examined the practices of mathematics teaching in three township secondary schools by conducting a detailed investigation of eight teachers in three schools. Classroom observations and video recordings of teachers of Grades 10 to 12 served as the main data collection method. A sample of 12 lessons was analysed using the Secondary Teaching Analysis Matrix-Mathematics (STAM-Mathematics) (Gallagher & Parker, 1995) instrument. The researcher used STAM to categorise teachers' classroom practices along a three pronged continuum, namely didactic, transitional and conceptual teaching for the purpose of answering research questions about the content, the teaching, the assessment practices, the interactions between the teacher and the student, and the resource availability. Analysis of the data collected using the 22 STAM descriptors showed that the practices of teaching mathematics in township secondary schools was primarily didactic, with only minimal characteristics of transitional teaching and fewer attributes of conceptual teaching. Identifying the gaps between the teachers' practice and the descriptors for transitional and conceptual teaching with respect to the content, the teaching, the approaches to assessment, interactions between teacher and students, and resources availability has provided insight and a baseline for teacher inservice. Consequently, this study has provided research-based evidence for appropriate intervention to improve mathematics teaching and learning as prioritised by the Department of Education since the creation of the democratic government in 1994. / It is recommended that mathematics teachers in township schools use the STAM instrument in pairs or groups to observe and analyse each other's lessons with particular focus on the 22 descriptors and to use this framework as a guideline for daily lesson preparations and to help guide the teachers from teacher-centred instruction to conceptual instruction. Further, the STAM could be incorporated into teacher education and professional development programs and thereby lead to more conceptual forms of teaching that could contribute towards a greater understanding of mathematics and ultimately raise the pass rate of learners in external examinations at Grade 12.

The purpose of this study is to investigate the effects of mathematics teacher and classroom characteristics on students&rsquo / mathematics achievement across Turkey,European Union countries and the other candidate countries by analysing the data collected from student and teacher background questionnaire and mathematics achievement test in the Third International Mathematics and Science Study (TIMSS-R). Mathematics teacher characteristics were divided into three groups as teacher&rsquo / s background variables, teacher&rsquo / s instructional practices and class characteristics. Except Cyprus, in all the other countries, there was sufficient amount of between-class variance to build explanatory models. After home educational resources (HER) of students was taken as a control variable, explanatory models were built by using Hierarchical Linear Modeling (HLM). The amount of variance explained by the full model ranged from 26 % in Romania to 74 % in Netherlands. There were substantial differences among the countries, especially in the teacher&rsquo / s instructional practices. It was found that mean of HER had high effect on student mathematics achievement in all the countries except Romania. It is recommended that the factors that were found to have significant effects on student learning should be explored in experimental settings.

The aim of this study was to investigate to what extent the preservice teachers perceived that they were ready for the teaching profession and the differences in preservice teachers&rsquo / readiness based on the year in the teacher education program, gender, high school type (teacher education high school or other), and existence of a teacher in the immediate family. The study was conducted at the Elementary Mathematics Education programs of universities in Ankara, Burdur, Bolu, Gaziantep, Izmir, Samsun and Sakarya in the spring semester of 2009-2010 academic year. The data were collected from 728 third and 4th year preservice mathematics teachers. Readiness of preservice mathematics teachers was assessed with a readiness scale which was developed by the researcher in the fall semester of 2009-2010 academic year. Data were analyzed with descriptive and inferential statistics. The results indicated that preservice mathematics teachers did not perceive their readiness at a high level. There was a significant difference in readiness scores for 3rd year preservice mathematics teachers and 4th year preservice mathematics teachers. It was found that the readiness of 4th year preservice mathematics teachers were significantly higher than the readiness of 3rd year preservice mathematics teachers. On the other hand, the results showed that there was no significant difference in readiness scores for female preservice mathematics teachers and male preservice mathematics teachers. Similarly, there was no significant difference in readiness scores for preservice mathematics teachers graduated from teacher education high school and preservice mathematics teachers graduated from other high school types, and between existence of a teacher in the immediate family of preservice mathematics teachers and nonexistence of a teacher in the immediate family of preservice mathematics teachers. Findings of the study indicated the need for improving the practice courses in order to increase preservice teachers&rsquo / readiness for the profession.

The purpose of this study is to investigate teacher background indices and their relation to mathematics achievement. For this purpose, the data collected from 146 Turkish mathematics teachers and 4498 8th grade Turkish students with the instruments - mathematics teacher background questionnaire and mathematics achievement test in the Trends in International Mathematics and Science Study (TIMSS 2007) were analyzed by using the Pearson&rsquo / s Product Moment Correlation. The teacher background indices, constructed by TIMSS, were The Index of Teachers&rsquo / Reports on Teaching Mathematics Classes with Few or No Limitations, The Index of Teachers&rsquo / Emphasis on Mathematics Homework, The Index of Teachers&rsquo / Perception of School Climate, The Index of Teachers&rsquo / Adequate Working Conditions and The Index of Teachers&rsquo / Perception of Safety in School. The results of the correlation analysis yielded significant relationships except for the emphasis on homework. Students whose teachers characterized their school climate positive and their working conditions adequate got significantly higher scores. Moreover, for limitation to teach index variable, students having teachers who commented the related factors do not limit their instruction were found to be more successful than the other students. However, it is concluded that teachers in this study considered their school climate and working conditions as negative and thought there were lots of limitations to teach. On the other hand, although majority of the teachers reported that they feel safe in their schools, there were teachers who disagreed with the idea. This study includes some suggestions for further researchers to investigate the results of this study in detail and some implications to develop teachers&rsquo / perceptions positively.

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2017-03-16T19:07:06Z No. of bitstreams: 1 Silvana Pucetti.pdf: 3032464 bytes, checksum: 861cae91a484e6531a2b22643d60c71d (MD5) / Made available in DSpace on 2017-03-16T19:07:07Z (GMT). No. of bitstreams: 1 Silvana Pucetti.pdf: 3032464 bytes, checksum: 861cae91a484e6531a2b22643d60c71d (MD5) Previous issue date: 2016-11-30 / This thesis investigates the initial training of mathematics teachers, with reference to discussions and in-depth analysis of the route on this training in Brazil on public policy Mathematics teacher training interfaced with the crisis of degrees and also on the ideas and actions that support the PIBID – Institutional Program Initiation Grant to Teaching and representations of experiences with this program of undergraduate and supervisors (teachers from partner public schools), through Subproject Mathematics, developed into a HEI – higher education institution, community, located in the Greater ABC Paulista region. The reference question pervaded by this research was: "Representations of undergraduate and Supervisors on the development of Subproject Mathematics/PIBID point to effective contributions that denote a more solid formation of licensing (surpassing the theoretical and practical distance) so that the same motive for professional integration in public schools? ". The PIBID is a project of the Federal Government, funded by the Higher Education Personnel Improvement Coordination (CAPES), which promotes the link between higher education and public schools in order to promote and encourage students of Undergraduate courses for future exercise of the profession. Preliminarily, it is presented an overview of the initial training of the mathematics teacher in the interface between mathematics teacher training for Public Policy and the crisis of degrees, the main authors of reference: Imbernon (2000); Tardif (2008); Valente (1997); D'Ambrósio (1996); Romanelli (2001); Fischmann (2014); Gatti (2010); Bahia (2015); Carlos Chagas Foundation – FCC (2014); Bahia and Souza (2013; 2014); Libâneo (2008); Nóvoa (2009); Franco (2012); Pimenta and Lima (2010), among other authors established in the area. We also conducted a field research with a view to the observations and analysis of the actions taken by the Mathematics Sub-project in the period 2014/2015, the IES investigated. Initially, we have the collaboration of 33 undergraduates participating in the Mathematics Sub-projects in 2014 for the application of a questionnaire with closed questions (for profile) and open questions (on the development of PIBID actions). In order to broaden and deepen some discussions, we selected 6 licensees (among the 33 who answered the questionnaire) and invite the two supervisors accompanying these six undergraduate schools at the time to conduct interviews with a pre-established script. The development of instruments for data collection, the interviews and data analysis, as were references Szymanski (2010) and Franco (2003). After the research application process, there were tabs and data analysis, which revealed the following results: (1) the evaluation of PIBID is strong across the country, as studies by other researchers and in the unanimous opinion of respondents in this work; (2) in view of the subject there is a direct link between improvements applied to teacher education in higher education and the improvement of the Brazilian Basic Education; (3) the approach of the University and the school is important for the improvement of initial teacher education and, especially, the Mathematics teachers as resources and teaching practices can contribute to the building of a higher standard of personal safety and professional to the licensees and therefore in better levels of education; (4) respondents recognize the value of methodologies guided in different ways of teaching mathematics as a means for understanding the construction of mathematical knowledge; and (5) the PIBID in Mathematics Sub-projects has contributed to improving the teaching of mathematics and seeks to ensure the motivation for the professional integration of current undergraduates in public schools because 84% of study subjects express the intention to remain in public schools after graduation, although this rate can only be proven in the future. / A presente tese investiga o processo de formação inicial de professores de Matemática, tendo como referência discussões e análises aprofundadas sobre o percurso acerca desta formação no Brasil, sobre as políticas públicas de formação de professores de Matemática em interface com a crise das licenciaturas e, também, sobre as concepções e ações que embasam o PIBID – Programa Institucional de Bolsa de Iniciação à Docência e as representações das experiências com este Programa, de licenciandos e supervisoras (professoras das escolas públicas parceiras), por meio do Subprojeto de Matemática, desenvolvido em uma IES – Instituição de Ensino Superior, comunitária, localizada na região do Grande ABC Paulista. A questão de referência que perpassou por esta investigação foi: “As representações de Licenciandos e Supervisoras sobre o desenvolvimento do Subprojeto de Matemática/PIBID apontam para contribuições efetivas que denotem uma formação mais sólida do licenciando (superando o distanciamento teórico-prático) de forma que o mesmo se motive para uma inserção profissional na rede pública de ensino?”. O PIBID é um projeto do Governo Federal, financiado pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), que promove a articulação entre a Educação Superior e a escola pública, de modo a valorizar e incentivar os alunos dos cursos de Licenciaturas para o exercício futuro da profissão. Preliminarmente, é apresentado um panorama sobre a formação inicial do professor de Matemática em interface com as Políticas Públicas de formação de professores de Matemática e a crise das licenciaturas, tendo como autores principais de referência: Imbernón (2000); Tardif (2008); Valente (1997), D´Ambrósio (1996); Romanelli (2001); Fischmann (2014); Gatti (2010), Bahia (2015), Fundação Carlos Chagas – FCC (2014); Bahia e Souza (2013; 2014); Libâneo (2008); Nóvoa (2009); Franco (2012); Pimenta e Lima (2010), entre outros autores consagrados na área. Realizamos, também, uma pesquisa de campo com vistas às observações e análises das ações realizadas pelo Subprojeto de Matemática no período 2014/2015, da IES investigada. Inicialmente, contamos com a colaboração de 33 licenciandos que participavam do Subprojeto de Matemática em 2014 para a aplicação de um questionário com questões fechadas (para perfil) e questões abertas (sobre o desenvolvimento das ações do PIBID). Com vistas a ampliarmos e aprofundarmos algumas discussões, selecionamos 6 licenciandos (dentre os 33 que responderam ao questionário) e convidamos as 2 supervisoras que acompanhavam estes 6 licenciandos nas escolas, à época, para a realização de entrevistas com um roteiro preestabelecido. A elaboração dos instrumentos para a coleta de dados, a realização das entrevistas e a análise dos dados, tiveram como referências Szymanski (2010) e Franco (2003). Após o processo de aplicação da pesquisa, foram realizadas as tabulações e análises dos dados, que revelaram os seguintes resultados: (1) a avaliação do PIBID é bastante positiva em território nacional, conforme estudos desenvolvidos por outros pesquisadores e na opinião unânime dos entrevistados que participaram deste trabalho; (2) na opinião dos sujeitos existe uma ligação direta entre melhorias aplicadas à formação docente em nível superior e o aperfeiçoamento da Educação Básica brasileira; (3) a aproximação da Universidade e da escola é importante para a melhoria da formação inicial dos professores e, em especial, dos professores de Matemática, visto que os recursos e as práticas pedagógicas podem contribuir para a edificação de um padrão de maior segurança pessoal e profissional para os licenciandos e, por consequência, em melhores níveis de ensino; (4) os entrevistados reconhecem o valor das metodologias pautadas em formas diferenciadas de ensinar a Matemática como meio para a compreensão da construção do conhecimento matemático; e (5) o PIBID, no Subprojeto de Matemática, tem contribuído para a melhoria do ensino da Matemática e busca assegurar a motivação para a inserção profissional dos atuais licenciandos nas escolas públicas, pois 84% dos sujeitos da pesquisa manifestam a intenção de permanecerem na rede pública de ensino após a formatura, apesar de que este índice somente poderá ser comprovado futuramente