Orientador: Nelson Antonio Pirola / Banca: Regina Maria Simões Puccinelli Trancredi / Banca: Rosana Giaretta Sguerra Miskulin / Resumo: A presente pesquisa investigou a utilização da Espistemologia Genética piagetiana através da análise das ações didáticas adotadas por quatro professores (sendo cada um pertencente às quatro séries iniciais do Ensino Fundamental) durante a abordagem dos conteúdos matemáticos. Além disso, observou-se como ocorreu a apropriação do construtivismo piagetiano à constituição da prática docente dos referidos professores. Configurando uma pesquisa qualitativa, do tipo estudo de caso, a coleta dos dados foi realizada por meio dos seguintes instrumentos/métodos: I - Entrevistas estruturadas, II - Questionários abertos, fechados e mistos, III - Observação de campo. Após dois meses de pesquisa de campo, em duas escolas pertencentes à Diretoria de Ensino da Região de Bauru, identificaram-se os seguints aspectos com relação às ações didáticas: as professoras da 1ª e 2ª séries utilizaram exclusivamente o método expositivo-transmissivo (caracteristicamente do Ensino Tradicional); a docente da 3ª série usou conjuntamente com a exposição-transmissão alguns elementos construtivistas (a operação sobre o material concreto, o questionamento visando à ocorrência do pensar sobre a ação, a interação entre alunos e professora); o professor da 4ª série foi o que mais apresentou estratégias didáticas construtivistas, tais como a dinâmica de grupo, a avaliação diagnóstica, a proposição de situações problema e questionamentos, permitindo aos estudantes tomarem consciência (em maior probabilidade) de suas ações. A respeito da apropriação da teoria de Piaget, observaram-se algumas compreensões "distorcidas", sendo possível afirmar que esta apropriação ocorreu de modo difuso/fragmentado e (em alguns casos) contraditório. Por fim, as 'idéias construtivistas' mais discursadas pelos quatro professores participantes foram: a construção contínua... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present study investigated the utilization of the Piaget's Genetic Epistemology through the analysis of the didactic actions adopted by four professors (being each one from the first four grades of the Elementary Education) during the teaching of elementary mathematics. In addition, it was observed the manner in which the Piaget's constructivist approach was developed within the teaching practice of these professors. Throughout a qualitative research, such as case study, the data gathering was realized through the following methods: I - Structured interviews, II - Opened, closed and mixed questionnaires, III - Field observation. After two months of field research in two different schools that belong to the Department of Education of the County of Bauru, the following aspects were observed regarding the teaching actions: the teachers of the '1 POT. st' and '2 POT. nd' grades utilized only the exposing method (characteristically to the traditional teaching method); the teacher of the '3 POT. rd' grade in addition to the exposing method utilized also a few constructivist elements (the operation of the concrete material, the questioning utilizing the thought processing over the action, as well as the interrelationship between the teacher and students); the '4 POT. th' grade teacher was the professional who most presented constructivist didactic strategies, such as the group dynamic, diagnostic evaluation, the presentation of problem-situations with questions that promotes students' conscientization (in higher probability) of their actions. Regarding the Piaget's theory approach, some "distorted" comprehensions were observed, which leaded us to conclude that it occurred in a diffused/fragmented manner and in some cases contradictory. Finally, the "constructivist ideas" most adopted by the four teachers were: the continue construction of the logical-mathematical knowledge and the necessity of concrete manipulation. / Mestre

Made available in DSpace on 2014-06-11T19:24:50Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-03-13Bitstream added on 2014-06-13T20:32:19Z : No. of bitstreams: 1 caetano_rs_me_bauru.pdf: 3426394 bytes, checksum: 1e282fa710b2a0fc3cb679b2dc7d142d (MD5) / Secretaria da Educação de SP / A presente pesquisa investigou a utilização da Espistemologia Genética piagetiana através da análise das ações didáticas adotadas por quatro professores (sendo cada um pertencente às quatro séries iniciais do Ensino Fundamental) durante a abordagem dos conteúdos matemáticos. Além disso, observou-se como ocorreu a apropriação do construtivismo piagetiano à constituição da prática docente dos referidos professores. Configurando uma pesquisa qualitativa, do tipo estudo de caso, a coleta dos dados foi realizada por meio dos seguintes instrumentos/métodos: I - Entrevistas estruturadas, II - Questionários abertos, fechados e mistos, III - Observação de campo. Após dois meses de pesquisa de campo, em duas escolas pertencentes à Diretoria de Ensino da Região de Bauru, identificaram-se os seguints aspectos com relação às ações didáticas: as professoras da 1ª e 2ª séries utilizaram exclusivamente o método expositivo-transmissivo (caracteristicamente do Ensino Tradicional); a docente da 3ª série usou conjuntamente com a exposição-transmissão alguns elementos construtivistas (a operação sobre o material concreto, o questionamento visando à ocorrência do pensar sobre a ação, a interação entre alunos e professora); o professor da 4ª série foi o que mais apresentou estratégias didáticas construtivistas, tais como a dinâmica de grupo, a avaliação diagnóstica, a proposição de situações problema e questionamentos, permitindo aos estudantes tomarem consciência (em maior probabilidade) de suas ações. A respeito da apropriação da teoria de Piaget, observaram-se algumas compreensões distorcidas, sendo possível afirmar que esta apropriação ocorreu de modo difuso/fragmentado e (em alguns casos) contraditório. Por fim, as 'idéias construtivistas' mais discursadas pelos quatro professores participantes foram: a construção contínua... / The present study investigated the utilization of the Piaget's Genetic Epistemology through the analysis of the didactic actions adopted by four professors (being each one from the first four grades of the Elementary Education) during the teaching of elementary mathematics. In addition, it was observed the manner in which the Piaget's constructivist approach was developed within the teaching practice of these professors. Throughout a qualitative research, such as case study, the data gathering was realized through the following methods: I - Structured interviews, II - Opened, closed and mixed questionnaires, III - Field observation. After two months of field research in two different schools that belong to the Department of Education of the County of Bauru, the following aspects were observed regarding the teaching actions: the teachers of the '1 POT. st' and '2 POT. nd' grades utilized only the exposing method (characteristically to the traditional teaching method); the teacher of the '3 POT. rd' grade in addition to the exposing method utilized also a few constructivist elements (the operation of the concrete material, the questioning utilizing the thought processing over the action, as well as the interrelationship between the teacher and students); the '4 POT. th' grade teacher was the professional who most presented constructivist didactic strategies, such as the group dynamic, diagnostic evaluation, the presentation of problem-situations with questions that promotes students' conscientization (in higher probability) of their actions. Regarding the Piaget's theory approach, some distorted comprehensions were observed, which leaded us to conclude that it occurred in a diffused/fragmented manner and in some cases contradictory. Finally, the constructivist ideas most adopted by the four teachers were: the continue construction of the logical-mathematical knowledge and the necessity of concrete manipulation.

Covid-19 pandemin ledde till att stora delar av världens utbildningsväsen tvingades ställa om till distansundervisning. Denna studie undersöker möjligheter som digitala verktyg bidrar med för att lösa utmaningar med elevers lärande, då matematikundervisning övergår till distansundervisning. Sex semistrukturerade videointervjuer genomfördes med matematiklärare från gymnasieskolor runtom i Sverige. Kategorierna som identifierades utifrån intervjuerna var Elevers motivation och matematikprestationer, Bedömning samt Kommunikation. Flera elevers motivation missgynnades av den fysiska distansen, men vissa gynnades av situationen. En rättvis bedömning ansågs omöjlig att genomföra och den synkrona kommunikationen minskade då elever drog sig för att be om hjälp. Digitala verktyg möjliggjorde dock högre närvaro, formativ bedömning samt ökad asynkron kommunikation på distans. I diskussionen framställs de möjligheter med digitala verktyg som denna studie bidrar med samt bekräftar lärares upplevelser av eleverna mot tidigare forskning om elevers upplevelser i distansundervisning. / The covid-19 pandemic led to large parts of the world's education system being forced to switch to distance education. This study examines opportunities that digital tools contribute  to solving challenges with students learning, as mathematics education is transitioned to distance learning. Six semi-structured video interviews were conducted with mathematics teachers from upper secondary schools around Sweden. The categories identified on the basis of the interviews were Student motivation and mathematics performance, Assessment and Communication. Several students' motivation was disadvantaged by the physical distance, but some were favored by the situation. A fair assessment was considered impossible to carry out and synchronous communication decreased as students withdrew to ask for help. However, digital tools allow for higher attendance, formative assessment and increased asynchronous distance communication. The discussion highlights the opportunities with digital tools that this study contributes to and that teachers 'experiences of students are confirmed by previous research on students' experiences in distance education.

Syftet med denna studie är att undersöka professionsutveckling hos en specialpedagog med fördjupning inom matematik. Det övergripande syftet är att bidra med kunskap om specialpedagogiska professioner. Teoretiska utgångspunkter är Abbotts (1988) professionsteori och SØT-modellen (Kversøy & Hartviksen, 2008), samt matematikdidaktiska perspektiv med fokus på kognitiva, affektiva och sociala, samt conceptual respektive procedural, dimensioner på undervisningen. Professionsutvecklingen studeras på en norsk högstadieskola som använder en bondgård som sin alternativa undervisningsarena. Studien är longitudinell och autoetnografisk. Det empiriska materialet består av specialpedagogens logganteckningar från sju års verksamhet. Materialet analyseras med hjälp av professionsteori, matematikdidaktisk teori samt autoetnografisk reflektion. Resultaten visar att specialpedagogens professionsutveckling sker i takt med utvidgandet av specialpedagogisk kompetens, som visas i fördjupad reflektionsförmåga, problemlösningsförmåga och förmåga att argumentera genom inferens, via samlad erfarenhet och utbildning. Inom matematik synliggörs att specialpedagogen utvecklar förmågan att lösa problem, genom att i högre grad basera åtgärderna på tidigare erfarenheter och akademisk kunskapsbas i syfte att individ- och situationsanpassa undervisningen. Det specialpedagogiska uppdraget visas i resultatet vara komplext, i synnerhet på en alternativ undervisningsarena. Komplexiteten ökar när specialpedagogen verkar inom flera arenor. Slutsatsen är att specialpedagogens funktion som länk mellan olika aktörer och instanser är viktig, i synnerhet på alternativa undervisningsarenor, för att bidra till en mer inkluderande verksamhetsform. / The purpose of this study is to investigate a SENCO’s (Special Educational Needs Co-ordinator) professional development, especially in mathematic didactic. The main purpose is to contribute with knowledge of special educational professions. The theoretical framework consists of Abbotts (1988) Theory of Professions and a modell called SØT (Kversøy & Hartviksen, 2008), together with mathematic didactic perspectives focusing on cognitive, affective and social, as well as conceptual and procedural, dimensions of teaching. The professional development is studied through a Norwegian secondary school, which uses a farm as its alternative educational arena. The study is longitudinal and auto-ethnographical. The empirical material consists of the SENCO’s written activity logs from a seven-year-period. The empirical material is analysed by profession theories, mathematical didactic and auto-ethnographical reflection. The results show that the SENCO’s professional development occurs simultaneously with expanded special educational competence, which is shown through deepened reflectivity, problem-solving ability and capability to argue with inference through accumulated experience and higher education. In mathematics it is shown that the SENCO develops her ability to solve problems, by further basing the measures, to a greater extent, on previous experience and academic knowledge, in order to provide induvial and situation-adapted teaching. The special educational mission is shown to be complex, especially in an alternative educational arena. The complexity increases when the SENCO works within several arenas. The conclusion is that the SENCO’s function as a link between different actors and instances is important, especially in alternative educational arenas, to contribute with a more inclusive form of schooling.