published_or_final_version / abstract / toc / Education / Master / Master of Education

It is widely recognized that educational research and theory should be motivated by the desire to continually improve the practice of teaching. However, bridging the divide between theoretical research outcomes and the practical constraints of classroom-based teaching has proved somewhat challenging. The involvement of teachers as the 'bridge-builders' between theory and practice could provide an effective mechanism for achieving this integration. The purpose of this study is thus to investigate whether the involvement of teachers in developing and implementing a theory-based teaching module would improve teaching practice in the classroom. A teaching module was collaboratively developed by a group of teachers for Grade 9 linear functions using: the principles of mathematical proficiency postulated by Kilpatrick, Swafford and Findell, (2001); the teaching phases formulated by van Hiele (1986); and the cognitive classification of classroom activities developed by Stein and Smith (1998). This module was then taught to six Grade 9 classes by four teachers in one school in the Eastern Cape, South Africa over a period of 5 weeks. The effectiveness of the module, and its application in the classroom, was assessed in terms of: (i) the extent to which theory could be used to inform the design and development of teaching materials; (ii) the efficacy of this teaching material in promoting teaching for mathematical proficiency; and (iii) the effects of extraneous influences on the usefulness of the module in teaching for mathematical proficiency. While the theoretical framework provided a sound basis for developing the teaching module, it was found that collaboratively transforming this theory into a teaching module for practical use in the classroom is certainly possible, but it requires considerable time and effort that practising teachers do not have. Developing the depth of understanding required for mathematical proficiency also takes time - a commodity often in short supply as teachers grapple with the demands of the curriculum. Teaching for mathematical proficiency is a layered process. It starts with thinking about an idea (like a graph) that is developed out of a related concept that then has a set of characteristic algorithms and actions which are learnt and performed in sequence. Building understanding in this way ends with a student being able to visualize and conceive the graph as a structure that can be described as if it were an object (encapsulating all the previous concepts belonging to similar graphs in one idea). This development of understanding is important for mathematical proficiency but is not necessarily easy. When teaching with the module, it was necessary to create an extra opportunity for students to use procedural knowledge and repetition in order to provide enough examples to help them see the link: between linear number patterns and linear graphs. Extraneous influences on teaching for mathematical proficiency were grouped into two categories - endogenous and exogenous influences. Endogenous influences were teacher related and included the attitudes, decisions and disposition of the teacher. Exogenous influences were more contextual (and in effect out of the control of the teacher) and included teaching time available, curriculum, external assessments etc. Both of these influences were seen to affect teaching for mathematical proficiency, either promoting or inhibiting it. This research affirmed the central role that teachers play in teaching for mathematical proficiency. It is considered critical that research actively involve teachers in the evolution of mathematical theory. The development of an enabling environment (including institutional support, time, capacity, resources, skills and tools) for teachers will further enhance their capacity to teach for mathematical proficiency.

Submitted by Vanessa Cerignoni Benites Bonetti (vanessa.benites@gmail.com) on 2018-07-05T12:53:07Z No. of bitstreams: 1 Versão Final Tese Vanessa Benites-Bonetti.pdf: 7277152 bytes, checksum: 6822e2ba0a8899ff247a810dbb0425b8 (MD5) / Approved for entry into archive by Ana Paula Santulo Custódio de Medeiros null (asantulo@rc.unesp.br) on 2018-07-05T13:49:22Z (GMT) No. of bitstreams: 1 benitesbonetti_vc_dr_rcla.pdf: 4688048 bytes, checksum: 3cf920d62e44d1ebc0fcfb22bc848726 (MD5) / Made available in DSpace on 2018-07-05T13:49:22Z (GMT). No. of bitstreams: 1 benitesbonetti_vc_dr_rcla.pdf: 4688048 bytes, checksum: 3cf920d62e44d1ebc0fcfb22bc848726 (MD5) Previous issue date: 2018-05-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Inserida no contexto da formação de professores de Matemática, a presente pesquisa objetiva – analisar e compreender a identidade docente de egressos de cursos de Licenciatura em Matemática de Instituições Públicas de Ensino Superior (IPES) do Estado de São Paulo. Para alcançar o objetivo, tomamos como eixo norteador a seguinte questão: Como se constitui a identidade docente de egressos de cursos de Licenciatura em Matemática? Balizadas por essa interrogação, realizamos uma pesquisa qualitativa, que foi desenvolvida em dois movimentos. No 1º Movimento, utilizamos dois procedimentos metodológicos: Análise Documental e Questionário, os quais foram utilizados como recurso/instrumento para obtenção dos dados. Realizamos a Análise Documental dos Projetos Pedagógicos de Cursos (PPC) de três cursos de Licenciatura em Matemática do estado de São Paulo (UNESP/Rio Claro; UNESP/Bauru; e USP/São Carlos). Ainda no 1º Movimento, aplicamos um Questionário com egressos desses três cursos, que os haviam concluído entre os anos de 2004 e 2009. O 1º Movimento foi importante para caracterizarmos o cenário investigado, e subsidiar a elaboração das Entrevistas (2º Movimento), que se mostrou como o corpus de análise. Dessa forma, o 2º Movimento foi marcado pela realização de Entrevistas com seis egressos dos cursos de Licenciatura em Matemática (UNESP/Rio Claro; UNESP/Bauru; e USP/São Carlos), três coordenadores dessas instituições e cinco pesquisadores envolvidos com Políticas Públicas de formação de professores. O momento da sistematização, baseada em alguns conceitos de Análise de Conteúdo, foi realizado a partir do delineamento do corpus de análise, as Entrevistas. Elencamos, por meio de sentido e significado, Unidades de Contexto, Unidades de Registro, Eixos Temáticos, até findarmos em cinco Categorias de Análise: Trabalho Docente e Conhecimento do Professor: caminhando para a profissionalidade; Cursos de Licenciatura: aspectos estruturais e conceituais; Profissionalização como Espaço Próprio à Profissionalidade; Comprometimento e Engajamento do Professor: um percurso de seu profissionalismo; e Formação de Professores na Atualidade: desafios e perspectivas das políticas educacionais e da colaboração. Posteriormente realizamos um diálogo entre o referencial teórico e os dados coletados, por meio de inferências e interpretações a partir dos núcleos de sentido. A identidade docente foi revelada nas inter-relações entre os aspectos pessoais e sociais, e influenciada diretamente pelos aspectos relacionados à profissionalidade e à profissionalização docente. / Inserted in the context of Mathematics Teachers Education, the present research aims to analyze and understand the teaching identity of graduates of Mathematics Degree courses’ graduates of Higher Education Public Institutions in the State of São Paulo. To reach this objective, we took as a guiding axis the following question: How is the teaching identity of graduates in Mathematics undergraduate courses constituted? Based on this question, we performed a qualitative research, which was developed in two movements. In the first movement, we used two methodological procedures: Documentary Analysis and Questionnaires, which were used as a resource/instrument to obtain the data. We carried out the Documentary Analysis of the Pedagogical Projects of Courses of three Mathematics courses in the state of São Paulo (UNESP/Rio Claro, UNESP/Bauru, and USP/São Carlos). Still in the first movement, we applied a Questionnaire with graduates of these three courses, which had concluded the course between the years of 2004 and 2009. The first movement was important to characterize the scenario investigated, and to subsidize the elaboration of the Interviews (second movement), which was shown as the corpus of analysis. Thus, the second movement was marked by the conduction of Interviews with six graduates of the Mathematics degree courses (UNESP/Rio Claro, UNESP/Bauru, and USP/São Carlos), three coordinators of these institutions and five researchers involved with public policies for teacher education. The moment of systematization, based on some concepts of Content Analysis, was carried out from the delineation of the corpus of analysis, that is, the Interviews. We listed, through sense and meaning, Context Units, Registration Units, Thematic Axes, until we finished in five Categories of Analysis: Teaching Work and Teacher Knowledge: moving towards professionality; Degree courses: structural and conceptual aspects; Professionalization as a Private Space for Professionality; Commitment and Engagement of the Teacher: a course of his professionalism and; Teacher Education in the Present: challenges and perspectives of educational policies and collaboration. Subsequently, we conducted a dialogue between the theoretical data collected through inferences and interpretations from the sense cores. The teaching identity was revealed in the interrelationships between the personal and social aspects, and directly influenced by the aspects related to the professionality and the teacher’s professionalization.

The purpose of the study was to explore the relationship between mathematics teachers’ subject matter knowledge and their teaching effectiveness. A convenient sample of 19 grade 11 mathematics teachers and 418 students were initially selected for the study and took part in some stages of the study. Of this lot, only 11 teachers and 246 students participated in all the stages of the study. Explanatory Mixed methods research design which entails the use of a co-relational study and a descriptive survey design were employed in the study. Data was collected from the teachers using a self report questionnaire, Teacher Subject Matter Knowledge of Trigonometric Functions Scale (TSMKTFS) and peer evaluation questionnaire, and from students using teacher evaluation questionnaire and Student Trigonometric Functions Performance Scale (STFPS). All the instruments had their validity and reliability accordingly determined. Quantitative data gathered was analysed using descriptive and inferential statistics while qualitative data gathered from teachers’ and students’ tests were analysed using task performance analysis. It was found that a positive, statistically significant relationship existed between teachers’ subject matter knowledge and the composite measure of their teaching effectiveness. The relationships between teachers’ subject matter knowledge and students’ achievement and also between teachers’ subject matter knowledge and students’ rating of the teachers’ teaching effectiveness were found to be positive and statistically significant. However, the relationships between teachers’ subject matter knowledge and teachers’ self rating as well as teachers’ subject matter knowledge and peers’ rating of teachers’ teaching effectiveness were not found to be statistically significant though they were positive. Further data analysis showed that there was a difference between the subject matter knowledge of effective and ineffective teachers and also between the students taught by effective teachers and the students taught by the ineffective teachers. / Institute of Science and Technology Education / PhD (Mathematics Education)

The study seeks to examine the role of mentoring and how it could be used in the process of professional development of mathematical literacy teachers in the Greater Taung area. The study attempts to flag the importance of mentoring in professional development, especially for mathematical literacy teachers. To obtain data for the study sixteen mathematical literacy teachers from Taung area (within Ruth Mompati District) were purposively selected. Questionnaires and interviews were used to collect relevant data. Literature review, based on previous studies on mentoring also provided data for the study. The following findings emerged from the study: a) that mentoring has over the years has been an effective process for developing early-career teachers’ practices b) that there are no formal mentoring programmes to assist mathematical literacy teachers in the Greater Taung area c) there is a need for effective communication between the mentor and the mentee, since the learning that takes place in a mentoring relationship is usually through regular interaction.From the findings, a collaborative form of mentoring is recommended.Both parties in this relationship are considered as a source of knowledge that can contribute to the learning that occurs within the context of mentoring. / Mathematics Education / Ph. D. (Mathematics Education)

Constructivist teaching strategies are undeniably accepted as effective in achieving the desired educational goals of constructing knowledge through active and creative inquiry. Inasmuch as teachers would love to adopt these strategies in their teaching, mathematics teachers find themselves in a situation where they are forced not to use them. This study investigated the factors that impacted on the selection and adoption of constructivist teaching strategies in selected Gauteng’s urban schools. Four (4) public schools and sixteen (16) mathematics teachers participated in the study. The parallel mixed methods design was employed in the study to produce both quantitative and qualitative data. The data were therefore analysed both quantitatively and qualitatively. It was found that the participating mathematics teachers had an understanding of constructivist theories of teaching and that they perceived their classroom environments to be constructivist in character. The study also found that the adoption of constructivist teaching strategies was hindered by teachers’ lack of skills and competencies to handle a curriculum that they felt was handed down to them without their full involvement at all the stages of its development. Learners’ family backgrounds were also identified as a major social factor that impacted negatively against selection of constructivist strategies. Based on these findings, recommendations were made on how constructivist views can be realised in the teaching of mathematics in South African schools. / Mathematics Education / M. Ed. (Mathematics Education)

Text in Afrikaans, abstract in Afrikaans and English / Hierdie studie is daarop gemik om te bepaal tot welke mate wiskundeleerlinge op skool en onderwysstudente in wiskunde, onderrig in logika ontvang as agtergrond vir strenge bewysvoering. Die formele aspek van wiskunde op hoerskool en tersiere vlak is besonder belangrik. Leerlinge en studente kom onvermydelik met hipotetiese argumente in aanraking. Hulle leer ook om die kontrapositief te gebruik in bewysvoering. Hulle maak onder andere gebruik van bewyse uit die ongerymde. Verder word nodige en voldoende voorwaardes met stellings en hulle omgekeerdes in verband gebring. Dit is dus duidelik dat 'n studie van logika reeds op hoerskool nodig is om aanvaarbare wiskunde te beoefen. Om seker te maak dat aanvaarbare wiskunde beoefen word, is dit nodig om te let op die gebrek aan beheer in die ontwikkeling van 'n taal, waar woorde meer as een betekenis het. 'n Kunsmatige taal moet gebruik word om interpretasies van uitdrukkings eenduidig te maak. In so 'n kunsmatige taal word die moontlikheid van foutiewe redenering uitgeskakel. Die eersteordepredikaatlogika, is so 'n taal, wat ryk genoeg is om die wiskunde te akkommodeer. Binne die konteks van hierdie kunsmatige taal, kan wiskundige toeriee geformaliseer word. Verskillende bewystegnieke uit die eersteordepredikaatlogika word geidentifiseer, gekategoriseer en op 'n redelik eenvoudige wyse verduidelik. Uit 'n ontleding van die wiskundesillabusse van die Departement van Onderwys, en 'n onderwysersopleidingsinstansie, volg dit dat leerlinge en studente hierdie bewystegnieke moet gebruik. Volgens hierdie sillabusse moet die leerlinge en studente vertroud wees met logiese argumente. Uit die gevolgtrekkings waartoe gekom word, blyk dit dat die leerlinge en studente se agtergrond in logika geheel en al gebrekkig en ontoereikend is. Dit het tot gevolg dat hulle nie 'n volledige begrip oor bewysvoering het nie, en 'n gebrekkige insig ontwikkel oor wat wiskunde presies behels. Die aanbevelings om hierdie ernstige leemtes in die onderrig van wiskunde aan te spreek, asook verdere navorsingsprojekte word in die laaste hoofstuk verwoord. / The aim of this study is to determine to which extent pupils taking Mathematics at school level and student teachers of Mathematics receive instruction in logic as a grounding for rigorous proof. The formal aspect of Mathematics at secondary school and tertiary levels is extremely important. It is inevitable that pupils and students become involved with hypothetical arguments. They also learn to use the contrapositive in proof. They use, among others, proofs by contradiction. Futhermore, necessary and sufficient conditions are related to theorems and their converses. It is therefore apparent that the study of logic is necessary already at secondary school level in order to practice Mathematics satisfactorily. To ensure that acceptable Mathematics is practised, it is necessary to take cognizance of the lack of control over language development, where words can have more than one meaning. For this reason an artificial language must be used so that interpretations can have one meaning. Faulty interpretations are ruled out in such an artificial language. A language which is rich enough to accommodate Mathematics is the first-order predicate logic. Mathematical theories can be formalised within the context of this artificial language. Different techniques of proof from the first-order logic are identified, categorized and explained in fairly simple terms. An analysis of Mathematics syllabuses of the Department of Education and an institution for teacher training has indicated that pupils should use these techniques of proof. According to these syllabuses pupils should be familiar with logical arguments. The conclusion which is reached, gives evidence that pupils' and students' background in logic is completely lacking and inadequate. As a result they cannot cope adequately with argumentation and this causes a poor perception of what Mathematics exactly entails. Recommendations to bridge these serious problems in the instruction of Mathematics, as well as further research projects are discussed in the final chapter. / Curriculum and Institutional Studies / D. Phil. (Wiskundeonderwys)

Although South African teachers have ample opportunities for professional development (PD), weak results of learners show that these opportunities have had a limited effect on the development of the Mathematics teachers’ instructional skills. The improvement of the teaching of Mathematics is regarded as a solution to learners’ poor performance, because teachers play a key role in the improvement of pupils’ learning. In the light of this, a Mathematics PD programme implemented in a province of South Africa was evaluated and served as a case study. The aim of this evaluation was to probe the quality of the programme since it had been suggested that improving the quality of teaching can be achieved by offering effective PD programmes. Thus, the evaluation was done in an attempt to establish the academic value of the intervention. The investigated programme – which was implemented in a rural and under-resourced setting – focused on FET Mathematics teachers and used mentoring and workshops as its key intervention implementers. Five teachers were involved in this programme. Data collection methods included semi-structured interviews, lesson observations, mentoring and workshop reports, the results of learners, and pre- and post-test results of the participants. The evaluation of the PD programme revealed the following: that the workshops addressed the participants’ content knowledge gap to a limited degree; that mentoring was able to assist with the individual classroom-related needs of the participants, and that the community of practice formed in the workshops helped the participants to develop by means of working together on lesson preparation, micro-teaching, and content knowledge exercises. Other findings revealed that the duration of the workshops were adequate, however their intensity was insufficient to effectively address the participants’ needs, and that the workshops were carefully planned, given that the same topics were repeated. The mentor teachers and other facilitators encountered challenges relating to the long intervals between the mentoring sessions, the limited post-lesson-observation discussion time, the significant distances between the involved schools and the heavy teaching load of the participants. Nevertheless, recommendations on improving the effectiveness of future PD programmes included careful selection of the dosage of interventions, site-based mentoring, to incentivise participants of PD programmes, alleviating the teaching load of overburdened participants and the creation of conducive environments in rural areas for the formation of communities of practice. / Mathematics Education / D. Phil. (Mathematics, Science and Technology Education (Mathematics Education))

The quality of education in South Africa has come increasingly under scrutiny for various reasons and learners ‘performance in mathematics is one of the main areas of concern. Learners in secondary schools in Nzhelele East Circuit in Limpopo Province, South Africa, are not performing well in mathematics. Learners who want to pursue careers such as civil engineering, medicine and other qualifications where mathematics is a prerequisite find it difficult to follow these careers. The study used focus group discussions with 20 Grade 12 learners, face-to-face semi-structured interviews with six teachers and four SMT to investigate factors affecting grade 12 learners performance in mathematics in two secondary schools. The study highlighted socio-cultural and psychological factors that are seen to be barriers in mathematics performance. The purpose of this study was to explore factors that affect Grade 12 learners’ performance in mathematics. As there are many factors, this study's main emphasis was on the influence of the home environment, teachers’ competence and attitudes in teaching mathematics, learners’ attitudes towards mathematics and strategies that can be used to improve learners’ performance in mathematics. The afore-said were named themes each of which related to questions contained in the semi-structured interview schedule. The study included literature review from Kenya, Ghana and South Africa. Qualitative research method was used. Interviews were conducted with SMT, teachers and learners. The researcher set out to answer the following question What are the dominant and most profound socio-cultural and psychological factors of the Grade 12 mathematics learners affecting performance in the Nzhelele East Circuit, Vhembe District of Limpopo Province? The following points will also be taken into consideration during this research. How do learner performance trends in mathematics education look like among Grade 12 mathematics learners in the Nzhelele East Circuit, Vhembe District of Limpopo Province, and South Africa? What are the teacher-based factors established to have been contributory to the state of learner performance in mathematics in the selected participant schools? What are the School Management Team (SMTs) factors established to have been contributory to the state of learner performance in mathematics in the selected participant schools? THE AIMS AND OBJECTIVES Aim This study investigates the dominant and most profound socio-cultural and psychological factors affecting learner performance in mathematics among Grade 12 learners in the Nzhelele East Circuit, Vhembe District of Limpopo Province, and South Africa. Objectives The objective of this study was to explore the socio-cultural and psychological factors in the home and school environment that affect Grade 12 learners performance in mathematics at Nzhelele East Circuit, Vhembe District of Limpopo Province. Based on the above question the following were findings of the research. • Mathematics is believed to be a critical school subject in most regions of the world in general, and Sub-Saharan Africa in particular. • A plethora of governments – especially those in developing economies where governments are targeting industrialization and technological development believe mathematics is crucial for facilitating development and advancement of the general populace of their regions. • Mathematics is a compulsory subject in most education systems around the world. • There are a variety of complexities and constraints affecting the teaching and learning of mathematics in most regions of the world. • There is poor learner performance in mathematics. This is indicated by high failure rate in mathematics during end-of-year learner assessments. • The reasons for the poor performance of learners in mathematics in the selected schools were vast and intertwined. • Efforts have been made at international level to intervene with regard finding solutions to complexities and constraints affecting teaching-learning environment in mathematics. • The complexities and constraints affecting the teaching-learning environment of mathematics in South Africa stem from South Africa's past era of apartheid education. • Mathematics has been a major target of improvement and transformation by the post-apartheid government in South Africa. • Regardless of the efforts made by the post-apartheid government in South Africa to improve and transform teaching-learning environment in mathematics, there are perpetual complexities and constraints still hindering progress, and this affects learner output in mathematics. • Mathematics is one of the poorly performing subjects in the post-apartheid education system in South African schools – especially those schools which are based in formerly disadvantaged areas such as homelands and townships. • There is a growing body of literature investigating the complexities and constraints affecting the teaching-learning of mathematics in South Africa. Apart from the conclusions based on general observations, the study furthermore concluded that critical learner-based factors, teacher-based factors and SMT-base factors contributed to the state of affairs in the selected participant schools. This study therefore concluded thus: • Learner-based factors Mathematics learners were poorly prepared in the lower grades for senior grades. In other words, learners lacked proper foundation and background in mathematics. Learners were not well taught the basics of mathematics in previous grades. Furthermore, mathematics learners lacked assistance with homework for example because the majority of parents were illiterate and therefore not involved in supervision of learners beyond school environment. Learners showed negative attitude towards their teachers and the subject. Learners were not self-motivated in mathematics. • Teacher-based factors Teachers did not have enough workshops on how to teach mathematics, and also on content knowledge improvement. Less creative teachers were teaching mathematics. Teachers lacked support from their principals. The majority of teachers lacked passion in mathematics. • School Management Teams (SMTs) factors This study concludes that mathematics teachers were not receiving adequate support from the School management Teams (SMTs). Lack of teacher support by SMTs stems from poor organisation of supervisory roles expected from SMTs. Teachers' work is not being properly monitored and supervised. RECOMMENDATIONS Based on the conclusions drawn from the study, the following recommendations are crucial, and they have to be implemented: • Recommendations to the Department of Education This study recommends that the Department of Education should monitor or revisit the methods of teaching and learning of mathematics. Assessment should also be revisited to ensure that the mathematics paper is not too long for the learners during examinations. Enlisted service providers who facilitate teacher workshops for mathematics must be conversant with content requirements of mathematics. Considerations should be made to simplify the mathematics question paper. The Department of Education should also provide necessary resources such as textbooks timeously. Knowledgeable mathematics specialists and advisers could be enlisted to visit regular visits to schools to assist teachers and learners throughout the year. • Recommendations to the School Management Teams (SMTs) The SMT should ensure that their educators are adequately qualified to teach mathematics. as a subject as well as being able to teach their learners in a way that they understand the subject. In addition, teachers who are knowledgeable in teaching mathematics should be appointed to teach mathematics. The SMTs should also ensure that compulsory workshops are provided for mathematics teachers at school level. Furthermore, the SMTs should ensure that educators are able to identify learners that are under-performing, monitor the utilisation of study time and assist in resolving problems regarding the poor performance of such individual learners. School Management Teams shall facilitate additional after-hours lessons and sessions to assist learners identified as lacking in home environment assistance for example. Moreover, SMTs should also encourage all Grade 12 mathematics learners to participate in supervised extra mathematics lessons and extra-mural activities in order to develop and build their self-confidence and positive self-esteem. In addition, the SMT members should be more supportive to their mathematics teachers. Continuous moderation of teachers' work should be encouraged. School Management Teams (SMTs) should also develop motivational programmes and instruments to encourage and motivate learners in their respective schools. For example, performing learners could be awarded with prizes in public – especially during school organised functions which might include learners, teachers and parents. • Recommendations to the teachers The teachers should make it a point that they attended mathematics workshops as organised by various stakeholders. Teachers' interest in mathematics could be improved by improving their knowledge of subject content in mathematics, and personal recognition by authorities. Performing teachers could also be recognised and awarded with prizes publicly at school gatherings and meetings. Teachers should also be encouraged to obtain further qualifications and skills in mathematics. • Recommendations to the learners Efforts should be made to improve learners’ attitudes towards mathematics, and in addition to their mathematics teachers. Learners should be made aware of national target for mathematics education and the implications thereof. This could be achieved by utilizing educators – especially those who teach Guidance as a subject to learners to provide more convincing evidence of the spin-offs of obtaining good passes in mathematics in South Africa. SUGGESTION FOR AREAS NEEDING FURTHER STUDY There is a need to conduct follow-up research on: • applied strategies and instrument to improve learner attitude towards mathematics. • Establishing whether the complexities and constraints affecting learner performance in mathematics affect both girl and boy learners the same considering that their circumstances and conditions might materially differ. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Submitted by Julyette Priscila Redling (jredling@gmail.com) on 2018-07-16T19:56:25Z No. of bitstreams: 1 TESE VERSÃO DEFESA (FINAL) (01-05-2018) pós defesa - revisão gramatical.pdf: 1619292 bytes, checksum: 334ecc7a05b59176484c6f844a4dd12c (MD5) / Approved for entry into archive by Maria Marlene Zaniboni null (zaniboni@bauru.unesp.br) on 2018-07-17T13:36:13Z (GMT) No. of bitstreams: 1 redling_jp_dr_bauru.pdf: 1619292 bytes, checksum: 334ecc7a05b59176484c6f844a4dd12c (MD5) / Made available in DSpace on 2018-07-17T13:36:13Z (GMT). No. of bitstreams: 1 redling_jp_dr_bauru.pdf: 1619292 bytes, checksum: 334ecc7a05b59176484c6f844a4dd12c (MD5) Previous issue date: 2018-05-29 / No âmbito dos estudos realizados com professores, a crise de Identidade Profissional é um problema atual que tem suscitado investigações em diversos países. No Brasil, temos assistido, nos últimos anos, mudanças em todos os âmbitos (político, social, econômico) que afetam a sociedade em geral e o sistema educativo em particular. Dessa forma, buscamos investigar nesse trabalho, as influências das configurações contemporâneas da educação na Identidade Profissional dos professores de matemática da Educação Básica. Para tanto, realizou-se uma pesquisa qualitativa, mediante estudo do caso, sob a seguinte questão: De que maneira as configurações atuais da educação, relacionadas às profundas mudanças no contexto das escolas públicas estaduais paulistas, têm contribuído para uma nova identificação do papel do professor de matemática em sala de aula, que possa desencadear um processo de crise de Identidade Profissional? A coleta de dados foi realizada por meio de questionários e o material analisado na perspectiva da análise de conteúdo, à luz dos pressupostos teóricos tomados como referência. A partir da pesquisa, foi possível compreender que as mudanças atuais da educação afetam muitos professores, inclusive os professores de matemática, os quais admitem várias implicações negativas sobre a profissão docente. Diante disso, esta pesquisa também investiga na perspectiva desses sujeitos, quais os fatores que estão na base da crise de Identidade Profissional, contribuindo para a compreensão deste fenômeno que pode conduzir a uma reconstituição da Identidade Profissional dos professores de matemática. Como resultado percebemos que as configurações contemporâneas da educação decorrentes dessas mudanças, bem como as novas exigências da sociedade, transferiram para a escola funções que outrora eram assumidas por outras instâncias, tais como a família, exigindo novas funções e isso tem desestabilizado o exercício profissional dos docentes. Além disso, os professores têm deparado-se cada vez mais com a falta de condições de trabalho adequadas e com a deterioração do status profissional, já que todas as exigências que lhes são impostas não se fazem acompanhar de melhorias na profissão. Em consequência, os professores emergem numa profunda crise de Identidade Profissional, conduzindo estes profissionais da educação a sentimentos de resistência às mudanças, à desmoralização e de desistência. / Within the framework of the studies related to teachers, the Professional Identity Crisis has been a current issue which has elicited researches in several countries. In Brazil, some changes in political, social and economic sphere have been seen lately in recent years and these such changes flaw the society, in general, specially the Education System. Therefore, this assignment aims to investigate the influences of the contemporary configuration of education in the Professional Identity of Mathematics teacher of Basic Education System. For this purpose, a qualitative research was made by means of research into studying of the issue according to an important question: “How has the current configuration of education related to the significant changes in Paulistas Public Schools contributed to a new identification to the role of Mathematics teachers inside their classrooms, so that it is possible to trigger a crisis process to a Professional Identity? Data were collected through questionnaire and the material was analyzed in the view of analyzing the subject based on the theories used as reference. Studying the research, it was possible to understand how the current changes of education may affect several professions, including the Mathematics teachers who admit a large number of negative implications for the mentioned profession. Accordingly, this research can also investigate, in these ones `view however, what the factors on the base of the Professional Identity Crisis have been contributing to an understanding of this phenomenon which can conduct forward reconstruction of Professional Identity to Mathematics teachers. As a result, contemporary configurations of education from these changes can be seen as well as the new society demands, transferred some functions to school which once were assumed to others, for instance family, demanding new functions and this fact has destabilized the role of teachers. Besides, the teachers have been encountering increasingly a lack of suitable working conditions and with the deterioration the professional status since all imposed demands may not be accompanied by professional improvements. As a result, teachers go through a deep crisis of Professional Identity leading these professionals to a sense of resistance to changes and demoralization, thus they withdrawal their occupation.