Philosophiae Doctor - PhD / The purpose of the study was to investigate prospective 'A' level mathematics teachers' knowledge of the concept of a function. The study was a case study of six prospective Zimbabwean teachers who were majoring in mathematics with the intention of completing a programme leading to certification as secondary mathematics teachers. At the time of the study the six prospective teachers were in their final year of study. Prospective teachers' knowledge of the concept of a function was assessed through task-based interviews and reflective interviews. These interviews, which were done over a period of three months, were structured to capture the prospective teachers' subject matter knowledge and pedagogical content knowledge for teaching the concept of a function. The interviews were also meant to capture the prospective teachers' underlining pedagogical reasons for their choices of the examples, representations and teaching approaches when planning to teach the concept. As part of the study a theoretical framework for understanding prospective teachers' knowledge of the concept of a function was developed. The framework, which was developed, was used as an analytical tool in analyzing prospective teachers knowledge of the concept of a function. The results of the study indicated that the prospective teachers had a process conception of a function although some of them had given a set-theoretic definition of a function in which a function is perceived as a mathematical object. They also confined the notion of a function to sets of real numbers. Functions defined on other mathematical objects (for example, the differential operator and the determinant function) were not considered as functions by five of the six prospective teachers.

Syftet med denna studie är att belysa några grundsärskolelärares konstruktioner av elevers delaktighet i ämnet matematik. För att kunna belysa lärares konstruktioner har jag genomfört kvalitativa gruppintervjuer med lärare, inom grundsärskolans olika stadier, som alla undervisar i ämnet. Jag har genom intervjuerna tagit del av lärarnas gemensamma beskrivningar och sedan analyserat dem ur ett socialkonstruktionistiskt perspektiv. Utifrån de intervjuade lärarnas konstruktioner handlar elevers egna önskemål om delaktighet i matematikämnet främst om tillgång till digitala verktyg i form av Ipads och här beskrivs elever som skickliga användare. Hinder för delaktighet däremot kan handla om elevers okunskap om hur man gör sig delaktig emedan möjlighet till delaktighet kan handla om att läraren är positivt inställd till ämnet. En matematikundervisning som är nivåanpassad och variationsrik och som präglas av lyhördhet och prestigelöshet kan inverka gynnsamt på elevers möjligheter att vara delaktiga. Variationer mellan stadier handlar bland annat om graden av initiativförmåga som tenderar att öka med stigande ålder men även om elevers förståelse av ämnet som blir mer tydligt ju äldre eleverna blir. Min förhoppning är att denna studie kan bidra till ökad förståelse för hur viktig lärarrollen är för grundsärskoleelevers möjligheter att bli delaktiga i matematikundervisningen. / The purpose of this study is to describe the constructions of student participation in mathematics made by some special school teachers. In order to obtain teachers' constructions of student participation in mathematics I conducted qualitative group interviews with teachers in special schools from different stages, each of which teaches the subject. Through the interviews I have been able to take part of the teachers’ common descriptions and I have analyzed these from a social constructionist perspective. Based on teachers’ constructions is students' own preferences about participation in mathematics mainly for access to digital tools as Ipads and the teachers describes students as skilled users. The picture of what can prevent participation include students' lack of knowledge about how to do their part. On the contrary if the teacher has a positive attitude towards mathematics opportunities for participation might be given. Mathematics teaching, if graded and varied and if characterized by sensitivity and modesty, have a positive impact on pupils' opportunities to be involved. Variations between stages include the degree of initiative that tends to increase with age but also students' understanding of the subject that becomes more evident the older the students are. My hope is that this study can contribute to greater understanding of how important the teachers role is for special school students’ opportunities to become involved in the teaching of mathematics.

Orientador: Rosana Giaretta Sguerra Miskulin / Banca: Laurizete Ferragut Passos / Banca: Regina Célia Grando / O cd-rom contém Anexo A / Resumo: A formação de professores é um processo complexo e multifacetado que exige de nós, pesquisadores em Educação Matemática, reflexões sobre os aspectos que constituem a cultura docente dos professores. Nessa perspectiva, nas literaturas brasileira e internacional, encontramos aportes teóricometodológicos distintos que enfatizam aspectos relacionados à cultura do professor de Matemática. Desse modo, a questão a ser investigada na presente pesquisa pode ser descrita como: Como as experiências compartilhadas da prática docente se manifestam e como podem influenciar a cultura docente dos futuros professores de Matemática? O objetivo da presente pesquisa é compreender e evidenciar as experiências compartilhadas da prática e a sua influência na cultura docente dos futuros professores de Matemática . Para tanto, realizamos uma Pesquisa Qualitativa com duas alunas regulares da disciplina de Prática de Ensino sob a forma de Estágio Supervisionado, do ano de 2007 e com professores de professores de distintas universidades públicas, do estado de São Paulo, objetivando observar a influência das experiências da prática no discurso das futuras professoras e na ação docente destas e, ainda, vislumbrar por meio dos discursos dos professores de professores o quanto a disciplina de Prática de Ensino sob a forma de Estágio Supervisionado contribui para a passagem de aluno a professor e, nessa passagem ressaltar por meio dos olhares dos professores as subjacências presentes, além de abordarmos aspectos relacionados ao atual quadro de formação de professores no estado de São Paulo, bem como a relação entre as experiências da prática e a cultura docente dos futuros professores de Matemática. Os procedimentos metodológicos que se fizeram presente foram: gravação e análise de entrevistas com os professores e com as duas futuras professoras e filmagem e análise de Oficinas... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The formation of teachers is a multifaceted process that requires of us, Education Researchers reflecting on aspects that constitute the teaching body. In this perspective, in the international and Brazilian literature, we find distinct methodologicaltheoretical support that emphasizes aspects related to the mathematics teacher culture. Thus the matter to be investigated in the current research can be described as: How are shared experiences of teaching practices manifested and how can they influence the teaching culture of future teachers of Mathematics? The aim of this present research is to understand and make evidence experiences shared of practice and its influence in the teaching culture of future teachers of Mathematics. For that, we conducted a Qualitative Research with two regular female students of Practice of Teaching discipline during a Supervised Internship in 2007 with professor of teachers of distinguished Public Universities of São Paulo with an aim to observing the influence of experience of practice in the discourse of the future teachers and in their teaching action, and still, glimpse through the discourse of professors of teachers how much the discipline of Practice of Teaching taking form in an Internship under Supervision contributes to the changing from student to teacher and in this transition to emphasize through the vision of teacher what's underlying besides approaching related aspects to the professors of teachers in the state of São Paulo as well as the relation between experiences and practice and the teaching culture of future teachers of mathematics. The methodological procedures used were: recordings and analyses of interviews with teachers and two future female teachers, filming and workshop analyses. The triangulation of data of research semistructured interviews with professors of teachers as well as with future teachers and filming workshops... (Complete abstract click electronic access below) / Mestre

Submitted by Erika Demachki (erikademachki@gmail.com) on 2015-02-13T15:38:01Z No. of bitstreams: 2 Dissertação - Joaquim do Carmo Belo - 2010.pdf: 2437382 bytes, checksum: 6368013d3c280eb6c175c8d06c38f781 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2015-02-13T15:38:31Z (GMT) No. of bitstreams: 2 Dissertação - Joaquim do Carmo Belo - 2010.pdf: 2437382 bytes, checksum: 6368013d3c280eb6c175c8d06c38f781 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-02-13T15:38:31Z (GMT). No. of bitstreams: 2 Dissertação - Joaquim do Carmo Belo - 2010.pdf: 2437382 bytes, checksum: 6368013d3c280eb6c175c8d06c38f781 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2010-04-15 / This dissertation aims to investigate/realise, in generally, the reflections about the education practiced in the three distinct periods – The Portuguese colonization (1522-1975), The Indonesian invasion (1975-1999) and The East Timor Independent (2002- current) – and, particulary, about Mathematics teachers´ formation in East Timor, by the lights of Ethnomathematics perspective. The point of view here is taken part in “choosing” this theme which makes the sum aspects importance’s to give the contributions through the reflection and to give opportunities for new perspectives as a way of difference views about the multiple issues to improve the quality of scholar education for the country. In particular, the Mathematics teachers training in the country of sandalwood that survived for at least two periods of domination and which “legacy” left by the oppressors of efforts, still needs efforts to be surpassed. For that, it was proposed as theoretical framework of the research, the field of Ethnomathematics –which one is mainly based on the author D’Ambrosio – and allied to the approach of Paulo Freire’s perspective education lode to substance reflections related to significant sources, documents and experiences lived by the researcher. Methodologically, the study includes a component of critical, theoretical and empirical reflection, requiring the author's subjective involvement in the collection of the primary and secondary data. The research was conducted through bibliographic and documentary procedures with ethnographic inspiration and involved a self-critical dialogue of the researcher taking into account his own experience in school practice. Referring to the conceptions of principals authors which as theoretical ground fundaments of this research; discuss as appointment, to the formation of teachers (mathematics) of East Timor, the education of peace, to the citizen and to the world civilization. Emerges for there a new position regarding to the “choices” about knowledge and curriculum for the class room’s practice, which comes to contribute towards the enhancement of the existing knows/makes in East Timor’s socio-cultural context. / A presente dissertação tem como objetivo realizar, em geral, reflexões sobre a educação escolar praticada em três períodos distintos – colonização portuguesa (1522-1975), invasão indonésia (1975-1999) e Timor-Leste independente (2002-atual) – e, em particular, sobre a formação dos professores de matemática no Timor-Leste, à luz da perspectiva da Etnomatemática. O ponto de vista aqui tomado parte da “escolha” por esse tema que se faz de suma importância para dar contribuições por meio da reflexão e oportunizar novas perspectivas em meio ao olhar diferenciado sobre as múltiplas questões para a melhoria da educação escolar no país. Em particular, à formação de professores de matemática no país do sândalo branco que viveu dois períodos de dominação e cujas “heranças” deixadas pelos opressores ainda necessitam de esforços para serem superadas. Para tanto, propôs como quadro teórico de investigação o campo da Etnomatemática – baseia-se principalmente no autor D’Ambrósio – e que na aproximação com a perspectiva de educação freireana veio substanciar reflexões paltadas em significativas fontes, documentos e experiências vividas pelo pesquisador. No domínio metodológico, o estudo inclui um componente de reflexão crítica, teórica e empírica, que necessitou do envolvimento subjetivo do pesquisador na coleta dos dados primários e secundários. A pesquisa foi realizada por meio de procedimentos de estudo bibliográfico e documental, com inspiração etnográfica e envolveu um diálogo autocrítico do pesquisador em virtude da vivência na prática escolar. Remetendo às concepções dos principais autores que fundamentam o solo teórico deste trabalho, discute-se como apontamentos, para a formação de professores (matemática) do Timor-Leste, a educação para a Paz, para a cidadania e para o mundo. Emerge daí um novo posicionamento quanto às “escolhas” acerca dos conhecimentos e currículos para a prática de sala de aula, de modo que venham contribuir com abordagens em prol da valorização dos saberes/fazeres existentes ao contexto sociocultural timorense.

The purpose of this study was to examine elementary teachers&rsquo / and elementary mathematics teachers&rsquo / perceptions of mathematically gifted students in terms of teachers&rsquo / gender, year of experience and area of teaching. The data were collected from 176 elementary teachers and 90 elementary mathematics teachers from 60 state elementary schools in the center of Trabzon, in the fall semester of 2011-2012 academic year. In order to determine teachers&rsquo / perceptions of mathematical giftedness, the instrument called as Teachers&rsquo / Judgments of Gifted Mathematics Student Characteristic (TJGMSC) was used. The results were evaluated in terms of three dimensions of TJGMSC: school smart mathematics student, mathematics perspective for the real world and creative problem solver. Besides, in order to analyze the data, one-way MANOVA was conducted. The results of the study illustrated that there were no significant differences among teachers&rsquo / TJGMSC scores, in terms of their gender and year of experience. However, a significant difference was found between elementary teachers and elementary mathematics teachers in terms of their TJGMSC scores for only the dimension of school smart mathematics student. To illustrate, elementary teachers&rsquo / scores regarding this dimension were higher than those of elementary mathematics teachers.

Thesis (Ph.D.) -- Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.

Made available in DSpace on 2018-06-27T19:13:15Z (GMT). No. of bitstreams: 2 Larissa da Rosa dos Santos.pdf: 2894452 bytes, checksum: 93b19c0ab2b535a4634fba7331cf53cd (MD5) Larissa da Rosa dos Santos.pdf.jpg: 3262 bytes, checksum: f3b9791409664f41924e545945a9e9cc (MD5) Previous issue date: 2012-08-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims to investigate the contribution of the methodology of mathematical modeling in teaching and learning of mathematical concepts related to the theme of water, in a class of fourth semester of the Mathematics Teaching Course from Franciscan University Center (UNIFRA). To this end, the work was done on a qualitative approach, in which were used as instruments of teaching and learning videos, obtained from the website www.akatu.org.br addressing this issue, participant observation, field diary of teacher researcher, who recorded the observations during the implementation of activities and semi-structured questionnaire applied before and after the procedures. With the analysis of results was possible to notice that in an environment with modeling, observed changes in the design of future teachers of mathematics, the development skills of logical reasoning, proposition and problem-solving and communication skills. Students build new knowledge through interaction with peers and the teacher. Furthermore, we observed that the modeling provided a learning environment that gave meaning to mathematical concepts. / A presente pesquisa tem como propósito investigar a contribuição da metodologia da Modelagem Matemática no ensino e aprendizagem de conceitos matemáticos relacionados com o tema água, em uma turma do quarto semestre do curso de Licenciatura em Matemática do Centro Universitário Franciscano (UNIFRA). Para tanto, o trabalho foi realizado numa abordagem qualitativa, na qual foram utilizados como instrumentos mediadores do processo de ensino e de aprendizagem vídeos obtidos no site www.akatu.org.br que tratam do tema, a observação participante, o diário de campo da professora pesquisadora, que registrou as observações durante a aplicação das atividades e questionários semiestruturados aplicados antes e após a realização dos procedimentos. Com a análise dos resultados foi possível perceber que, num ambiente com modelagem, ocorreram mudanças na concepção do futuro professor de Matemática, o desenvolvimento de habilidades de raciocínio lógico, de proposição e resolução de problemas e habilidade de comunicação. Os alunos construíram novos conhecimentos a partir da interação com seus pares e com a professora. Além disso, foi possível observar que a modelagem proporcionou um ambiente de aprendizagem que deu significado aos conceitos matemáticos.

Made available in DSpace on 2014-07-29T15:00:27Z (GMT). No. of bitstreams: 1 Ronan dissertacao.pdf: 802822 bytes, checksum: 5b2a50af42e2ddbd9339e6c46a6979d0 (MD5) Previous issue date: 2009-09-04 / The aim of this search, whose central theme is training of teachers of mathematics, is to study the influences of trainers course in mathematics degree in exercise of the graduates of this course. In the case of a course of study in an institution of higher education, this research is characterized as a case study in a qualitative approach that seeks to establish relations between the uniqueness and complexity of teacher training. In the discussions were addressed various aspects of the issue: public policies for the Brazilian Education, curriculum guidelines for undergraduate courses, particularly for the degree in mathematics, knowledge and expertise relevant to teachers and dichotomies in teacher education in mathematics. The theoretical contributions substantiate that these discussions were made of contributions from various national and international researchers. Of national literature in Education: Ludke (1996), Rosa (2003), André (2007). The international literature: Shulman (1986), Zichner (1993), Marcelo García (1999) and Tardif (2004). Brazilian literature of specific IFIC s Mathematics Education: Fiorentini (2005), Lins (2005), Garnica (2006). International literature of Mathematics Education: Bridge (1992), Sztajn (2002), Skovsmse (2007). Data were obtained through semi-interviews held with the actors of this study: five teachers licensed in the same way, and five students of basic education, one student from each teacher egress. The categories used for data analysis were: Education, Vocational Education and Training Human. These categories were constructed through an intense and delicate work to analyze the interviews with the trainers, teachers and their students. The data emerged from the perspective of academic training: the field of mathematics content for teachers is a key factor for the training of teachers. Appearance also noticed in the speech of teachers and students in their practices, according to the speech of their students in basic education. With respect to pedagogical training: methodological aspects of teaching, the teacher-student, the classroom management was perceived in the speech of the majority of trainers and teachers and emphasized with much enthusiasm by all students, as the characteristics of good teacher practice. With regard to training human: aspects of the human relantionship between trainer and licensing, curriculum knowledge and personal stories to the teacher to student attributes were described by the subjects investigated. The study also shows how the models studied training (academic, educational and human) are taught by teachers, learned and put into practice by graduates. Thus, we believe that this research will contribute to deepen the discussions and reflections on curricular issues, the dichotomies between the degree and bachelor s degree, knowledge and training of trainers, the influences that they exert on the students, especially during graduation Mathematics in the IME-UFG / O objetivo deste trabalho, cujo tema central é a formação de professores de matemática, é o de estudar as influências que os formadores do curso de licenciatura em matemática da Universidade Federal de Goiás (UFG) exercem sobre os egressos deste curso. Por se tratar do estudo de um curso, em uma determinada instituição de ensino superior, esta pesquisa caracteriza-se como um estudo de caso em uma abordagem qualitativa, que busca estabelecer relações entre a singularidade e a complexidade da formação docente. Nas discussões foram abordados vários aspectos da temática: políticas públicas voltadas para o ensino brasileiro; orientações curriculares para os cursos de licenciatura, em especial para a licenciatura em matemática; saberes e conhecimentos pertinentes aos professores e dicotomias na formação de professores de matemática. Os aportes teóricos que fundamentaram estas discussões foram constituídos por contribuições de vários pesquisadores nacionais e internacionais. Da literatura nacional em Educação: Lüdke (1996); Rosa (2003); André (2007). Da literatura internacional: Shulman (1986); Zaichner (1993); Marcelo García (1999); Tardif (2004). Da literatura brasileira específica da Educação Matemática: Fiorentini (2005); Lins (2005); Garnica (2006). Da literatura internacional da Educação Matemática: Ponte (1992); Sztajn (2002); Skovsmose (2007). Os dados foram obtidos por meio de entrevistas semi-estruturadas, realizadas com os seguintes atores desta pesquisa: cinco professores formadores do curso de licenciatura em matemática da UFG; cinco professores licenciados do mesmo curso e cinco alunos da educação básica, sendo um aluno de cada professor egresso. As categorias utilizadas para análise dos dados foram: Formação Acadêmica; Formação Pedagógica e Formação Humana. Estas categorias foram construídas por meio de um trabalho intenso e delicado ao analisarmos as entrevistas realizadas com os formadores, os professores e seus alunos. Da análise dos dados emergiram, na perspectiva da formação acadêmica: o domínio dos conteúdos de matemática para os formadores é um fator fundamental para a formação dos professores. Aspecto percebido também no discurso dos professores egressos e em suas práticas, de acordo com as falas de seus alunos da educação básica. Com relação à formação pedagógica: aspectos metodológicos de ensino, relação professor-aluno, gestão da sala de aula, foram percebidos no discurso da maioria dos formadores e professores, e enfatizados com muito entusiasmo por todos os alunos, como características inerentes à prática do bom professor. No que se refere à formação humana: aspectos da relação humana entre formador e licenciando, saberes curriculares, histórias pessoais e respeito do professor com aluno, foram atributos descritos pelos sujeitos investigados. O estudo nos mostra também como os modelos de formação estudados (acadêmico, pedagógico e humano) são ensinados pelos formadores, aprendidos e colocados em prática pelos egressos. Dessa forma, acreditamos que esta pesquisa venha a contribuir para aprofundar as discussões e reflexões sobre os aspectos curriculares, as dicotomias entre a licenciatura e o bacharelado, os saberes e a formação dos formadores, as influências que estes exercem sobre os egressos, sobretudo no curso de licenciatura em matemática do IME-UFG

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-10-20T14:04:45Z No. of bitstreams: 1 Sara Miranda de Lacerda.pdf: 1554343 bytes, checksum: 95c70e371e14f7e7e87f95fc790d9950 (MD5) / Made available in DSpace on 2017-10-20T14:04:45Z (GMT). No. of bitstreams: 1 Sara Miranda de Lacerda.pdf: 1554343 bytes, checksum: 95c70e371e14f7e7e87f95fc790d9950 (MD5) Previous issue date: 2017-10-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Fundação São Paulo - FUNDASP / The theme of this research is the teaching training and the learning to teach Mathematics of students of Pedagogy when participating in a Community of Practice and accompanying the work of teachers of the initial years of the Elementary School. The focus of the observation were three Pedagogy students participating in the PUC-SP (CoP OBEDUC) core of the Observatory of Education project entitled “Collaborative Network of Practices in Teacher Training to Teach Mathematics: multiple looks, dialogues and contexts”. This thesis aims to identify the contribution of the participation in CoP OBEDUC for the formative process of these students of Pedagogy to teach Mathematics in the initial years of Elementary School. This study is inserted in the context of social learning theory, which considers social participation as an element that promotes learning. It was used the concept of Community of Practice (Etienne Wenger), which integrates the necessary elements to characterize social participation as a process of learning and knowing. The concept of Community of Practice considers these elements – meaning, practice, community and identity – to be deeply intertwined and mutually defining. For this purpose, actions were taken to observe the contribution of practice in the teaching education of the research, considering their experience in CoP OBEDUC. It was proposed an intervention in the classroom, of elaborating a Mathematics task to be developed in pairs formed by a student of Pedagogy and a teacher of the initial years of Elementary School. The process took place in four stages, inspired by the processes of self-confrontation and cross-self-confrontation (Yves Clot), all of them recorded in audio and video, which included the planning of the action, the development of the task in classroom, together with the teacher of the class, a meeting of confrontation for each pair and a general meeting with the participation of members of CoP OBEDUC, the latter two with the analysis of the scenes from the first two. All this process has contributed to teaching training and has promoted learning of teaching to teach Mathematics. The students have felt themselves inserted, identified with the profession, an evidence of the constitution of teaching identity. It was considered that these learning has occurred due to the set of experiences lived during the period in which they participated in CoP OBEDUC and by the influence of the multiple experiences to which they have been exposed during the considered period. The results indicate that the participation in CoP OBEDUC has allowed the reflection and the interaction with peers, promoting teaching learning of both students and experienced teachers, the negotiation of meanings generated in the dual movement of participation and reification, by the constitution of teacher identity and by practice / O tema desta pesquisa é a aprendizagem para a docência e para o ensino de Matemática de estudantes de Pedagogia ao participarem de uma Comunidade de Prática e ao acompanharem o trabalho de professores dos anos iniciais do Ensino Fundamental. O foco da observação foram três estudantes de Pedagogia participantes do núcleo da PUC-SP (CoP OBEDUC) do projeto do Observatório da Educação intitulado “Rede Colaborativa de Práticas na Formação de Professores que ensinam Matemática: múltiplos olhares, diálogos e contextos”. Esta tese tem por objetivo identificar a contribuição da participação na CoP OBEDUC para o processo formativo dessas estudantes de Pedagogia para ensinar Matemática nos anos iniciais do Ensino Fundamental. Este estudo está inserido no contexto da teoria social de aprendizagem, que considera a participação social como elemento que promove aprendizagem. Utiliza-se o conceito de Comunidade de Prática (Etienne Wenger), que integra elementos necessários para caracterizar a participação social como um processo de aprender e conhecer. O conceito de Comunidade de Prática considera que esses elementos - significado, prática, comunidade e identidade - estão profundamente interligados e se definem mutuamente. Para isso, foram empreendidas ações para observar a contribuição da prática na formação docente dos sujeitos da pesquisa, considerando sua vivência na CoP OBEDUC. Foi proposta uma intervenção em sala de aula, de elaboração de uma tarefa de Matemática para ser desenvolvida em duplas formadas por uma estudante de Pedagogia e um professor dos anos iniciais do Ensino Fundamental. O procedimentoo ocorreu em quatro etapas, com inspiração nos processos de autoconfrontação e autoconfrontação cruzada (Yves Clot), todas gravadas em áudio e vídeo, em que estavam previstos o planejamento da ação, o desenvolvimento da tarefa em sala de aula, em conjunto com o professor regente, uma reunião de confrontação para cada dupla e uma reunião geral com a participação dos membros da CoP OBEUDC, essas duas últimas com a análise de cenas das duas primeiras. Todo esse processo contribuiu para a formação docente e promoveu aprendizagem da docência e para ensinar Matemática. As estudantes se sentiram inseridas, identificando-se com a profissão, uma evidência da constituição da identidade docente. Considera-se que esses aprendizados ocorreram devido ao conjunto de experiências vivenciadas ao longo do período em que participaram da CoP OBEDUC e pela influência das múltiplas experiências a que estiveram expostas no período considerado. Os resultados indicam que a participação na CoP OBEDUC possibilitou a reflexão e a interlocução com os pares, promovendo aprendizagem da docência tanto das estudantes como dos professores experientes, pela negociação de significados gerada no movimento dual de participação e reificação, pela constituição da identidade docente e pela prática

nÃo hà / O computador e as novas tecnologias de informaÃÃo e comunicaÃÃo, no sÃculo XXI tÃm representado um marco referencial na atual sociedade do conhecimento em que dados e informaÃÃes, acessados via Web, potencialmente podem gerar novos saberes cientÃficos. Necessita-se entÃo articular pedagogicamente as TDIC à sala de aula integrando-as ao currÃculo, objetivando uma (re)visÃo sobre o fazer ciÃncias da(na) escola. Tomando como aporte teÃrico a aprendizagem significativa e aprendizagem colaborativa procurando ampliar as estratÃgias de aprendizagem, fez-se uso da teoria construcionista de Valente, no intuito de refletir sobre a apreensÃo dos saberes com o emprego do computador enquanto ferramenta de facilitaÃÃo da aprendizagem. Desta forma iniciou-se esta investigaÃÃo ensejando a (re)construÃÃo colaborativa da educaÃÃo cientÃfico-matemÃtica na educaÃÃo bÃsica tendo como base a colaboraÃÃo e o emprego das TDIC para se conceber esta dissertaÃÃo. O campo de anÃlise da pesquisa foi a disciplina de Ensino de CiÃncias e MatemÃtica, ofertada no ano de 2010 para os alunos do Mestrado Profissional em Ensino de CiÃncias e MatemÃtica. A abordagem metodolÃgica empregada na pesquisa foi analise textual qualitativa. Esta anÃlise consistiu na investigaÃÃo de dados que prioriza a apreciaÃÃo de relatos escritos, procura elaborar novos sentidos e entendimentos mais amplos sobre os problemas analisados. A analise textual qualitativa baseou-se (trÃs) aspectos distintos: o processo de unitarizaÃÃo ou desmontagem dos textos estudados, o processo de categorizaÃÃo ou estabelecimento de relaÃÃes entre as informaÃÃes identificadas e a comunicaÃÃo. As ferramentas de apoio empregadas para a pesquisa-aÃÃo foram vinte e nove fÃruns e a ferramenta perfil dentro do AVA TELEDUC procurando compreender imbricaÃÃes entre os relatos-textualizados produzidos em fÃruns, a fim de verificar os aspectos subjacentes relacionados à construÃÃo de saberes e a aprendizagem colaborativa. As opiniÃes, ressignificaÃÃes e relatos experimentais cujos conteÃdos foram assimilados constituÃram-se em um corpus de anÃlise a fim de verificar o processo de aprendizagem e as relaÃÃes envolvidas no processo de cooperaÃÃo entre professores, enquanto circunstÃncias promotoras de mudanÃas conceituais e atitudinais nos professores-alunos em processo de formaÃÃo strictu sensu / The computer and information technologies and communication in the twenty-first century have represented a benchmark, the current knowledge society in which data and information accessed via the Web, can potentially generate new scientific knowledge. Need is then articulate the pedagogical TDIC to the classroom by integrating them into the curriculum, aiming at (re) vision about doing science (in) school. Taking as significant theoretical learning and collaborative learning seeking to broaden the learning strategies, was made use of the constructivist theory of Valens, in order to reflect on the apprehension of knowledge with the use of the computer as a tool for facilitating learning. Thus began this research entailing the (re) building collaborative scientific and mathematical education in basic education based on collaboration and employment of TDIC to develop this thesis. The field of analysis of the research was the discipline of Mathematics and Science Teaching, offered in 2010 for students of the Professional Masters in Teaching Science and Mathematics. The methodological approach employed in the research was qualitative textual analysis. This analysis consisted of the investigation data that prioritizes assessment of written reports, seeks to elaborate new meanings and understandings about the broader problems analyzed. The textual analysis was based on qualitative (three) distinct aspects: the process of unitarization or disassembly of the texts studied, the process of categorization or establishment of relations between the identified information and communication. Support tools were employed to pesquisaÃÃo twenty-nine forums and tool profile within the AVA TELEDUC trying to understand the interplay between-transcribed reports produced in forums, to verify the underlying aspects related to the construction of knowledge and learning telecolaborativa. The opinions, reinterpretation and experimental reports whose contents were assimilated constituted a corpus analysis to verify the learning process and the relationships involved in the process of cooperation between teachers, while the circumstances that promote conceptual and attitudinal changes in teachers Pupils in the process of strictu sensu education