Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-06-04T16:12:52Z
No. of bitstreams: 1
TAMIRES PASTORE BERNARDI.pdf: 2183553 bytes, checksum: e3b0216fea9b4e44525a18926d7444d6 (MD5) / Made available in DSpace on 2018-06-04T16:12:52Z (GMT). No. of bitstreams: 1
TAMIRES PASTORE BERNARDI.pdf: 2183553 bytes, checksum: e3b0216fea9b4e44525a18926d7444d6 (MD5)
Previous issue date: 2018-02-07 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research had the purpose of investigating the contributions offered to the teaching and learning of Mathematics for students and the researcher-teacher in the context of
an Elementary 3rd grade classroom, based on the use of written and oral records made by the students and the teacher who was investigating the practices in the classroom.
The main objective was to analyze how and if the activities performed with the Elementary 3rd grade classroom could contribute with the resignification of mathematical concepts based on the analysis of the records made about these activities. The specific objectives were: a) to investigate if the use of narratives (by the teacher as well as by the students) and the reflection on them may help with the educational development and the resignification of mathematical concepts by the students; and b) to analyze the productions and records made by the students in order to observe if the used contributions, the resources and strategies impacted the understanding of mathematical concepts of that grade. The methodological line is a qualitative perspective of the research with intervention in a single group. The students? work, their written and pictorial representations, and their oral communication about the activities served as
instruments for the analysis and investigation, as well as the teacher?s narratives related to the developed activities. The research took place in a state public school in a neighborhood located in the outskirts of the city of Campinas. The categories for analysis were three: 1. Operation learning and resolution strategies; 2. Written production by students; and 3. Production and interpretation of problems. As a transversal axis, we defined the interpersonal relations considering the three categories mentioned above. As a result, we state that an increase on the interest of the students in the problems, their active participation, collaboration and cooperation were present in the interpersonal relations during the activities with Mathematics, as well as the development of the written skills in favor of advances in the learning. / Esta pesquisa buscou investigar que contribui??es s?o oferecidas para o ensinoaprendizagem de alunos e da professora-pesquisadora em um trabalho com a matem?tica em sala de 3? ano do Ensino Fundamental, a partir da utiliza??o de registros escritos e orais das crian?as e da professora que investiga a pr?tica sobre as aulas. Tem por objetivo principal analisar se e como um trabalho com a matem?tica no 3? ano do Ensino Fundamental pode contribuir com a ressignifica??o de conceitos matem?ticos a partir da an?lise dos registros realizados dessas atividades. Como objetivos espec?ficos apresentamos: a) investigar se o uso das narrativas (tanto da docente quanto dos alunos) e a reflex?o sobre as mesmas auxilia o desenvolvimento docente e a ressignifica??o de conceitos matem?ticos pelas crian?as; e b) analisar nas produ??es e registros das crian?as as contribui??es dos recursos e estrat?gias utilizadas para a compreens?o dos conceitos matem?ticos do respectivo ano. O
tra?ado metodol?gico configura-se numa perspectiva qualitativa de pesquisa de interven??o de grupo ?nico. Os trabalhos dos alunos e suas representa??es escritas e
pict?ricas, comunica??es orais sobre as a??es realizadas serviram de instrumentos de an?lise para a investiga??o da mesma forma que as narrativas da professora relacionadas ?s atividades desenvolvidas. A pesquisa se desenvolveu em uma escola da rede p?blica estadual, situada num bairro perif?rico do munic?pio de Campinas. Como categorias de an?lise, elencamos tr?s: 1. Estrat?gias de aprendizagem e de resolu??o de opera??es; 2. Produ??o escrita de alunos; e 3. Produ??o e Interpreta??o de situa??es problemass. Como eixo transversal, trazemos as rela??es interpessoais considerando sua abordagem nas tr?s anteriores. Como resultados, apresentamos que
o pratagonismo infantil, o aumento do interesse dos alunos por situa??es problemas, a participa??o ativa dos mesmos e a colabora??o e coopera??o estiveram presentes nas rela??es interpessoais durante os trabalhos com a matem?tica, al?m do desenvolvimento da produ??o escrita em prol de avan?os na aprendizagem.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede.bibliotecadigital.puc-campinas.edu.br:tede/1113 |
| Date | 07 February 2018 |
| Creators | Bernardi, Tamires Pastore |
| Contributors | Megid, Maria Auxiliadora Bueno Andrade, Grando, Regina Celia, Tortella, Jussara Cristina Barboza |
| Publisher | Pontif?cia Universidade Cat?lica de Campinas, Programa de P?s-Gradua??o em Educa??o, PUC-Campinas, Brasil, CCHSA ? Centro de Ci?ncias Humanas e Sociais Aplicadas |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_CAMPINAS, instname:Pontifícia Universidade Católica de Campinas, instacron:PUC_CAMP |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0025 seconds