Indícios de apropriação do conceito de função por meio da aprendizagem da docência: uma proposta formativa no clube de matemática ensino médio
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2023-12-18
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Universidade Federal de Goiás
Resumo
This text presents the synthesis of a pedagogical investigation conducted with female
Mathematics teachers in the initial training phase. The object of the research is the learning of
teaching through the process of appropriation of mathematical knowledge, precisely the
concept of function, to understand the transformations that can be facilitated by the
Expansive Learning Cycle, allowing an in-depth analysis of the essence of this concept and
the appropriation of the theoretical thinking associated with it. The methodological approach
is based on Historical-Dialectical Materialism and uses a structured formative experiment
supported by the Historical-Cultural, Activity, and Teaching Guiding Activity Theories. The
central question of the research focuses on how teachers in initial training understand
teaching based on the process of appropriating the concept of function. The hypothesis
explored is related to the perspective that the appropriation of mathematical knowledge can
influence the learning of teaching through a pedagogical approach linked to its five
principles: the understanding of the school as a space for the appropriation of culture, the
recognition of the teacher as the subject of training processes, pedagogical intentionality as an
essential element in the organization of teaching, sharing as a fundamental principle for
understanding pedagogical activity, and mathematical knowledge as a promoter of human
development. The study covered two school years, 2021 and 2022, during which training
meetings were held that emphasized studies, planning, and evaluation of each learning cycle.
In this context, the research focuses on the importance of understanding the individual needs
of future teachers throughout their development through the appropriation of culture. The
investigative process promoted in-depth discussions, sharing of ideas, construction of
meanings, and deconstruction of the barriers imposed on disseminating mathematical
knowledge in its social imposition. Recognition of, and active participation in, a training
environment such as the High School Math Club underlines the need to organize scientific
knowledge in favor of its cultural appropriation, both by teachers and students in elementary
and secondary education.
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SILVA, M. R. Indícios de apropriação do conceito de função por meio da aprendizagem da docência: uma proposta formativa no clube de matemática ensino médio. 2023. 280 f. Tese (Doutorado em Educação em Ciências e Matemática) - Pró-Reitoria de Pós-graduação, Universidade Federal de Goiás, Goiânia, 2023.