scholarly journals Aspectos matemáticos, didáticos e pedagógicos das disciplinas de conteúdo matemático na licenciatura: um olhar a partir de teses e dissertações (2001-2017)

Revemop ◽  
2019 ◽  
Vol 1 (3) ◽  
pp. 397
Author(s):  
Amanda Larissa de Almeida ◽  
Rosana Giaretta Sguerra Miskulin
Keyword(s):  
Mathematical Modeling ◽  
Content Analysis ◽  
Teacher Training ◽  
Basic Education ◽  
State Of The Art ◽  
Degree Program ◽  
Mathematical Content ◽  
Initial Formation ◽  
Teaching Of Mathematics ◽  
Theses And Dissertations

<p>Por meio do presente artigo, discute-se aspectos matemáticos, didáticos e pedagógicos das disciplinas de conteúdo matemático do curso de Licenciatura em Matemática, a partir de um recorte de uma pesquisa de Mestrado, a qual constituiu-se como um estudo de 26 teses e dissertações, com objetivo de analisar e evidenciar articulações entre os seus resultados e o campo de formação de professores. Tais teses e dissertações foram mapeadas em dois momentos distintos: aquelas produzidas entre os anos de 2001 e 2012 foram mapeadas a partir do <em>corpus</em> de pesquisa do projeto universal “Mapeamento e estado da arte da pesquisa brasileira sobre o professor que ensina Matemática”, e teses e dissertações produzidas entre 2013 e 2017 mapeadas no Catálogo da CAPES. Para analisar os resultados dessas pesquisas utilizamos alguns conceitos da Análise de Conteúdo e nos baseamos em referenciais teóricos sobre formação inicial de professores de Matemática e formação matemática do professor. Nesse contexto, apresentamos a discussão de uma categoria, a qual evidencia a possibilidade de articulação entre as disciplinas de conteúdo matemático e a prática do futuro professor. por meio de metodologias como o Trabalho com Projetos, Modelagem Matemática e uso de <em>Softwares</em>. Tais abordagens constituem-se como um caminho para o desenvolvimento dessas disciplinas na licenciatura, uma vez que propiciam a exploração, investigação, visualização e aplicações dos conceitos, além de discussões sobre o ensino da Matemática na Educação Básica.</p><p><strong>Palavras-chave: </strong>Disciplinas de conteúdo matemático. Licenciatura em Matemática. Práticas formativas.</p><p><strong><br /></strong></p><p><strong>Mathematical, didactic and pedagogical aspects of the subjects of mathematical content in graduation: a look for theses and dissertations (2001-2017)</strong></p><p align="center"> </p><p><strong>Abstract: </strong>In this article, we discuss mathematical, didactic and pedagogical aspects of mathematical content in mathematics degree courses. The authors studied 26 theses / dissertations on mathematical content subjects, aiming to analyze and look for evidence in relation to the articulation between their results and the field of teacher training. These theses and dissertations were mapped into two distinct moments: those produced between 2001 and 2012 were mapped from the research corpus of the Universal Project "Mapping and State of the Art of Brazilian Researchin Regards to the Teacher Who Teaches Mathematics" and the theses and dissertations carried out between 2013 and 2017 were mapped through the Catalog of Capes. To analyze the results of these works, we used some concepts from the theory of content analysis and we base ourselves on theoretical references about the initial formation of teachers of mathematics and the mathematical formation of the teacher. In this context, we present the discussion of a category, which highlights the possibility of the articulation between the mathematical content disciplines and a future teacher's practice; by means of methodologies like work with projects, mathematical modeling and use of software. These approaches constitute a way for the development of these disciplines in the licenciatura (math teacher degree program), since they facilitate exploration, investigation, visualization and applications of the concepts, and discussion about the teaching of mathematics in basic education.<strong></strong></p><p><strong>Keywords:</strong> Mathematical content disciplines. Degree in Mathematics. Training practices.</p><p><strong><br /></strong></p><p><strong>Aspectos matemáticos, didácticos y pedagógicos de las disciplinas de contenido matemático en la Licenciatura: una mirada a partir de tesis y disertaciones (2001-2017)</strong></p><p><strong>Resumen: </strong>Por medio del presente artículo, se discute aspectos matemáticos, didácticos y pedagógicos de las disciplinas de contenido matemático del curso de Licenciatura en Matemáticas, a partir de un recorte de una investigación de Maestría, como un estudio de 26 tesis/disertaciones sobre disciplinas de contenido matemático, con el objetivo de analizar y evidenciar articulaciones entre sus resultados y el campo de formación de profesores. Estas tesis y disertaciones fueron mapeadas en dos momentos distintos: aquellas producidas entre los años 2001 y 2012 fueron mapeadas a partir del corpus de investigación del Proyecto Universal "Mapeamiento y Estado del arte de la investigación brasileña sobre el profesor que enseña Matemáticas" y las tesis y disertaciones realizadas entre 2013 y 2017 fueron mapeadas a través del Catálogo de la CAPES. Para analizar los resultados de esas investigaciones utilizamos algunos conceptos de la teoría del Análisis de Contenido y nos basamos en referenciales teóricos sobre formación inicial de profesores de Matemáticas y formación matemática del profesor. En este contexto, presentamos la discusión de una categoría, la cual evidencia la posibilidad de articulación entre las disciplinas de contenido matemático y la práctica del futuro profesor. Por medio de metodologías como el Trabajo con Proyectos, Modelado Matemático y uso de Softwares. Estos enfoques se constituyen como un camino para el desarrollo de estas disciplinas en la Licenciatura, ya que propician la exploración, investigación, visualización y aplicaciones de los conceptos, además de discusiones sobre la enseñanza de las Matemáticas en la Educación Básica.<strong></strong></p><p><strong>Palavras chave: </strong>Disciplinas de contenido matemático. Licenciatura en Matemáticas. Prácticas de entrenamiento.</p>

scholarly journals Ações de Docência com Uso de Tecnologias Digitais na Formação Inicial de Professores de Matemática

2020 ◽  
Vol 13 (2) ◽  
pp. 211-221
Author(s):  
Ivanete Fátima Blauth ◽  
Suely Scherer
Keyword(s):  
Teaching Practice ◽  
Basic Education ◽  
Digital Technologies ◽  
Pedagogical Knowledge ◽  
The Other ◽  
Mathematical Content ◽  
Initial Formation ◽  
Practice Teaching ◽  
Teaching Learning ◽  
School Space

ResumoNeste artigo discutimos resultados de uma pesquisa em que se analisou ações propostas em uma disciplina de Prática de Ensino, identificando aquelas que podem ter possibilitado a construção de conhecimentos tecnológicos e pedagógicos de conteúdo, por egressos de um curso de Licenciatura em Matemática. Dentre as ações identificadas, duas são relacionadas à aprendizagem da docência, uma vivenciada na sala de aula da disciplina, em que o acadêmico teve colegas como alunos, e a outra realizada no espaço da escola, em que o acadêmico assumiu a regência de uma aula de matemática em escolas de Educação Básica. O objetivo neste artigo é analisar essas duas ações e possíveis relações com a construção de conhecimentos tecnológicos e pedagógicos de conteúdo matemático. Os dados foram produzidos na pesquisa a partir de entrevistas realizadas com 27 egressos desse curso de Licenciatura em Matemática, que realizaram a disciplina de Prática de Ensino e concluíram o curso, no período de 2010 a 2015. A partir da análise de “falas de egressos”, concluiu se que as duas ações propostas na disciplina de Prática de Ensino, nas quais os professores em formação tiveram a oportunidade de praticar a docência, podem ter oportunizado a construção de conhecimentos tecnológicos e pedagógicos de conteúdo matemático. Nessas ações, esses egressos tiveram que estudar conteúdos matemáticos e tecnologias, de maneira a atender objetivos de aulas e favorecer a aprendizagem de seus alunos.Palavras-chave: Prática de Ensino. Formação Inicial. Matemática. Tecnologias Digitais.AbstractIn this paper we discuss the results of a research in which actions proposed in a Teaching Practice discipline were analyzed, identifying those may have made the construction of technological and pedagogical knowledge, by graduates of a Mathematics Degree. Among the actions identified, two are related to teaching learning, and other experienced in the classroom, in which the students was the academic’s colleagues, and the other was in the school space, in which the academic took over the conduct of a class of mathematics in Basic Education schools. The objective of this article is to analyze these two actions and possible relationships with the construction of technological and pedagogical knowledge of Mathematical content. The data were produced in the research based on interviews with 27 graduates of this Mathematics Degree, who took the Teaching Practice discipline and completed the course, from 2010 to 2015. From the analysis of the “speeches of graduates”, it was concluded that the two actions proposed in the Teaching Practice discipline, in which the teachers in training had the opportunity to practice teaching, may have given rise to the construction of technological and pedagogical knowledge of Mathematical content. In these actions, these graduates had to study Mathematical content and technologies, in order to meet class objectives and favor the learning of their students.Keywords: Teaching Practice. Initial Formation. Mathematics. Digital Technologies.

scholarly journals O estado da arte da teoria dos registros de representação semiótica na educação matemática State of the art theory of semiotics representation registers in mathematics education

2017 ◽  
Vol 19 (1) ◽  
Author(s):  
Helaine Maria De Souza Pontes ◽  
Celia FIinck Brandt ◽  
Ana Luiza Ruschel Nunes
Keyword(s):  
Mathematics Education ◽  
Research Design ◽  
Basic Education ◽  
State Of The Art ◽  
Scientific Research ◽  
Mathematical Object ◽  
Art Theory ◽  
Methodological Procedures ◽  
Teaching Of Mathematics ◽  
Object Of Study

O objeto de estudo deste trabalho de investigação consiste em saber como a Teoria dos Registros de Representação Semiótica se evidencia nas pesquisas científicas brasileiras, portanto tem como objetivo revelar o nível de abrangência, objeto matemático, procedimentos metodológicos e aspectos da teoria de Duval mais recorrentes nestas pesquisas. Desta forma, trata-se de uma pesquisa bibliográfica com delineamento do estado da arte. Os resultados apresentados demonstram a predominância da Educação Básica; a variedade dos objetos matemáticos; o destaque tanto das Sequências Didáticas quanto das Atividades Matemáticas como procedimentos metodológicos utilizados e as transformações de tratamento e conversão como aspectos da teoria de Duval mais evidentes nas pesquisas mapeadas. The object of study of this research is how the Theory of Semiotics Representation Registers is evident in Brazilian scientific research therefore aims to reveal the level of coverage, mathematical object, methodological procedures and aspects of Duval most prevalent theory in these research. In this way, it is a bibliographical research design with state of the art. The results show the predominance of Basic Education; the variety of mathematical objects; the highlight of both sequences as Teaching of Mathematics activities as methodological procedures used and the treatment and conversion transformations as aspects of the more obvious Duval theory most evident in the mapped research. 

scholarly journals RURALIDADES CONTEMPORÂNEAS: educação básica em foco

2021 ◽  
Vol 28 (2) ◽  
pp. 39
Author(s):  
Charles Maycon de Almeida Mota ◽  
Fabrício Oliveira da Silva ◽  
Jane Adriana Vasconcelos Pacheco Rios
Keyword(s):  
Digital Library ◽  
Basic Education ◽  
State Of The Art ◽  
Science And Technology ◽  
Scientific Production ◽  
Qualitative Approach ◽  
Know How ◽  
Theses And Dissertations ◽  
Ways Of Life

O presente artigo busca mapear pesquisas que versam sobre ruralidades na área da educação entre o período de 2007 a 2017. Trata-se de um estudo realizado no banco de dados disponibilizado pela Biblioteca Digital Brasileira de Teses e Dissertações – BDTD desenvolvida e coordenada pelo Instituto Brasileiro de Informação em Ciência e Tecnologia – IBICT. Assim, o trabalho analisou a categoria ruralidades contemporâneas e suas relações com a Educação Básica desenvolvida em contextos rurais, adotando como princípios as bases sociológicas, históricas e geográficas que dão visibilidade aos diversos e diferentes modos de vida desenvolvidos em localidades rurais. O estudo baseia-se na abordagem qualitativa de cunho bibliográfico e descritivo fundamentada na proposta de inventariar pesquisas já realizadas sobre o tema. Este trabalho nos proporcionou uma maior compreensão sobre o campo de produção acadêmica e científica nos possibilitando conhecer como cada uma das produções constrói seu percurso metodológico e quais vertentes teóricas se inscrevem nestes estudos.Palavras-chave: estado da arte; ruralidades contemporâneas; educação básica.CONTEMPORARY RURALITIES: basic education in focusAbstractThis article pursuit to map researches that deal with ruralities in the area of education between 2007 and 2017. It is a study realized in the database provided by the Brazilian Digital Library of Theses and Dissertations - BDTD developed and coordinated by Brazilian Institute of Information in Science and Technology - IBICT. Thus, the work analyzed the contemporary ruralities category and its relations with the basic education in rural contexts, adopting as principles the sociological, historical and geographical bases that give visibility to the different ways of life of people who live in rural localities. The study is based on the qualitative approach of a bibliographic and descriptive character based on the proposal of inventorying research already done about the thematic. This work has provided us with a greater understanding of the field of academic and scientific production, enabling us to know how each of the productions builds its methodological path and to which theoretical aspects are inscribed in this studies.Keywords:  state of the art; contemporary ruralities; basic education.RURALIDADES CONTEMPORÁNEAS: educación básica en focoResumenEl presente artículo busca mapear investigaciones que versan sobre ruralidades en el área de la educación entre el período de 2007 a 2017. Se trata de un estudio realizado en el banco de datos disponibilizado por la Biblioteca Digital Brasileña de Tesis y Disertaciones - BDTD desarrollada y coordinada por el estudio Instituto Brasileño de Información en Ciencia y Tecnología - IBICT. Así, el trabajo analizó la categoría ruralidades contemporáneas y sus relaciones con los espacios escolares situados en contextos rurales, adoptando como principios las bases sociológicas, históricas y geográficas que dan visibilidad a los diversos y diferentes modos de vida de personas que viven y conviven en localidades rurales. El estudio se sitúa en el abordaje cualitativo de cuño bibliográfico y descriptivo fundamentado en la propuesta de inventariar investigaciones ya realizadas. Este trabajo nos proporcionó una mayor comprensión sobre el campo de producción académica y científica, nos posibilitando conocer cómo cada una de las producciones construyen su recorrido metodológico y a las cuales vertientes teóricas se inscriben.Palabras clave: estado del arte; ruralidades contemporáneas; educación básica.

scholarly journals Contribuições do CHIC para identificar o significado do Pibid na formação inicial de professores de matemática

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
MARIA APARECIDA SILVA DE SOUZA ◽  
SADDO AG ALMOULOUD
Keyword(s):  
Teacher Training ◽  
Undergraduate Students ◽  
Basic Education ◽  
Teaching Profession ◽  
Integration Theory ◽  
Multidimensional Data ◽  
Initial Formation ◽  
Initial Teacher Training ◽  
Scholarship Program

ResumoEste trabalho objetiva mostrar parte dos resultados de uma pesquisa. Se insere no campo da formação inicial de professores e nasceu das reflexões acerca do Pibid (Programa Institucional de Bolsas de Iniciação a Docência) no curso de Licenciatura em Matemática. O programa, tem por finalidade apoiar a iniciação à docência de estudantes licenciandos, visando valorizar o magistério e contribuir para a elevação do padrão de qualidade da educação básica, pela integração: teoria, prática e universidade e escola. Para examinar os discursos, utilizamos a Análise de Dados Multidimensionais, empregando o método de análise de similaridade viabilizado pelo software CHIC: Classificação Hierárquica, Implicativa e Coesitiva. A análise pertmitiu afirmar que os significados são positivos para a formação inicial dos estudantes de Matemática. O Pibid contribuiu para o aprimoramento da formação desses sujeitos, oportunizando a prática, a reflexão sobre a prática, integrandotais significados em atividades de pesquisa e divulgação científica. Palavras-Chave: Pibid; Formação de professores; CHIC.AbstractThis work aims to show part of the results of a research. It is inserted in the field of initial teacher training and was born from the reflections about the Pibid (Institutional Scholarship Program) in the Mathematics Undergraduate course. The purpose of the program is to support the teaching of undergraduate students, in order to enhance the teaching profession and contribute to raising the standard of quality of basic education through integration: theory, practice and university and school. To examine the discourses, we used Multidimensional Data Analysis, using the method of similarity analysis made possible by the CHIC software: Hierarchical, Implication and Coefficient Classification. The analysis allowed affirming that the meanings are positive for the initial formation of the students of Mathematics. The Pibid contributed to the improvement of the training of these subjects, providing the practice, the reflection on the practice, integrating these meanings in activities of research and scientific dissemination.Keywords: Pibid; Teacher training; CHIC. 

scholarly journals PRODUCTION OF KNOWLEDGE IN PROEJA, BRAZIL (2006-2013): A STATE OF THE ART

2016 ◽  
Vol 1 ◽  
pp. 43
Author(s):  
Antonio Marcos Uchoa ◽  
Márcio Adriano Azevedo
Keyword(s):  
Information Science ◽  
Basic Education ◽  
State Of The Art ◽  
The Public ◽  
Academic Production ◽  
Research Institution ◽  
Methodological Procedures ◽  
Initial Survey ◽  
The Relationship ◽  
Theses And Dissertations

This article aims to conduct an initial survey and map the academic production on the theme: National program of professional and basic education integration in the young and adult education mode (Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos - PROEJA) from dissertations, theses and articles published from 2006 to 2013. In order to undertake this research, we observed some theoretical and methodological procedures, literature review and documents which delimit this conceptual and historic field with the studies of Moura (2007), Moll (2010) Di Pierro (2010), Romanowski and Ens (2006), and Ferreira (2002). It is a bibliographical study which describes the state of the art about PROEJA in the country, having the word “PROEJA” as the research descriptor and the following analysis indicators: year of publication, the place where the research was performed (with empirical research), institution, type of production, categories of knowledge and keywords. The following sources were chosen as databases: Platform Scielo Brazil, the Public Domain Portal of Theses and Dissertations and the Brazilian Digital Library of Theses and Dissertations (BDTD) of the Brazilian Institute of Information Science and Technology (IBCT). It can be concluded that scientific production in the mentioned area is still shy considering the theoretical and methodological challenges posed by the implementation of PROEJA, and there is still remarkably little research related to aspects such as didactic teaching materials, funding and the relationship with rural education.

Graduates’ satisfaction with the Chilean basic education teacher training degree program

2019 ◽  
Vol 10 (1) ◽  
pp. 83-98
Author(s):  
Oscar Espinoza ◽  
Luis González ◽  
Luis Sandoval ◽  
Noel McGinn ◽  
Javier Loyola ◽  
...  
Keyword(s):  
Teacher Training ◽  
Basic Education ◽  
Degree Program ◽  
Three Dimensions ◽  
University Graduates ◽  
Degree Programs ◽  
Content Type ◽  
The Public ◽  
Training Satisfaction ◽  
The Many

Purpose The purpose of this paper is to improve future teacher training by assessment of university graduates’ satisfaction with their preparation in Basic Education teaching. Design/methodology/approach This descriptive study employed a self-administered survey questionnaire to a representative sample of 235 graduates between 2014 and 2016 from three universities in Chile. The questionnaire generated information about the graduates’ background (age, gender, parents’ education and prestige of secondary school attended); an evaluation of three dimensions of their degree program (instructional quality, infrastructure and employability), and experiences in the labor market (including salary). Analysis of variance was used to assess relationships between satisfaction, and other variables. Findings In general, graduates were satisfied with all aspects of their training. Satisfaction levels were higher from those assumed to have lower expectations. Contrary to this hypothesis, university prestige is not directly related to satisfaction. Instead, expectations and employability moderate the effect of prestige. Research limitations/implications The sample is not representative of the 59 universities in Chile nor of the many other degree programs offered in those universities. Practical implications Program directors concerned about improving the public reputation or prestige of their program will benefit from efforts to improve the quality of the program and its infrastructure, and relevance for entrance into the world of work. Originality/value This study provides information not previously available about graduate satisfaction in teaching degree programs in Chile.

scholarly journals Governance: concepts and emergence in Brazilian education

2016 ◽  
Vol 24 (93) ◽  
pp. 939-967
Author(s):  
Aline Veiga dos Santos ◽  
Isabela Cristina Marins Braga ◽  
Ranilce Guimarães-Iosif ◽  
Sinara Pollom Zardo
Keyword(s):  
Content Analysis ◽  
Literature Review ◽  
Digital Library ◽  
State Of The Art ◽  
The State ◽  
Public Private Partnerships ◽  
Educational Governance ◽  
Electronic Library ◽  
The Public ◽  
Theses And Dissertations

Abstract The text discusses the polysemy of the term governance in different fields of knowledge, with a particular emphasis on the field of Education. Then, it discusses the state-of-the-art of governance in the education area, from an analytical-descriptive literature review based on content analysis. This paper analyzes governance in specialized literature by conducting a survey of the papers found in the databases of the Scientific Electronic Library Online and the Brazilian Digital Library of Theses and Dissertations during the period 2004–2015. The results indicate that the term governance has been increasingly used in discussions about changes in the state’s role and the phases of educational public policies, by force of the public-private partnerships. However, there is also a need to broaden the debate on educational governance in Brazilian academic circles, in view of the limited number of studies identified.

scholarly journals Vibration suppression of structures using tuned mass damper technology: A state-of-the-art review

2021 ◽  
pp. 107754632098430
Author(s):  
Fan Yang ◽  
Ramin Sedaghati ◽  
Ebrahim Esmailzadeh
Keyword(s):  
Mathematical Modeling ◽  
Vibration Suppression ◽  
State Of The Art ◽  
Optimization Procedure ◽  
Tuned Mass Damper ◽  
Structural Vibration ◽  
Practical Realization ◽  
Reliable Operation ◽  
Mass Damper ◽  
Structural Vibration Suppression

To date, considerable attention has been paid to the development of structural vibration suppression techniques. Among all vibration suppression devices and techniques, the tuned mass damper is one of the most promising technologies due to its mechanical simplicity, cost-effectiveness, and reliable operation. In this article, a critical review of the structural vibration suppression using tuned mass damper technology will be presented mainly focused on the following four categories: (1) tuned mass damper technology and its modifications, (2) tuned mass damper technology in discrete and continuous structures (mathematical modeling), (3) optimization procedure to obtain the optimally designed tuned mass damper system, and (4) active tuned mass damper and semi-active tuned mass damper with the practical realization of the tuned mass damper technologies.

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