|
Thèses |
|
1
|
-
JHONATAN DE HOLANDA CAVALCANTI
-
ARTICULAÇÃO ENTRE A FORMA ALGÉBRICA E A FORMA GEOMÉTRICA DO OBJETO RETA UTILIZANDO O SOFTWARE FUNCTION STUDIUM
-
Leader : FRANCK GILBERT RENE BELLEMAIN
-
MEMBRES DE LA BANQUE :
-
FRANCK GILBERT RENE BELLEMAIN
-
IRACEMA CAMPOS CUSATI
-
RICARDO TIBURCIO DOS SANTOS
-
Data: 16 janv. 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
Esta pesquisa tem por objetivo principal, analisar como estudantes da 3ª série do ensino médio realizam a articulação entre a forma algébrica e a forma geométrica do objeto reta, dispondo-se do software Function Studium como ferramenta mediadora desse processo. Para contemplar o objetivo previamente exposto, estabelecemos os seguintes objetivos específicos: (a) Investigar as dificuldades apresentadas pelos estudantes da 3ª série do ensino médio ao realizarem a articulação entre a forma algébrica e a forma geométrica do objeto reta. (b) Compreender as implicações do software Function Studium sobre a articulação entre a forma algébrica e a forma geométrica do objeto reta. (c) Discutir sobre a utilização do software Function Studium como ferramenta mediadora em relação à articulação entre a forma algébrica e a forma geométrica do objeto reta. (d) Analisar criticamente as contribuições e as limitações do software Function Studium quanto à articulação entre a forma algébrica e a forma geométrica do objeto reta, na perspectiva de, guardada as devidas proporções do uso do termo, citar requisitos para possíveis modificações dentro desse ambiente. O quadro teórico é constituído pela Teoria dos Registros de Representação Semiótica (TRRS), proposta por Duval, que dará embasamento ao nosso estudo. Nessa perspectiva, realizamos uma análise prévia em relação ao objeto reta, à luz da Engenharia Didático-informática (EDI), com inspiração nas suas dimensões epistemológica, didática, cognitiva e informática. Com isso, percebemos a necessidade de propor uma sequência de ensino utilizando como ferramenta mediadora o software Function Studium, levando em consideração nosso aporte teórico e os estudos preliminares realizados, a qual posteriormente aplicaremos e analisaremos os dados obtidos.
|
|
2
|
-
JOSÉ VITOR RAMOS DE LIMA
-
A ENGENHARIA DIDÁTICO-INFORMÁTICA NA PROTOTIPAÇÃO DE UMA VERSÃO DIGITAL DO JOGO DO NIM
-
Leader : FRANCK GILBERT RENE BELLEMAIN
-
MEMBRES DE LA BANQUE :
-
FRANCK GILBERT RENE BELLEMAIN
-
IRACEMA CAMPOS CUSATI
-
RICARDO TIBURCIO DOS SANTOS
-
Data: 19 janv. 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
Este projeto faz parte de pesquisa em desenvolvimento do curso de Mestrado Acadêmico em Educação Matemática e Tecnológica da Universidade Federal de Pernambuco – UFPE. O objetivo geral conceber, prototipar e validar uma versão digital do Jogo do Nim em sua modalidade com Uma Pilha, direcionada pelo quadro teórico-metodológico da Engenharia Didático-Informática (EDI). Para isso, foram elencados os seguintes objetivos específicos: (a) Analisar as dimensões cognitiva, didática e epistemológica dos conhecimentos matemáticos envolvidos no processo didático apresentado pelo Jogo do Nim, integrando a ele a dimensão informática, de forma a estabelecer requisitos para o protótipo; (b) Realizar a prototipação e validação da versão digital do Jogo do Nim com Uma Pilha, baseadas no modelo de processo de software proposto pela EDI; (c) Identificar as potencialidades e limitações teórico-metodológicas da utilização do modelo de processo de software desenvolvido por meio da EDI no Jogo do Nim com Uma Pilha. O percurso metodológico será feito a partir dos ciclos “analítico-hipotético” e “hipotético-experimental”, propostos pela EDI. Com isso, será delineado um aporte teórico-metodológico para desenvolver uma versão digital do Jogo do Nim com Uma Pilha.
|
|
3
|
-
ANDERSON RODRIGO OLIVEIRA DA SILVA
-
SUBJECTIVE PROBABILITY IN HIGH SCHOOL EDUCATION: constitution of epistemic indicators and students' knowledge
-
Leader : JOSE IVANILDO FELISBERTO DE CARVALHO
-
MEMBRES DE LA BANQUE :
-
JAQUELINE APARECIDA FORATTO LIXANDRAO SANTOS
-
JOSE IVANILDO FELISBERTO DE CARVALHO
-
CILEDA DE QUEIROZ E SILVA COUTINHO
-
Data: 1 févr. 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
Probability plays a relevant social role in helping reading, interpreting and making decisions in contexts involving different random situations. In the field of Probabilistic Education there is guidance for work in the classroom that addresses probability and its different meanings. Current literature points out that studies on the relationship between students and Subjective Probability are still rare. This study has as its central focus the Subjective Meaning of Probability and as an objective to investigate the knowledge about subjective probability of Teaching students in the light of epistemic indicators. Methodologically, 10 students from the 3rd year of high school at a public school located in the city of Pesqueira-PE were selected to respond to three questionnaires. The questionnaires were divided into three phases: an initial one, addressing problems of subjective probability; a door game simulation questionnaire, and a third questionnaire involving all the epistemic subjective probability indicators elaborated in the study. The results pointed to a good understanding of the students about facets of subjective meaning. However, there were difficulties relating to basic probability calculations, such as conditional probability, or output from the equiprobability spectrum. Problems close to those found in textbooks showed less difficulties in interpretation and algorithmic manipulation. A weakness of the study lies in not having experienced an intervention process specifically on the multiple meanings of probability. Thus, we defend that the approach of knowing probability is accompanied by its different meanings, in order to develop a holistic view of the concept.
|
|
4
|
-
MARIA GABRIELA DE FIGUEIRÊDO FURTADO
-
Ethnic-racial relations in the teaching of mathematics: a study with final year teachers
-
Leader : CARLOS EDUARDO FERREIRA MONTEIRO
-
MEMBRES DE LA BANQUE :
-
CARLOS EDUARDO FERREIRA MONTEIRO
-
JOSE IVANILDO FELISBERTO DE CARVALHO
-
REGINALDO FERREIRA DOMINGOS
-
Data: 2 févr. 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
Ethnic-racial relations are a complex issue that involves different aspects, among which are those linked to educational processes. In this sense, the school can become an important learning space based on reflections and actions that value cultural diversity, as well as providing the deconstruction of educational discourses and practices that silence or stereotype people of different ethnic and cultural origins. In Brazil, Law 10.639/03 determines the teaching of contents related to African and Afro-Brazilian History and Culture within the scope of the entire school curriculum, including the area of mathematics. This research study aimed to analyse with Basic Education teachers, possible articulations between the teaching of Mathematics and the Law 10.639/03 on ethnic-racial relations. This study had qualitative approach, which was developed with final years of Elementary School teachers who teach Mathematics in public schools in the estates of Pernambuco and Ceará. For data production, two methodological procedures were used: a semi-structured interview and a teacher education process, both carried out on the Google Meet platform, which allowed video and audio recording of research situations. Eleven teachers were interviewed, 4 of them working in schools in Pernambuco and the other teachers teaching in schools in Ceará. In the second stage, teacher education meetings were held with the participation of 8 teachers who had been interviewed. Teachers were divided into 2 groups according to availability of day and time to participate in the meetings. Each group was composed of 4 teachers. The components of group 1 were all from Ceará, while group 2 had a component from Pernambuco and 3 from Ceará. The analyses of the interviews give evidence that in initial and continued teacher education, most teachers did not have opportunities to deepen on Law 10.639/03, the education of ethnic-racial relations, nor about its possible associations with Mathematics teaching. Only three of them demonstrated specific knowledge about the Law 10.639/03, when they detailed aspects of its obligation. The other participants did not know about it or highlighted it briefly. Regarding the teacher education process, the teachers actively participated in the meetings, engaged, developing reflections on the themes. Group 1 showed interest in learning and knowing more about the themes covered in the meetings. While group 2 assumed a more active posture, expressing opinions and sharing relevant experiences in dialogue with the researcher. The research study created evidence about the need to develop teacher education situations that promote not only reflections, but also actions that relate mathematics education with ethnic-racial relations, especially in the face of racism. To overcome the challenges of an anti-racist mathematics education, new and diversified studies are needed that deepen the discussions and investigate the educational processes of teachers who teach mathematics, from the perspective of Law 10.639/03 and the education of ethnic-racial relations.
|
|
5
|
-
JÉSSICA MARIA OLIVEIRA
-
REDES SOCIAIS COMO ESPAÇO DE COLABORAÇÃO E AUTORIA EM REDE: ANÁLISE EM UMA COMUNIDADE ON-LINE DE PROFESSORES
-
Leader : ANA BEATRIZ GOMES PIMENTA DE CARVALHO
-
MEMBRES DE LA BANQUE :
-
ANA BEATRIZ GOMES PIMENTA DE CARVALHO
-
THELMA PANERAI ALVES
-
EBER GUSTAVO DA SILVA GOMES
-
Data: 10 févr. 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
O cenário atual é marcado pela inserção das novas tecnologias nos mais diversos âmbitos da vida cotidiana. Desse modo, práticas tradicionais de conviver, interagir, educar, estudar, trabalhar e até mesmo pensar e conhecer têm sofrido influências e transformações com as tecnologias digitais. Nesse contexto, presencia-se uma nova relação com o saber, na medida em que a interação sujeito e conhecimento na sociedade contemporânea vem sendo potencializada com a revolução tecnológica. Diante desse panorama, para a nossa pesquisa, um dos conceitos que assume relevância é o de Comunidade de Prática (CoPs), que tem suas raízes na tentativa de desenvolver uma explicação de caráter social da aprendizagem humana, inspirada na antropologia e teoria social (Wenger, 2010). O termo foi cunhado por Jean Lave e Etienne Wenger em seus estudos sobre a teoria da aprendizagem, para se referir ao processo de aprendizagem. Para Wenger (2010), a aprendizagem envolve relações sociais, abrangendo neste contexto, muito mais do que a relação professor e estudante. Nesse sentido, enquanto professora que gosta de compartilhar e entusiasta das redes sociais e da cultura digital, surge o seguinte questionamento: como a cultura digital e as redes sociais podem fornecer oportunidades de criação de conteúdos pedagógicos, tornando-se um espaço de autoria e colaboração em rede entre professores e licenciados? O que mudaria nos saberes dos discentes, enquanto protagonistas, se os seus professores possuíssem maior conhecimento e domínio das redes sociais? A comunidade de professores se fortaleceria com um curso que trabalhasse com redes sociais de maneira colaborativa? Como objetivo geral, buscaremos investigar como a cultura digital e as redes sociais utilizadas como espaço criativo de autoria, influenciam e potencializam o processo de colaboração em rede entre professores e licenciados. E como objetivos específicos: (1) Realizar um curso de formação sobre Cultura Digital e Redes Sociais na Educação para professores dos Anos Iniciais do Ensino Fundamental e licenciados; (2) Analisar a dinâmica e narrativas dos participantes nas redes sociais durante a formação; (3) Identificar as contribuições do processo de formação dos(as) professores(as) participantes com o uso das redes sociais; (4) Registrar como o curso contribuiu para o fortalecimento da rede de professores participantes.
|
|
6
|
-
OSIAS RAIMUNDO DA SILVA JÚNIOR
-
Engajamento estudantil no Ensino Superior: a gamificação como estratégia de intervenção na formação inicial de professores
-
Leader : MARCELO SABBATINI
-
MEMBRES DE LA BANQUE :
-
MARCELO SABBATINI
-
THELMA PANERAI ALVES
-
ERNANDES RODRIGUES DO NASCIMENTO
-
Data: 14 févr. 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
A pesquisa busca entender de que maneira o escape room educativo como técnica de gamificação pode contribuir para o engajamento estudantil na formação inicial de professores durante o ensino remoto? Para responder à pergunta de pesquisa, temos como objetivo geral: analisar o engajamento estudantil no ensino remoto a partir de uma estratégia Gamificada e colaborativa na formação inicial de professores.
|
|
7
|
-
EVANDRO PEREIRA DA SILVA
-
Utilização de tecnologias digitais na Educação: contribuições para a inclusão digital dos jovens atendidos em uma unidade de tecnologia na educação e cidadania do Recife
-
Leader : MARCELO SABBATINI
-
MEMBRES DE LA BANQUE :
-
MARCELO SABBATINI
-
THELMA PANERAI ALVES
-
BETANIA MACIEL
-
Data: 28 févr. 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
Terezinha. Destacamos o contexto global vivenciado durante a realização desta pesquisa, pois estamos vivenciando aqui no Brasil, desde março de 2020 uma crise sanitária mundial sem precedentes, ocasionada pela pandemia da doença COVID-19. Foram escolhidos como sujeitos da pesquisa, jovens entre 15 e 29 anos de idade moradores do bairro Alto santa Terezinha e circunvizinhanças, que concluíram com aproveitamento algum curso ofertado pela UTEC do Alto Santa Terezinha, nos anos de 2019 e 2021. O tratamento dos dados coletados em campo foi ancorado na Análise de Conteúdo de Bardin, operando através de procedimentos sistemáticos e objetivos de descrição do conteúdo das mensagens.
|
|
8
|
-
WANESSA MAYARA SILVA DA ROCHA
-
ARITHMETIC MEAN FROM THE PERSPECTIVE OF STATISTICAL LITERACY IN FINAL YEARS: teachers' understanding and teaching possibilities
-
Leader : LILIANE MARIA TEIXEIRA LIMA DE CARVALHO
-
MEMBRES DE LA BANQUE :
-
LILIANE MARIA TEIXEIRA LIMA DE CARVALHO
-
JOSE IVANILDO FELISBERTO DE CARVALHO
-
IRENE MAURICIO CAZORLA
-
ROBSON DA SILVA EUGÊNIO
-
Data: 9 mars 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
The concept of arithmetic mean is present in the most varied situations and contexts, such as, for example, in the means of communication to convey diversified news. Reading media news involves analysis and critical evaluations based on knowledge and dispositional elements and requires people to have a certain level of statistical literacy (SL), according to Iddo Gal's theoretical model. This research analyses, in general terms, the understanding of the concept of arithmetic mean by Mathematics teachers in the final years of Elementary School, seeking to identify possibilities for teaching this content in the classroom from the LE perspective. In specific terms, we seek to identify previous knowledge of Mathematics teachers in the final years about situations involving the use of the arithmetic mean; characterize teaching approaches on situations involving the use of the average; and, to analyse with mathematics teachers possibilities of teaching the concept of average in the LE perspective. The methodology, of a qualitative nature, involved carrying out a virtual questionnaire with 14 mathematics teachers from schools located in different municipalities in the state of Pernambuco; and a focus group with four of these teachers, who agreed to continue participating in the research. The questionnaire involved open and closed questions about the profile and background of the participants, and aspects related to understanding the concept of arithmetic mean. Most teachers understood this concept by relating it to the definition of simple average. Many of them do not recognize the properties of the average and have difficulties in interpreting them in statistical graphs. A common mistake was that they recognize the average, highlighting the results that are most repeated, thus confusing it with the concept of mode. They also had difficulties in understanding the concept of moving average. The focus group carried out synchronously in two meetings on Google Meet and asynchronously with the help of WhatsApp, included questioning, theorizing and elaboration of activity in pairs, for teaching the concept of average in the final years. The meetings provided opportunities for participants to reflect and analyse types of errors in solving arithmetic mean problems from the LE perspective. The approaches proposed by the professors were potentially mobilizing critical questioning, enabling articulations of disposition and knowledge elements. The results point to the relevance of teaching arithmetic mean in the final years with an emphasis on Statistical Literacy.
|
|
9
|
-
GABRYELLA VASCONCELOS DA SILVA
-
NOÇÕES INICIAIS DE EQUAÇÕES DO 1º GRAU EM LIVROS DIDÁTICOS DE MATEMÁTICA PARA O ENSINO FUNDAMENTAL
-
Leader : ROSINALDA AURORA DE MELO TELES
-
MEMBRES DE LA BANQUE :
-
ROSINALDA AURORA DE MELO TELES
-
JADILSON RAMOS DE ALMEIDA
-
ELISÂNGELA BASTOS DE MÉLO ESPÍNDOLA
-
Data: 25 mai 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
É consensual entre Educadores Matemáticos a importância de construir desde os primeiros anos de escolaridade noções conceituais de objetos de conhecimento mais complexos a serem sistematizados ao longo da Educação Básica. Dentre elas A partir dessa premissa, nessa presente pesquisa de mestrado nos propomos a analisar, sob a ótica da Teoria dos Campos Conceituais (TCC), tipos de situações propostas para desenvolver as primeiras noções relacionadas às equações do 1º grau em livros didáticos de matemática do 4º ano, do 5º ano e do 6º ano do ensino fundamental. Com base neste objetivo, iniciamos a análise documental das orientações curriculares nacional e estadual, BNCC (2018) e Currículo de Pernambuco (2019), respectivamente, com a finalidade de mapear os objetos de conhecimento e habilidades relacionados à construção de noções iniciais de equações do 1º grau nos anos iniciais (4º e 5º anos) e no 6º ano dos anos finais do ensino fundamental. Identificamos para o 4º ano dois objetos de conhecimentos: relações entre adição e subtração e entre multiplicação e divisão, e propriedades da igualdade; para o 5º ano propriedades da igualdade e noção de equivalência, grandezas diretamente proporcionais, e problemas envolvendo a partição de um todo em duas partes proporcionais; e para o 6º ano, propriedades da igualdade, e problemas que tratam da partição de um todo em duas partes desiguais, envolvendo razões entre as partes e entre uma das partes e o todo. Partindo das habilidades relacionadas a esses objetos de conhecimentos construímos as categorias: relações inversas entre operações de adição, subtração, multiplicação e divisão; relação de igualdade existente entre dois termos (para a soma, a subtração, a multiplicação e a divisão); elemento desconhecido que torna verdadeira a igualdade; variação de proporcionalidade direta entre duas grandezas, para associar a quantidade de um produto ao valor a pagar; e problemas envolvendo a partilha de uma quantidade em duas partes desiguais. Essas categorias serão utilizadas na análise de de livros didáticos para os três anos acima citados, totalizando 6 obras, com o propósito de elaborar uma tipologia para as situações que exploram conhecimentos que compõem noções iniciais de equação do 1º grau; elencamos quarto tipos de atividade: problemas de estrutura aditiva, problemas de estrutura multiplicativa, problemas mistos e demais atividades. Por fim, descreveremos quais representações simbólicas são utilizadas nesses livros didáticos de matemática na abordagem de objetos de conhecimento e habilidades que compõem as noções iniciais de equação do 1º grau. Nesse contexto, a partir da análise preliminar do livro Buriti – Mais Matemática do 4º ano foi possível perceber que dentre as categorias analisadas os dados apontam que prevalecem atividades que exploram as relações inversas entre adição e subtração e entre multiplicação e divisão; quanto as representações simbólicas a maioria das atividades exploram a linguagem a natural e a linguagem matemática como forma de representação.
|
|
10
|
-
GLEICY KELLY DE BARROS LUZ
-
SIMETRIAS NOS ANOS FINAIS DO ENSINO FUNDAMENTAL: explorando peças de bordados manuais
-
Leader : PAULA MOREIRA BALTAR BELLEMAIN
-
MEMBRES DE LA BANQUE :
-
PAULA MOREIRA BALTAR BELLEMAIN
-
JADILSON RAMOS DE ALMEIDA
-
LUCIANA FERREIRA DOS SANTOS
-
Data: 30 mai 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
Essa pesquisa propõe investigar possíveis contribuições do uso de peças de bordados manuais para a aprendizagem de simetrias nos anos finais do ensino fundamental. A fundamentação teórico-metodológica apoia-se na etnomatemática e em elementos da da engenharia didática. O estudo empírico será baseado na elaboração de uma sequência didática e sua experimentação com alunos da cidade de Passira, situada na região do Agreste Pernambucano e conhecida como a terra do bordado manual e do milho. Essa arte tem passado de geração em geração e além de sua importância para a identidade cultural do povo de Passira é uma das principais atividades econômicas da região.
|
|
11
|
-
HELTON DANILO ROCHA DOS SANTOS
-
THE USE OF THE GEOGEBRA PLATFORM IN THE TEACHING OF GEOMETRY: a technological resource for the teacher
-
Leader : ANA BEATRIZ GOMES PIMENTA DE CARVALHO
-
MEMBRES DE LA BANQUE :
-
ANA BEATRIZ GOMES PIMENTA DE CARVALHO
-
ANDIARA VALENTINA DE FREITAS E LOPES
-
EBER GUSTAVO DA SILVA GOMES
-
Data: 31 mai 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
Teachers and digital technologies are increasingly intertwined in today's education. Digital technologies offer a variety of resources that can be used by teachers to enrich student learning. For example, online learning platforms such as Moodle and Blackboard allow teachers to make content interactive and accessible to students. Educational software and platforms, educational games and mobile apps are also useful to engage students and make learning more interesting. This research proposes to analyze continuing education for teaching geometry with the use of digital technologies, specifically GeoGebra, with a view to promoting improvements or pedagogical innovation in teacher practice. The study included 31 undergraduate students in Mathematics at the University of Pernambuco. In the methodological scope, we emphasize that this is a descriptive qualitative research, where an online Google Form questionnaire was used as data collection, with objective and subjective questions in order to know the profile of the research participants, their familiarity with the platform studied and what are your expectations for the training course proposed in this research. Then the training course was applied with the 31 participants and as the final product of the course, it was proposed the elaboration of a didactic sequence to analyze the appropriation of the study platform. For the analysis of the sequences, an analytical look at the foundations and theories regarding the technological appropriation of the teacher and pedagogical innovation in the classroom was used, as highlighted by Borges (2009), Unesco (2002), Sandholtz, Ringstaff and Dwyer (1997), Kesnki (2003), Silva (2017). The results obtained point to the effectiveness of teacher training in terms of appropriating them for the effective use of software and digital platforms. With the necessary support, many teachers will be able to prepare more attractive classes and with the use of technological resources, thus providing more quality in their pedagogical practice.
|
|
12
|
-
ROSIMERE PEREIRA DE MEDEIROS
-
Learning GEOGEBRA in distance learning: the online assessment in a
MOOC (Massive Online Open Course) by Mathematics Graduates
-
Leader : PATRICIA SMITH CAVALCANTE
-
MEMBRES DE LA BANQUE :
-
PATRICIA SMITH CAVALCANTE
-
ANDIARA VALENTINA DE FREITAS E LOPES
-
JOSIANE LEMOS MACHIAVELLI
-
IVANDA MARIA MARTINS SILVA
-
Data: 27 juin 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
The general objective of this study was to evaluate the learning of the Geogebra software in a Geometry MOOC for
undergraduates in Mathematics in EaD. For this, we investigated the evaluative proposals of MOOCs for teacher
training in the field of Mathematics Education, in the last 5 years; we map Geometry platforms and MOOCs involving
Geometry software; we developed a MOOC for learning the Geogebra software; we analyzed the learning process from
the activities proposed in the MOOC and sought to identify the challenges and possibilities of online assessment in the
MOOC. We adopted a qualitative approach, developed in 4 research stages: Systematic Review; Mapping platforms of
Geometry MOOCs Courses; we developed a Geometry MOOC, applied and analyssed it. The results of the
systematic review indicated little research in the area, as well as the mapping of Geometry MOOCs,
which found only three courses related to software teaching. Therefore, we developed the MOOC
“Exploring Geometry with Geogebra” and offered it on the Moodlecloud platform, for 4 weeks, on Geometry
with Geogebra. The course had activities such as Forums, Screen Recordings, Lesson Plan and
Self-Assessment and Peer Assessment. The course participants were from a Federal Institution of the State
of Pernambuco. We counted 18 undergraduate students in Mathematics. We adopted as data collection
instruments the activities developed during the course by the students and an evaluation questionnaire after
the end. Although not everyone participated in all activities, the course was well evaluated by them and
those who participated were able to learn the contents. Due to the large number of vicarious participation of
course participants, it was not possible to identify the challenges of online assessment. However, the application
of the course allowed us to conclude that the way the activities are proposed in the MOOCs can capture the
learning. For example, the screen recording allowed us to know if the student had learned how to use the
software. The course participants suggested re-offering the course in other months, as they reported that
they were in a graduation evaluation week during the offer of this MOOC. We conclude that courses like
these are necessary in Mathematics degrees, due to the lack of the subject.
|
|
13
|
-
HUGO GUSTAVO DE LIRA GOMES
-
THE KNOWLEDGE ANGLE IN A COLLECTION OF FUNDAMENTAL EDUCATION TEXTBOOKS UNDER THE PERSPECTIVE OF THE ANTHROPOLOGICAL THEORY OF DIDATIC
-
Leader : MARILENE ROSA DOS SANTOS
-
MEMBRES DE LA BANQUE :
-
ANDRE PEREIRA DA COSTA
-
LUCIANA SILVA DOS SANTOS SOUZA
-
MARILENE ROSA DOS SANTOS
-
PAULA MOREIRA BALTAR BELLEMAIN
-
Data: 28 juin 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
This research has the general goal of analyzing the approach of a collection of mathematics textbooks from the final grades of elementary school, they were accepted in the brazilian National Book and Teaching Material Program - PNLD 2020, when it comes to the angle knowledge. For that, theoretically and methodologically, the Anthropological Theory of Didactics – ATD was supported, in which it aimed more specifically at characterizing mathematical and didactic organizations in relation to angle knowledge. For this, a qualitative documentary research was used as a methodological route, in which a collection of mathematics textbooks was analyzed, most adopted in Brazil from the 6th to the 9th grade of elementary school. The results indicated that the collection presents 226 tasks that pointed to 5 types of tasks, namely: TD – Pointing out the measure of the angle opening of a figure or region, TV – Solve propositions involving angles formed by two straight lines cut by a transversal, TI – Identifying angles in mathematical figures, TR – Recognizing angles in day-to-day situations and TCL – Classifying angles according to the opening measure and associated with these types, 21 subtypes of tasks were found. Regarding the didactic organization of the collection, we realized that in the 6th grade textbook, the knowledge of angle is related to the ideas of rotation, opening and inclination, these ideas are observed from everyday situations. It also works with the angle as a region and discusses the measurement of the opening, developing a technique focused on the use of the protractor. In the 7th grade the knowledge of angle is expanded and worked through different classifications such as: as the measure of its opening, rotation, angles related to geometry, the sum of its measures, region and angles formed by parallel lines and cut by a transversal. In this school year, the most expressive subtype is also found, which is TD6 - Determining the measure of the angle opening through algebraic processes and this predominance is also seen in later years. Regarding the 8th grade textbook, we noticed that the bisector of an angle is explored in the technological-theoretical environment, but there is no task related to this subject. It is also in this school year that the classification of right, acute and obtuse angles is explored. In the 9th grade textbook, other types of tasks explored in previous grades are seen again, such as angles formed by straight lines cut by a transversal and classification of types of angles. Therefore, when analyzing the collection, we noticed that the first encounters with knowledge in the 6th and 7th grades happen in a contextualized way, already in the 8th and 9th grades, the reunions with angle knowledge already happen in the moments of constitution of the technological-theoretical environment and of institutionalization . There is a diversity of activities and the techniques evolve from the use of the protractor to the determination of the measure through algebraic processes. The constitution of the technological-theoretical environment and institutionalization occur at the same time. We did not identify praxeological assessment in the collection, however, the authors resume some types of tasks in an attempt to carry out learning assessment.
|
|
14
|
-
AYRTTON CESAR BORBA
-
Teachers' Resources for Teaching Linear Function in High Field Schools
-
Leader : IRANETE MARIA DA SILVA LIMA
-
MEMBRES DE LA BANQUE :
-
IRANETE MARIA DA SILVA LIMA
-
JADILSON RAMOS DE ALMEIDA
-
VERONICA GITIRANA GOMES FERREIRA
-
Data: 15 août 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
The research is in the domains of Mathematics Education and Field Education. Its main aim is to understand how teachers select or build a resource or a set of resources to teach the concept of linear function in high field schools and the relationship with peasant productive activities. It relies on the Documental Approach to Didactics and Rural Education to do so. The Reflective Investigation Methodology is adopted as the research methodology to collect data from three field school mathematics teachers of three municipals in the Agreste Region of Pernambuco. In order to characterize the rural productive activities of the municipals, a survey was carried out in the IBGE Automatic Recovery System, and interviews were undertaken with ten rural residents of the three investigated municipals. In order to identify the teachers' resources, three methods were used: semi-structured interviews undertaken with each teacher; video recorded by the teachers about the resources available at school to teach linear function; their resource map built by themselves; observation of a lesson plan and the lesson practice. The results reveal that the main productive activities of the municipals consist of agriculture, animal husbandry, clothing manufacturing, commerce, work in quarries and the production of manual embroidery. Teachers' resources for teaching linear function are both material and non-material and broadly integrate digital resources. Some of the child-resources, derived from the mother-resources, are built by the teachers to relate the teaching of the linear function with the productive activities. However, it was only sometimes explicit in the observed class. Thus, the results point to the need for a broader discussion about the specificities of teaching mathematics in the contexts of Field Education.
|
|
15
|
-
KARINY MICHELLY SILVA DE OLIVEIRA
-
POTENCIALIDADES DE HISTÓRIAS EM QUADRINHOS E TIRINHAS PARA O TRABALHO COM EDUCAÇÃO FINANCEIRA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL
-
Leader : CRISTIANE AZEVEDO DOS SANTOS PESSOA
-
MEMBRES DE LA BANQUE :
-
CRISTIANE AZEVEDO DOS SANTOS PESSOA
-
GILDA LISBOA GUIMARAES
-
CHANG KUO RODRIGUES
-
Data: 16 août 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
A presente pesquisa discute possibilidades de trabalho com a Educação Financeira Escolar (EFE), a partir da potencialidade do uso das HQs (Histórias em Quadrinhos) e tirinhas como recursos didáticos complementares ao ensino dessa temática. Pensando nisso, apontamos a importância do trabalho com a EFE que contribua para a autonomia e a formação crítica do sujeito. Acreditamos que as HQs e as tirinhas dinamizam o trabalho e fortalecem a ideia de uma EFE contextualizada e com ênfase na formação da cidadania. No presente estudo, objetivamos analisar HQs e tirinhas como estratégias pedagógicas que contribuem para o trabalho com as distintas temáticas de EFE. Em relação ao método, analisamos, com base nas temáticas elencadas por Santos (2017), HQs e tirinhas digitais disponíveis na internet e que consideramos terem potenciais para trabalhar a EFE; depois selecionaremos algumas HQs e tirinhas e apresentaremos a professores e professoras do 5° ano do Ensino Fundamental, em uma entrevista, solicitando que estes, posteriormente, nos enviem um roteiro de aula de EFE utilizando os recursos disponibilizados. O objetivo desta solicitação é identificar propostas de aulas e analisar os potenciais ambientes de aprendizagem de Skovsmose (2000; 2014) nos roteiros dos professores entrevistados. Os resultados parciais das análises das HQs e tirinhas revelaram que a predominância maior de temáticas de EF localizadas nestes recursos pedagógicos foram guardar para adquirir bens ou produtos, produtos financeiros, consumismo, atitudes ao comprar e tomada de decisão o que evidenciou que é mais recorrente a localização de temáticas de EF com ênfase mercadológica.
|
|
16
|
-
DIANA FRANÇA COSTA DA SILVA
-
O DESENVOLVIMENTO DE CONCEITOS COMBINATÓRIOS POR PROFESSORES QUE ENSINAM MATEMÁTICA NOS ANOS INICIAIS A PARTIR DE UM CURSO DE FORMAÇÃO CONTINUADA
-
Leader : JAQUELINE APARECIDA FORATTO LIXANDRAO SANTOS
-
MEMBRES DE LA BANQUE :
-
JAQUELINE APARECIDA FORATTO LIXANDRAO SANTOS
-
ANA COELHO VIEIRA SELVA
-
ANA PAULA BARBOSA DE LIMA
-
Data: 25 août 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
O presente estudo se fundamenta nas ideias de Vergnaud (1986), a qual constitui o tripé que forma o conceito: situações, invariantes e representações simbólicas dos problemas combinatórios e Ball, Thames e Phelps (2008), sobre os conhecimentos docentes, especificamente, no conhecimento especializado do conteúdo e no conhecimento didático deste conteúdo, no caso, da Combinatória. Tem como objetivo, analisar conhecimentos de professores que ensinam Matemática nos anos iniciais do Ensino Fundamental sobre Combinatória a partir de um processo formação continuada. Para alcançar o objetivo geral, inicialmente será aplicado um questionário para obtenção de informações acerca da formação e das experiências sobre Combinatória dos participantes da pesquisa. Em seguida, será solicitada a elaboração de planos de aula em grupos (essa atividade será realizada novamente após a formação, para fins de comparação do material que será elaborado). Na sequência, será realizada a formação continuada, que contará com quatro encontros e na qual será enfatizada a importância de se chamar a atenção para os invariantes existentes em cada significado de Combinatória. Pretende-se realizar a pesquisa e a formação com professores que ensinam Matemática no 4º e 5º ano dos anos iniciais do Ensino Fundamental.
|
|
17
|
-
PATRICIA MARIA SERRANO BARBOSA MERGULHAO
-
AS NARRATIVAS DOS DOCENTES DE PEDAGOGIA: O USO DE TECNOLOGIAS DIGITAIS A PARTIR DO ENSINO REMOTO EMERGENCIAL (ERE)
-
Leader : THELMA PANERAI ALVES
-
MEMBRES DE LA BANQUE :
-
ANA BEATRIZ GOMES PIMENTA DE CARVALHO
-
ANA PAULA FERNANDES DA SILVEIRA MOTA
-
THELMA PANERAI ALVES
-
Data: 30 août 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
Com a pandemia da COVID-19 e a necessidade de distanciamento social, as instituições educacionais, por serem espaços de grande circulação de pessoas, tiveram que substituir as aulas presenciais por aulas em meios digitais, enquanto durasse a situação da pandemia. Com isso, vimos emergir uma modalidade de ensino não presencial, até então desconhecida, que é o Ensino Remoto Emergencial (ERE), como estratégia de retomada e continuidade das aulas. Compreendendo que a inserção desses recursos no ensino é uma tarefa que exige tempo, estudo e formação, esta pesquisa teve como objetivo analisar as narrativas dos docentes do Curso de Pedagogia acerca do uso das tecnologias digitais, a partir do Ensino Remoto Emergencial (ERE). Para alcançar o objetivo geral, estabelecemos como objetivos específicos: (i) indicar as formas de uso das tecnologias digitais na prática docente; (ii) apresentar os desafios narrados pelos docentes no uso das tecnologias digitais; e (iii) descrever as potencialidades pedagógicas narradas pelos docentes com o uso das tecnologias digitais. Trata-se de uma pesquisa que, quanto à natureza, é qualitativa; quanto aos objetivos, é exploratória e descritiva; e, quanto aos procedimentos, é um estudo de caso. Os sujeitos da pesquisa são os docentes do curso de Pedagogia de uma universidade pública de Pernambuco.
|
|
18
|
-
WANUZA WIVIANE PEREIRA DE ARAUJO
-
Strategies mobilized by students in the 5th year of elementary school when solving sharing problems and their relationships with the characteristics of algebraic thinking.
-
Leader : JADILSON RAMOS DE ALMEIDA
-
MEMBRES DE LA BANQUE :
-
IRACEMA CAMPOS CUSATI
-
JADILSON RAMOS DE ALMEIDA
-
MARCELO CAMARA DOS SANTOS
-
PAULA MOREIRA BALTAR BELLEMAIN
-
Data: 6 sept. 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
The present qualitative study sought to investigate which strategies are mobilized by students in the 5th year of elementary school when they are solving sharing problems with a relation and their relations with the characteristics of algebraic thinking. This work is based on the research of Silva, Saviole and Passos (2015), Santos and Moreira (2016), Silva and Saviole (2014) and on the considerations brought in official documents such as the BNCC (2018) and the curriculum of Pernambuco (2019) . For the development of our study, we took as basis the studies by Oliveira and Câmara (2011) who were able to identify that the study subjects mobilized elements of algebraic thinking, and at the same time were able to identify five basic strategies used in the resolution, which we use in our work. And the study by Almeida (2016), in which he used characteristics of algebraic thinking to develop his thesis, characteristics that we also take as the basis of our study. Seeking to answer the research question, the following general objective was elaborated: to identify the strategies mobilized by students of the 5th year of elementary school when solving sharing problems with a relationship with the characteristics of algebraic thinking. Our study was developed with students of the 5th year of elementary education at a school in the municipal education network in the city of Passira, consisting of 28 subjects. For the production of our data, the class was organized in pairs, composing 14 pairs. The production of data was carried out from the application of a test composed of four problems, and a clinical interview. The application of the test and the interview were both carried out by the researcher. After the production and analysis of the data, it was possible to identify in general that the students adopted the strategies "divide by 2" and "total as a source" as being the most used by the students. The “algebraic” strategy did not have any pair that used it. With regard to performance, only two pairs answered two questions correctly using the “attribute value” strategy, one problem each pair. When analyzing the correct answers, we noticed that the students were able to mobilize three of the five characteristics of algebraic thinking, the ability to: “establish relationships”, “model” and “construct meaning”. Even the research pointing to the importance of algebra in the early years, the official documents guiding the development of algebraic thinking since the early years of elementary school, it was possible to verify that the students in our study had great difficulty in solving algebraic problems of the type shares with a relationship, with that we leave it as a question for further research: how to elaborate a sequence of activities that lead students to think algebraically?
|
|
19
|
-
VICTOR LOUIS ROSA DE SOUZA
-
-
Leader : LICIA DE SOUZA LEAO MAIA
-
MEMBRES DE LA BANQUE :
-
LICIA DE SOUZA LEAO MAIA
-
FATIMA MARIA LEITE CRUZ
-
TICIA CASSIANY FERRO CAVALCANTE
-
Data: 17 nov. 2023
-
-
Afficher le Résumé
-
The debate about school inclusion in Brazil has increasingly become a real clash, causing controversy, stridency and polarization. One of its greatest impacts has been on the arena of special education, with one of the recurring arguments being the proposition that it is a new paradigm that will radically change the education of children and young people with specific educational needs in the Brazilian reality. The growing number of children with Autism Spectrum Disorder (ASD), enrolled in the regular school network, has led to many debates within the school community about inclusion strategies. Even with all the legal planning and guidelines regarding Special and Inclusive Education, the school still presents itself as a challenging space for the student with ASD. In this scenario, there are teachers, assistants and parents apprehensive about their roles in front of such challenges. Faced with this situation, our interest arose in seeking an answer to the question: How do Basic Education Mathematics teachers perceive the inclusion of students with ASD and how does this understanding affect their teaching action? Thus, this investigation aims to analyze the social representations of students with autism spectrum disorder learning Mathematics by Basic Education teachers. The research began with a pilot study, with which we analyzed and identified partial results and later the final study. Initially, the purpose was to identify the social representations of students with autism spectrum disorder learning Mathematics by Basic Education teachers. To be able to carry out this analysis, we resorted to Social Representations Theory (MOSCOVICI, 2003) from the perspective of Central Core Theory (ABRIC, 2000). Data collection was done through a free association test, in which 200 teachers participated, of which 110 were from various disciplines and 90 mathematics teachers. The results of this study indicate that teachers perceive that students with ASD in school are protagonists and are concerned about the inclusion process of these students. However, when it comes to teaching-learning concerns, they leave it for second place according to TALP analysis.
|
|
20
|
-
LUDMILA WANDERLEY MARTINS
-
THE EQUAL SIGN AND INITIAL NOTIONS OF EQUATION IN THE FIRST SEGMENT OF YOUTH AND ADULT EDUCATION: a didactic experience in the light of the Theory of Objectification
-
Leader : JADILSON RAMOS DE ALMEIDA
-
MEMBRES DE LA BANQUE :
-
CRISTIANE AZEVEDO DOS SANTOS PESSOA
-
JADILSON RAMOS DE ALMEIDA
-
JUSSARA PATRÍCIA ANDRADE ALVES PAIVA
-
MARIA ALVES DE AZEREDO
-
Data: 22 déc. 2023
-
-
Afficher le Résumé
-
This qualitative research arises from the emergence of studies on algebra teaching-learning processes and the development of algebraic thinking in the Early Years of Primary School in the Brazilian cultural context. The general aim of the study is to analyze the signs of algebraic thinking that emerge as four students from the First Segment of Youth and Adult Education collectively explore teaching-learning activities that address equations and the equal sign in their relational character. Our theoretical framework is the Objectification Theory, a cultural-historical educational theory developed by Luis Radford, inspired by Hegel's dialectical materialism, Freire's concept of education and Vygotski's school of thought. According to this theory, algebraic knowledge is already culturally instituted, it is not something purely internal to the student, but a potential historical knowledge that can be achieved through the joint and interactive work of the subjects, known as joint labor. According to this theory, three conditions characterize algebraic thinking: (1) the indeterminacy of quantities, (2) denotation and (3) analyticity. It is also on the methodological assumptions of the Objectivation Theory that we base the production of the data, following the configuration proposed for teaching-learning activities. Our activity was designed on the basis of the following pedagogical principles: (1) the indeterminacy of quantities, (2) denotation and (3) analyticity.It is also on the methodological assumptions of Objectivation Theory that we base the production of the data, following the configuration proposed for teaching-learning activities.Our activity was designed based on the following pedagogical principles: (1) the creation of a social space for interaction to solve equations, through the formation of a small group; (2) the design of tasks and visual semiotic systems that promoted awareness of the concepts needed to solve equations.With regard to data analysis, because I believe that algebraic thinking can be revealed through language that is not exclusively symbolic, but also through natural, gestural and pictorial language during the objectification process, the method used to analyze the data is multisemiotic.The data produced showed that, in the process of introducing algebra, the students followed a process in which algebraic ways of thinking about equations emerged progressively in the joint activity with the teacher.Our analysis also highlighted the important role of signs, artifacts, language and gestures in the development of algebraic thinking.
|
|
|
Thèses |
|
1
|
-
JAIME CAVALCANTI DE SOUZA JUNIOR
-
GOOGLE FOR EDUCATION NA EDUCAÇÃO BÁSICA E OS DESDOBRAMENTOS NA FORMAÇÃO CONTINUADA DO PROFESSOR:
a ágora da assimilação da cultura digital e adequação da prática docente.
-
Leader : ANA BEATRIZ GOMES PIMENTA DE CARVALHO
-
MEMBRES DE LA BANQUE :
-
ANA BEATRIZ GOMES PIMENTA DE CARVALHO
-
PATRICIA SMITH CAVALCANTE
-
THELMA PANERAI ALVES
-
JOSE AIRES DE CASTRO FILHO
-
ROMILDO MORANT DE HOLANDA
-
Data: 3 févr. 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
Os avanços das tecnologias digitais e o surgimento de aportes didáticos inovadores têm moldado cenários no meio educacional capazes de impor à pedagogia desafios outros. Essas demandas não estão circunscritas ao âmbito funcional do uso das tecnologias digitais ou à adesão oportunista de aportes didáticos inovadores, mas às formas singulares de apropriação tecnológica. Por isso, se faz necessário refletir sobre como o sujeito docente mobiliza seus conhecimentos pedagógicos e seu imaginário cultural para dialogar com as tecnologias e encaminhar suas estratégias didáticas. O aparato dos Estudos Culturais e a estrutura da Cartografia de controvérsias foram essenciais para entender como uma plataforma digital utilizada mundialmente pode se adequar ao desenvolvimento da cultura digital entre o corpo docente, garantindo os traços culturais locais, bem como distanciando os professores da lógica dos templates. O programa Google for Education tem o intento de fornecer um produto educacional universal, propondo um "artefato tecnológico" expansivo e com atualizações recorrentes. Porém, a falta duma cultura digital apropriada acaba por suscitar uma concepção simplificada, tomando-o como um "artefato" sem alma, o que contradiz, de maneira excessiva, hermenêuticas recentes acerca da tecnologia, tal como os pressupostos de Bruno Latour e Andrew Feenberg, aos quais percebem que os objetos não são desprovidos de "ânima" conforme pensavam os modernos. Posto isto, quais seriam as saídas para este labirinto de décadas? Como suscitar, entre professores e atores diversos, a percepção de que estas tecnologias não são simplificadas extensões do corpo humano, ou seja, uma "res extensa" (como pressupunha Descartes). Com efeito, a simples adesão das ferramentas disponíveis na plataforma não são suficientes para que o campo pedagógico seja renovado, afinal, é preciso que o professor reveja esses objetos como detentores de "alma", pois fazem parte daquilo que Bruno Latour chamava de "rede sociotécnica"; desvelando, portanto, um cenário onde humanos e não-humanos colaboram na construção do saber". Para tanto, a imersão em uma escola privada localizada em Recife-PE, tida como a primeira escola da Região Nordeste a implementar um espaço físico de aprendizagem vinculado à plataforma Google for Education, foi fundamental para o rumo da pesquisa participante entre os anos de 2016 e 2019. O propósito da pesquisa foi analisar as implicações culturais, pedagógicas e tecnológicas advindas da implantação da plataforma Google na escola de educação básica. Especificamente, o estudo objetivou: Descrever os processos estratégicos de implantação do Google for Education; Identificar as iniciativas de apropriação tecnológica e aplicação didática; Analisar o letramento digital, no fluxo de novas associações e na composição de uma nova ecologia cognitiva; Levantar possíveis iniciativas de consolidação de redes a partir da lógica de convergência. A coleta de dados se deu através de levantamento de documentos, entrevistas e questionários. Para tanto, a análise de conteúdo amparada pelos elementos do pensamento computacional foram essenciais para entender os resultados, os quais evidenciam que a tecnologia cultural, neste processo, tem um papel imprescindível para subsidiar projetos de tecnologia com finalidades de novas ecologias cognitivas no espaço escolar.
|
|
2
|
-
DIEGO BEZERRA DE MELO MACIEL
-
TYPOLOGY OF THE STATISTICAL LITERACY CONDITIONS OF BRAZILIAN ECONOMICS STUDENTS: WHAT DOES ENADE REVEAL?
-
Leader : GILDA LISBOA GUIMARAES
-
MEMBRES DE LA BANQUE :
-
CELSO RIBEIRO CAMPOS
-
CEZAR AUGUSTO CERQUEIRA
-
GILDA LISBOA GUIMARAES
-
MARÍA DEL MAR LÓPEZ MARTÍN
-
SERGIO PAULINO ABRANCHES
-
Data: 15 févr. 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
This research aimed to propose a Typology for Statistical Literacy Conditions of Brazilian Economics students. Therefore, we sought to: i) identify whether the perspective of Statistical Literacy (SL) was present in the questions involving Statistics in Enade/2018 (National Exam of Student Performance); ii) analyse student performance on these issues; and iii) present explanations of this performance through a set of factors associated with the student's sociodemographic characteristics, their academic situation and the level of perception about the existence of SL practices in the teaching environment and about Enade itself. The analysis showed that Statistics questions demanded SL skills, valuing a critical attitude towards information, overcoming personal beliefs to interpret data and dispensing with the use of formulas and complex mathematical calculations. In addition, the context of the questions brought, in most cases, real socioeconomic research situations. However, the average percentage of student’s correct answers was low (49.13% in Descriptive Analysis; 39.94% in Probability and 33.03% in Statistical Inference). The Typology of SL Conditions - obtained using the Grade of Membership method - enabled the identification of patterns that characterize these SL Conditions (Extreme Profiles), as well as estimates of the degrees of pertinence of each student to such standards. The Typology revealed a complex overlapping system between the established SL levels and the various characteristics investigated, with clearly hierarchical aspects in relation, mainly, to the statistical domain of the undergraduates. Three extreme profiles of SL Conditions were identified: SL Averse Conditions; Intermediate Conditions for the SL; and conditions conducive to literacy. The Reverse Conditions group (6%) was more associated with lower levels of performance, more advanced age groups, higher level of family fragility and higher percentages of those enrolled in private distance learning courses. Most of these students felt unmotivated at the time of Enade and revealed the highest levels of disagreement about SL practices during their training. In the opposite situation, students in the Propitious Conditions (35.10%) had higher percentages of correct answers, aggregating, with greater emphasis, younger individuals, with better family situations and coming from private colleges. These realized SL practices during their learning process. Most students (55.70%) were in the Intermediate Conditions. This group was more likely to exhibit an intermediate performance in the Enade, come from public universities, present higher levels of extracurricular development and reasonably perceive the presence of SL practices in the classroom. The way of approaching the content drew attention as one of the main causes of difficulties pointed out by students in relation to Enade questions. Because of this, it was inferred that most of the undergraduates seem to have experienced a learning process that differed from the skills set by the SL and guided by the DNC of the courses. The strong association between higher SL levels and higher degrees of full perception of SL practices made student perception a relevant and innovative factor to explain the statistical performance of Economics undergraduates in Enade/2018. This possibly makes the Typology of SL Conditions an important theoretical-methodological instrument for analysing the development of SL in higher education.
|
|
3
|
-
APARECIDA DA SILVA XAVIER BARROS
-
GÊNERO E CIÊNCIA: um estudo sobre as bolsistas de produtividade PQ 1A das áreas de Matemática, Física e Química
-
Leader : THELMA PANERAI ALVES
-
MEMBRES DE LA BANQUE :
-
THELMA PANERAI ALVES
-
ANA BEATRIZ GOMES PIMENTA DE CARVALHO
-
PATRICIA SMITH CAVALCANTE
-
CATARINA CARNEIRO GONCALVES
-
NURIA PONS VILARDELL CAMAS
-
Data: 17 mars 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
As bolsas de Produtividade em Pesquisa (PQ), ofertadas pelo Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) são uma forma de distinção no meio acadêmico brasileiro, além de apresentarem financiamento maior. No entanto, na área de Ciências Exatas e da Terra, do total de 4.859 bolsas ofertadas entre 2013 e 2014, apenas 976 (20,08%) foram para as mulheres. No nível mais alto, correspondente às bolsas PQ 1A, o número de mulheres bolsistas caiu para 41 (menos de 10%). Diante disso, partimos da seguinte pergunta: quais estratégias e ações foram adotadas por professoras pesquisadoras das áreas Matemática, Física e Química para conquistar uma bolsa de Produtividade em Pesquisa (PQ) 1A? Para responder ao questionamento da pesquisa, o nosso objetivo geral é o de analisar a participação e atuação dessas cientistas, evidenciando as estratégias e ações adotadas por elas para conquistar a referida bolsa. Quanto à natureza, é uma pesquisa qualitativa; quanto aos objetivos, é uma pesquisa exploratória e descritiva; e, quanto aos procedimentos, é uma pesquisa narrativa, do tipo biográfico-narrativa, pautada em entrevistas e subsidiada por levantamento de dados e coleta documental. Sendo assim, pretendemos: (i) mapear a distribuição das bolsas PQ 1A das áreas de Matemática, Física e Química por gênero; (ii) verificar se há nas chamadas do programa de bolsas de Produtividade em Pesquisa do CNPq quaisquer obstáculos à participação das mulheres; (iii) descrever o perfil científico das bolsistas entrevistadas, com base em informações coletadas em seus currículos Lattes e nas entrevistas; e (iv) identificar as estratégias e ações adotadas pelas pesquisadoras para conquistar a bolsa PQ 1A. Com relação aos procedimentos metodológicos, estes são divididos em quatro fases. A primeira fase contempla o planejamento da pesquisa. A segunda engloba a aplicação das técnicas selecionadas e dos instrumentos elaborados, objetivando recolher os dados previstos. A terceira abrange o processo de análise e interpretação dos dados. E a última fase destina-se à redação de documento contendo a descrição de todos os procedimentos executados e os resultados e discussões do estudo.
|
|
4
|
-
ANDREA PAULA MONTEIRO DE LIMA
-
COMMUNICATION IN INCLUSIVE EDUCATION: what do teachers who teach mathematics in classes with blind students reveal?
-
Leader : IRANETE MARIA DA SILVA LIMA
-
MEMBRES DE LA BANQUE :
-
IRANETE MARIA DA SILVA LIMA
-
FATIMA MARIA LEITE CRUZ
-
FRANCK GILBERT RENE BELLEMAIN
-
JAQUELINE APARECIDA FORATTO LIXANDRAO SANTOS
-
CLELIA MARIA IGNATIUS NOGUEIRA
-
EVANILSON LANDIM ALVES
-
Data: 27 mars 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
The research aimed to understand communication in Inclusive Education from the narratives of teachers who teach mathematics in classes with blind students. Therefore, it is anchored by the concept of accessibility of Inclusive Education, and dialogue and pedagogical imagination of Critical Mathematics Education. Data were produced and collected from the narratives of three teachers with experience in teaching mathematics in common classes with blind students, through episodic interviews and their analysis of three proposals for geometric activities. Data production took place remotely in two moments, between 2021 and 2022, during the Covid-19 pandemic: narratives of situations experienced in classes with blind students; and narratives of imagined situations for classes with blind students, based on the proposed geometric activities. To analyze them, we used the analytical categories accessibility and dialogue. The results reveal that the teachers' narratives were influenced by aspects such as their academic background, the context of the classes, the time they spend with blind students, and institutional support. They also highlight the concern of teachers to provide accessible communication to blind students and to favor dialogical interactions, although they have not always explained how to do it. The main concerns with accessibility are associated with the use of concrete and adequate materials (instrumental dimension); accessible, egalitarian, and universal teaching, the possibility of carrying out experiments and research (methodological dimension); educational support (programmatic dimension); to fear and apprehension (attitudinal dimension); as well as orality and braille writing (communication dimension). The fact that these concerns still exist and are not contemplated in actions taken by teachers in the situations presented leads us to conjecture that there are still barriers in the process of including blind students in mathematics classes. In the exercise of pedagogical imagination, teachers presented situations that could potentially favor dialogue from the perspective of Critical Mathematics Education and some of them were narrated by teachers as situations experienced in classes with blind students and others as imagined situations. It should be noted, however, that these results are supported by the narratives of the participating teachers and, therefore, the materialization of such situations in inclusive classes is the object of future research.
|
|
5
|
-
AMANDA RODRIGUES DA SILVA
-
A integração da Abordagem Documental do Didático com um processo de design para a idealização de uma plataforma direcionada ao planejamento docente no ensino de geometria
-
Leader : FRANCK GILBERT RENE BELLEMAIN
-
MEMBRES DE LA BANQUE :
-
AUTA LUCIANA LAURENTINO
-
FRANCK GILBERT RENE BELLEMAIN
-
IRACEMA CAMPOS CUSATI
-
MARILENA BITTAR
-
PEDRO MARTINS ALESSIO
-
SOLANGE GALVAO COUTINHO
-
Data: 12 mai 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
Partindo das necessidades e complexidades que englobam as atividades docente na área de matemática, este trabalho apresenta uma pesquisa desenvolvida a partir da integração de um processo de design com a teoria da abordagem documental do didático, a fim de idealizar uma plataforma que auxiliasse o planejamento docente online direcionado ao ensino de geometria. Tendo como objetivos: analisar o planejamento e ensino de conhecimentos geométricos, elaborar uma estrutura metodológica com base em um processo de design e na abordagem documental, analisar os dados obtidos com base nas pesquisas primárias e secundárias sobre o tema da pesquisa e idealizar e prototipar uma plataforma para dar suporte a autoria docente online no ensino de geometria. A estrutura metodológica foi composta por sete etapas e em cada uma delas foram aplicados métodos que ajudaram na obtenção de dados que embasaram todo o processo de desenvolvimento da pesquisa: 1. Definição, com realização de pesquisa de campo, aplicação de método das perguntas e mapeamento do problema; 2. Pesquisa, sendo aplicadas a primária (estudos prévios dos autores) e secundária (estudos desenvolvidos por outros autores); 3. Idealização, com aplicação de duas investigações realizadas à luz da investigação reflexiva em duas disciplinas da área de geometria e a aplicação de um brainstorming com participação de um grupo de sete especialistas de diferentes áreas; 4. Prototipação, considerando o nível de fidelidade com o produto final; 5. Seleção, das melhores ideias de layout e interações prototipadas; 6. Implementação, em nossa pesquisa será realizada de maneira laboratorial, não em ambiente real de aula devido ao tempo; 7. Aprendizagem, análise dos resultados obtidos e do processo estruturado. Com o fim da aplicação dessa pesquisa espera-se obter um protótipo de uma plataforma focada no planejamento do professor de geometria que integre uma variedade de representações de um mesmo objeto cognitivo, estimule a autoria docente, possibilite a articulação entre recursos e auxilie na redução do tempo gasto no trabalho documental dos professores.
|
|
6
|
-
ANDERSON HENRIQUE COSTA BARROS
-
STATISTICAL LITERACY IN TEACHER EDUCATION COURSES IN FIELD EDUCATION: dialogue and investigation with lecturers
-
Leader : CARLOS EDUARDO FERREIRA MONTEIRO
-
MEMBRES DE LA BANQUE :
-
CARLOS EDUARDO FERREIRA MONTEIRO
-
JOSE IVANILDO FELISBERTO DE CARVALHO
-
LILIANE MARIA TEIXEIRA LIMA DE CARVALHO
-
ALDINETE SILVINO DE LIMA
-
IRENE MAURICIO CAZORLA
-
WAGNER AHMAD AUAREK
-
Data: 23 mai 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
Field Education originates from the struggles of social movements for the right to land and public and socially referenced education, designed with the field people of the countryside to contribute to improving the quality of field schools. The undergraduate courses in Field Education (LEdoC) are part of public policies for the initial teacher education of field teachers committed to providing Basic Education for field people. Statistical literacy is related to reading and critically interpreting published statistical information in communication vehicles through texts, graphs, and tables. A statistically literate person can position themselves critically in the face of statistical data and communicate with other people for possible decision-making in social contexts based on its statistical information. Therefore, statistical literacy impacts the lives of field people by favoring readings of their realities. In this sense, it is important to address aspects of statistical education from the perspective of literacy in the initial field teacher education. This thesis was motivated by the following research questions: What curricular components of the LEdoC address statistics content? What are the conceptions of the LEdoC lecturers about the teaching of statistics? How can activities enhance criticality in the teaching of statistics by lecturers who teach LEdoC to promote statistical literacy? The general objective of the research was to analyze, in the light of the perspectives of Statistical Literacy and Critical Mathematics Education, the conceptions of professors who train courses of Degree in Field Education about the teaching of statistics. The study is based on the principle of Field Education, Statistical Literacy model of Iddo Gal, the concept of dialogue proposed by Ole Skovsmose inspired by dialogicity in Paulo Freire. The production of data involved the analysis of the Political Course Projects of five Higher Education Institutions that offer the formation of Mathematics and Natural Sciences teachers. In addition, interviews were conducted with lecturers who teach curricular components related to statistics content in the selected courses. Although the analysis of the PPC suggested that there are statistics contents which can be related to the field contexts, the curricular documents should be more explicit on those relationships, which could promote the statistical literacy. The interviews with the lecturers indicated potentialities for the promotion of statistical literacy in a dialogic conception when the statistics activities involve social aspects, political, economic, and cultural life of field people.
|
|
7
|
-
MARCELLO RAMALHO DE MELLO
-
LEARNING IN OPEN AND MASSIVE ONLINE COURSES (MOOC):
a proposal for automating the assessment by concept maps.
-
Leader : PATRICIA SMITH CAVALCANTE
-
MEMBRES DE LA BANQUE :
-
PATRICIA SMITH CAVALCANTE
-
CRISTINE MARTINS GOMES DE GUSMAO
-
ANA BEATRIZ GOMES PIMENTA DE CARVALHO
-
SYLVIA REGINA DE CHIARO RIBEIRO RODRIGUES
-
PATRICIA CABRAL DE AZEVEDO RESTELLI TEDESCO
-
Data: 22 juin 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
Massive Open Online Courses (MOOCs) experienced significant growth in 2021, with 220 million students worldwide (excluding China) and offering thousands of courses and degrees. In Brazil, CAPES announced 100,000 free spots in online courses, totaling 300,000 spots since 2020. With the rise of online courses, there is a need for effective learning assessment as traditional methods have limitations. Online assessment requires rethinking the process and leveraging technology to provide personalized, automated, and diverse feedback while collecting data on learning outcomes. In this context, the evaluation through Concept Maps in MOOCs emerges as a promising approach to understanding how students relate concepts and automating the assessment process. The present study aims to propose and evaluate a model for automating the assessment of learning with Concept Maps in massive open online courses (MOOCs). The study was conducted in four stages: 1) identifying system attributes; 2) proposing the solution; 3) validating the mechanics of operation; 4) validating the results provided by the solution. The presented solution is a computer algorithm called ACME, coded in Python, which extracts data from Concept Maps and provides a numerical summary through comparison with a base text, enabling massive and automated evaluation. The mechanics of the algorithm were validated with a base text and a concept map, allowing for the discovery of potential variables for analysis and assessment of learning. The results provided by the algorithm were validated by comparing them with an article that provided analysis of concept maps created by students, including variables such as the quantity of concepts, correct concepts, number of propositions, verb-linked terms, Jaccard similarity, cosine similarity, and spaCy similarity. Graphical analysis was also obtained. The study obtained promising results for the idea of evaluating student learning qualitatively and on a massive scale through Concept Maps. It is up to the instructor, who decides to use the proposed solution, to build their assessment models and obtain both quantitative and qualitative parameters to identify and evaluate mechanical and meaningful learning.
|
|
8
|
-
WAGNER RODRIGUES COSTA
-
RELATIONSHIPS BETWEEN TEACHERS' CONCEPTIONS ABOUT MATHEMATICS AND ITS TEACHING AND CURRICULUM MATERIALS: IMPLICATIONS ON READING AND INTERPRETATION PROCESSES OF THE PRESCRIBED MATHEMATICS CURRICULUM
-
Leader : JADILSON RAMOS DE ALMEIDA
-
MEMBRES DE LA BANQUE :
-
ANNA PAULA DE AVELAR BRITO LIMA
-
EDDA CURI
-
GILBERTO JANUÁRIO
-
JADILSON RAMOS DE ALMEIDA
-
ROSINALDA AURORA DE MELO TELES
-
Data: 22 juin 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
The main objective of our research was to investigate the connection between the teacher's conceptions of Mathematics and its teaching and the curriculum materials and their implication in the process of reading and interpretation that these professionals make of the curricular prescriptions. Therefore, we needed to develop a theoretical construct in the ambit of mathematics education that would allow us to create a more expanded view of what conceptions might be. Our theoretical references led us to accept the existence of at least two conceptions about Mathematics and its teaching, which we call: the constructivist conception and the transmission-based conception. With regard to the curricular aspect, we consider the existence of two connections: one between the teacher and the curriculum material and the other between the teacher and the prescribed curriculum. Then, we support such relationships in the studies of Brown and Edelson (2001, 2003), Brown (2009) and Sacristán (2000). As for the methodological aspect, the adopted perspective is based on the principles of a qualitative approach. In order to fulfill our objectives, we selected two 6th-grade Mathematics teachers, who were submitted to the same prescribed curriculum, in this case, the Mathematics Curriculum of the State of Pernambuco. One of our research results indicates that teachers with a tendency towards the constructivist conception of Mathematics and its teaching relate in a more critical, reflective and transcendent way with the curriculum materials, implying the recognition of the prescriptions as a starting point for teaching. On the other hand, teachers with a tendency towards a transmission-based conception relate in a more passive and pragmatic way with the curriculum materials, implying the recognition of the prescriptions as a strict document with a weak logical connection between its constituent elements.
|
|
9
|
-
CLAUDIA MARIA BEZERRA DA SILVA
-
THE INFLUENCE OF ACTIVE LEARNING ON THE SELF-EFFICACY BELIEFS OF UNDERGRADUATE ENGINEERING STUDENTS TO LEARN BASIC SCIENCES AND MATHEMATICS
-
Leader : SERGIO PAULINO ABRANCHES
-
MEMBRES DE LA BANQUE :
-
SERGIO PAULINO ABRANCHES
-
PATRICIA SMITH CAVALCANTE
-
NELSON ANTONIO PIROLA
-
ROBERTO TADEU IAOCHITE
-
VANDERLI FAVA DE OLIVEIRA
-
Data: 4 août 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
Innovation in engineering education involves the design of a culture that is opposed to simple bureaucratic certification, with experiences in which the student has an active participation in the training process. Given this scenario, the following research question is formed: How does active learning influence the self-efficacy beliefs of Engineering students, favoring engagement to learn Basic Sciences and Mathematics? The main goal was to analyze the influence of active learning on the development of self-efficacy beliefs and student engagement in learning in Basic Sciences and Mathematics. And the specific objectives: to investigate in the teachers' teaching practice the use of active learning methodologies; investigate how students participate in activities developed through active learning; identify elements of active learning that favor the development of students' self-efficacy beliefs; identify elements of active learning that favor student engagement in activities. The overall objective was to analyze the influence of active learning on the development of self-efficacy beliefs and student engagement in learning in Basic Sciences and Mathematics. And the specific objectives: to investigate in the teachers' teaching practice the use of active learning methodologies; investigate how students participate in activities developed through active learning; identify elements of active learning that favor the development of students' self-efficacy beliefs; identify elements of active learning that favor student engagement in activities. The theoretical framework was developed from discussions on self-efficacy beliefs (BANDURA, 1977, 1994, 1997; SCHUNK, 1995; ZIMMERMAN, 1995), active learning (BONWELL; EISON, 1991; DEWEY, 1978, 1979a, 1979b; SILBERMAN, 1996) stimulated by active learning methodologies (BERGMANN; SAMS, 2018; MORAN, 2018; VALENTE, 2018) and engineering education (BAZZO; PEREIRA, 2019; BRASIL, 2019a; BRASIL, 2019b; OLIVEIRA; ALMEIDA, 2010). Data collection occurred through the application of questionnaires and the self-efficacy scale and the performance of semi-structured interviews. The context of the study was the classes of the 1st period of the Basic Area of Admission in Engineering at the Federal University of Pernambuco and had the participation of professors and students. Based on qualitative and quantitative approaches, data analysis occurred with statistical tests and through content analysis. Among the findings of the research, the self-efficacy scale showed that students perceived themselves with average beliefs to successfully carry out the investigated activities. In the qualitative analysis, learning through the active methodology provided elements with positive and negative influences on students' self-efficacy and engagement. I highlight the application of contextualized content that motivated learning and group work, which influenced engagement in activities. It is considered that there is a correlation in which the active methodology can strengthen self-efficacy, causing motivation to learn and engage in activities. But the self-efficacy that the student already has can also enhance or cause obstacles. Thus, the way in which activities with active methodologies are experienced, the interaction they provide and the conduction of classes by the teacher are influences that deserve attention.
|
|
10
|
-
MAYRA DARLY DA SILVA
-
BLIND STUDENTS INTERPRETING GRAPHICS: RELATIONSHIPS BETWEEN VISUAL AND CONCEPTUAL ASPECTS AND ADEQUACY FOR TEACHING
-
Leader : LILIANE MARIA TEIXEIRA LIMA DE CARVALHO
-
MEMBRES DE LA BANQUE :
-
LILIANE MARIA TEIXEIRA LIMA DE CARVALHO
-
CARLOS EDUARDO FERREIRA MONTEIRO
-
JAQUELINE APARECIDA FORATTO LIXANDRAO SANTOS
-
TICIA CASSIANY FERRO CAVALCANTE
-
IRENE MAURICIO CAZORLA
-
SOLANGE HASSAN AHMAD ALI FERNANDES
-
Data: 11 août 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
The general objective of this thesis is to analyse challenges and possibilities for blind students to establish relationships between visual and conceptual aspects in the interpretation of graphs from the perspective of Statistical Literacy. In specific terms, it seeks to: investigate challenges and possibilities in adapting statistical graphs to work with blind students, from the context of the Benjamin Constant Institute; identify and analyse tasks involving graphs with the potential to mobilize relationships between visual and conceptual aspects from the perspective of Statistical Literacy in conventional and adapted final years textbooks; characterize the educational context in relation to meeting the educational needs of a blind student; and analyse how the blind student establishes relationships between visual and conceptual aspects when working with graphs from the perspective of Statistical Literacy. RSL highlighted the lack of national theses and dissertations focused on teaching and learning statistics for blind students. Although there are international articles that evaluate certain capabilities of reading and interpreting graphics by students/blind people, they often neglect the meaning of activity contexts and critical questioning. In Stage 1, we conducted a semi-structured interview with a teacher from the Benjamin Constant Institute (IBC), whose results provided important information for working with graphs with blind students. In Stage 2, we performed mapping and analysis of tasks involving graphs in collections of textbooks for the final years, both in print and adapted in braille. We identified some tasks involving statistical graphs to compose the interview with the blind student. In the research field school, identified in Stage 3, we carried out the following methodological procedures: analysis of the Pedagogical Political Project, a semi-structured interview with the school manager, an assessment with the specialist in the Specialized Educational Service (SES) classroom, and initial contact with the blind student and his/her parent. Fictionally called José, the blind student does not master braille and did not have access to education during the pandemic (in 2020 and 2021).The assessment with the SES specialist was crucial in adapting the tasks to make them accessible for the interventions carried out with José. Finally, in Stage 4, we conducted a semi-structured interview with José, using tasks identified in Stage 2 due to their potential for achieving the study's objectives. José read and interpreted the graph based on his understanding, mainly of the elements of knowledge (context, unit scale and representation) and the language that involves conceptual aspects of the graphs. The researcher's mediations during the interventions were essential in mobilizing the student's understanding. We conclude that in order for blind students to establish relationships between visual and conceptual aspects from graphs, from the perspective of Statistical Literacy, adaptations are necessary that consider the specificities of the blind user, the use of tasks that allow for connections between cognitive and dispositional dimensions, and systematic mediation processes.
|
|
11
|
-
TARCISIO ROCHA DOS SANTOS
-
MANKALA COLHE TRÊS DIGITAL: processo de produção de uma versão digital do jogo Mankala Colhe Três com o suporte da Engenharia Didático-Informática
-
Leader : FRANCK GILBERT RENE BELLEMAIN
-
MEMBRES DE LA BANQUE :
-
FRANCK GILBERT RENE BELLEMAIN
-
ROSINALDA AURORA DE MELO TELES
-
RICARDO TIBURCIO DOS SANTOS
-
ROGERIA GAUDENCIO DO REGO
-
SADDO AG ALMOULOUD
-
Data: 23 août 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
Com o objetivo de produzir uma versão digital do jogo Mankala Colhe Três, e analisar tal processo de produção, de modo a permitir a ampliação do potencial didático do jogo em relação à sua versão física, a presente pesquisa apresenta uma dupla problemática: a validação do Mankala Colhe Três Digital, que leve em consideração requisitos de produção do software de diversas naturezas, incluindo requisitos epistemológicos, cognitivos, didáticos e informáticos; e a análise do uso da Engenharia Didática Informática (EDI) como fundamentação metodológica de produção do software, tendo em vista que essa metodologia possui originalmente um enfoque especial para o desenvolvimento de softwares de outras naturezas (micromundos), além do fato de que sua atual versão ainda não foi posta em prática em projetos de pesquisa de desenvolvimento de softwares educativos. Deste modo, este trabalho possui tanto um enfoque prático quanto teórico. O jogo Mankala Colhe Três, criado na UFPE no âmbito do projeto “Formação docente: interdisciplinaridade e ação docente – Projeto Rede”, foi concebido para permitir que estudantes do Ensino Fundamental trabalhassem com múltiplos e divisores de um número. O jogo foi objeto de uma pesquisa de mestrado, que, fundamentada na Teoria das Situações Didáticas, buscou investigar o potencial didático do jogo. Tal pesquisa obteve resultados positivos envolvendo análises das interações dos sujeitos, do equilíbrio entre a dimensão lúdica e a intencionalidade didática nas situações de jogo e da mobilização de conhecimentos matemáticos de distintas naturezas. Alguns encaminhamentos futuros desse trabalho foram traçados e, ao considerá-los, acreditamos que a produção de uma versão digital do Mankala Colhe Três que leve em conta, desde sua gênese, tanto a manutenção dos aspectos educativos de sua versão tradicional quanto uma análise minuciosa de novas possibilidades de uso do jogo, considerando, por exemplo, um olhar direcionado aos diversos tipos de usuários (pesquisador, professor, aluno, jogador) e fatores como: a possibilidade de utilização de novas representações, inclusive representações dinâmicas do jogo; a articulação de entre diferentes representações; a possibilidade de fornecimento de feedbacks do meio, que favoreceria o aspecto adidático das situações de jogo; entre outros, conseguirá suprir as limitações apresentadas nas pesquisas anteriores envolvendo o jogo e, seguramente, superar o potencial educativo Mankala Colhe Três, reconstruído por um viés informático.
|
|
12
|
-
MARCEL MUNIZ VILACA
-
DEVELOPMENT OF GEOMETRIC THINKING: ANALYSIS OF A DIDACTIC SEQUENCE EXPERIENCED IN GEOGEBRA TO APPROACH NOTABLE QUADRILATERS
-
Leader : ROSINALDA AURORA DE MELO TELES
-
MEMBRES DE LA BANQUE :
-
ALDINETE SILVINO DE LIMA
-
ANDRE PEREIRA DA COSTA
-
JADILSON RAMOS DE ALMEIDA
-
MARILENE ROSA DOS SANTOS
-
ROSINALDA AURORA DE MELO TELES
-
VERONICA GITIRANA GOMES FERREIRA
-
Data: 24 août 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
The present research sought to analyze the contributions of a didactic sequence for the development of geometric thinking of 9th grade students in the final years of elementary school when working with quadrilaterals in GeoGebra. The investigation was divided into 3 stages: the first consisted of applying a diagnostic test with 20 students (divided into 10 pairs) of the 9th grade of a private school in the Metropolitan Region of Recife, which made it possible to identify evidence of the level of geometric thinking mobilized by each participant. The second moment consisted of the elaboration and experience of a didactic sequence involving the notable quadrilaterals and the use of GeoGebra. The third moment mobilized the application of a final diagnostic test that made it possible to identify the development of the geometric thinking of the research participants. In all stages, requests from the work of Pereira da Costa (2019) and his model of levels of development of geometric thinking were used to categorize and analyze the opportunities and evolutions acquired by the group of 20 students during the different stages of the research. The results obtained in the initial diagnostic test - TDI show that students do not consider the characteristics of quadrilaterals during their experiences and recognize them by their visual appearance (cerebral perceptual abstraction). This way, they were predominantly at level n of Pereira da Costa's (2019) model and were unable to use class inclusion criteria when addressing notable quadrilaterals. After the TDI, the activities of our didactic sequence were experienced in GeoGebra and then a final diagnostic test - TDF was applied. The main results show that the didactic sequence contributed to the development of the participants' geometric thinking by revealing that the students started to use class inclusion criteria when dealing with activities involving the notable quadrilaterals. The data obtained in the TDF show a significant increase in the amount of adequate answers, when compared with the results of the TDI and indicate that most students managed to advance from level where they were to n+1 and n+2. There was also an advance in predominantly mobilized geometric abstractions (perceptual) for analytical and descriptive ones. Among the main elements responsible for this increase, in addition to the activities structured in the light of the model by Pereira da Costa (2019), we highlight the dynamicity of GeoGebra by allowing students to establish relationships by “dragging” elements of the quadrilaterals by identifying the properties that remain unchanged and those that undergo modifications with these movements.
|
|
13
|
-
JAILSON CAVALCANTE DE ARAUJO
-
IMBRICATIONS BETWEEN THE CONCEPTUAL FIELDS OF GEOMETRY AND QUANTITIES AND MEASURES IN THE TEACHING AND LEARNING OF THE AREA OF PARALLELOGRAMS
-
Leader : PAULA MOREIRA BALTAR BELLEMAIN
-
MEMBRES DE LA BANQUE :
-
PAULA MOREIRA BALTAR BELLEMAIN
-
MARILENE ROSA DOS SANTOS
-
ROSINALDA AURORA DE MELO TELES
-
MARILENA BITTAR
-
ANDRE PEREIRA DA COSTA
-
Data: 28 août 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
This research aimed to understand the implications of the design and experimentation of a didactic sequence supported in the sets of situations that give meaning to the concept of area and the concept of remarkable quadrilateral, prioritizing the imbrications between the fields of Geometry and Magnitudes and Measures, in deepening the understanding and reducing persistent conceptual difficulties of learning related to the area of parallelograms by students of the 9th grade of elementary school. The theoretical framework is composed by the Conceptual Fields Theory by Gérard Vergnaud and his collaborators, and by the model of area as an autonomous quantity proposed by Régine Douady and Marie-Jeanne Perrin-Glorian. Didactic engineering, from the perspective of Guy Brousseau, Michelle Artigue and others, is the methodology adopted in the research. Initially, the previous analysis was performed, which allowed us to observe the main difficulties of students and the recurrent errors when dealing with situations about the area of parallelograms, how area and parallelograms are addressed in national, state and municipal curriculum guidance documents, in the teachers' plans and activity handouts, as well as in the collection of textbooks adopted in the field school. It was possible to observe difficulties in the use of these materials. From them, it was possible to observe students' difficulties in situations involving the area and parallelograms, especially when it came to non-square rhombuses and parallelograms not rectangles and not rhombuses. There was also a predominance of measurement situations, prototypical drawings, and emphasis on the figures of the square and the non-square rectangle, reinforcing the need for research that contemplates all parallelograms. These and other findings served as support for the construction and a priori analysis of the situations that composed the didactic sequence about the area of parallelograms, including situations in the fields of Geometry and Magnitudes and Measures, which was tested with students of the 9th grade of elementary school in a municipal public school in the city of Ferreiros/PE. The results indicated that looking at the different steps of solving an activity as elementary tasks of the Geometry conceptual field, necessary for the full domain of a more complex situation of the Magnitudes field, favors the understanding of aspects related to the area of parallelograms. As for the contributions to the students' learning, we highlight: expansion in the diversity of quadrilaterals and mastery of properties related to definitions; dissociation between area, surface and number; use of geometric procedures such as decomposition and recomposition; improvement of the predicative form of knowledge and appropriation of logical mathematical thinking as a tool for debate and argumentation, among others. The students who presented a good general performance in the work done in the Geometry field, reflected it in the activities of the Quantities and Measures field, thus contributing to the reduction of conceptual learning difficulties related to the area of the region bounded by parallelograms. However, other aspects would require further study in a longer study, such as the meaning of the expressions of area and the invariance of the area in relation to the choice of the side taken as a basis in a parallelogram that is not rectangular and not rhombus.
|
|
14
|
-
LAÍS THALITA BEZERRA DOS SANTOS
-
COMPORTAMENTOS DIANTE DE SITUAÇÕES QUE ENVOLVEM A EDUCAÇÃO FINANCEIRA:SONDAGEM E PROCESSO INTERVENTIVO COM ESTUDANTES DE 5º ANO
-
Leader : CRISTIANE AZEVEDO DOS SANTOS PESSOA
-
MEMBRES DE LA BANQUE :
-
ALDINETE SILVINO DE LIMA
-
ALFREDO DIB ABDUL NOUR
-
CRISTIANE AZEVEDO DOS SANTOS PESSOA
-
GILDA LISBOA GUIMARAES
-
LUCAS CARATO MAZZI
-
Data: 29 août 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
O presente estudo de doutorado, em desenvolvimento, apresenta o objetivo geral de identificar percepções que estudantes do 5º ano possuem sobre temáticas que envolvem a Educação Financeira, bem como discutir, à luz da Educação Matemática Crítica, sobre elementos a serem levados em consideração em situações que envolvam finanças com tais indivíduos, buscando auxiliá-los em suas escolhas. De modo mais específico, apresentamos os seguintes objetivos: 1) Sondar quais aspectos são levados em consideração por estudantes do 5º ano ao serem colocados diante de situações que envolvem a Educação Financeira, anteriormente a um processo interventivo; 2) Investigar de que modo o diálogo é colocado em ação em situações de discussão sobre Educação Financeira no 5º ano do Ensino Fundamental; 3) Identificar, na perspectiva do Modelo de Cooperação Investigativa, possíveis atos dialógicos que se fazem presentes no processo interventivo desenvolvido, nas relações estudante-estudante e estudante-professor; e 4) Analisar como os estudantes se posicionam diante de situações financeiras, posteriormente à intervenção. Como referencial teórico, apoiamo-nos nas ideias da Educação Matemática Crítica discutida por Ole Skovsmose e, de forma mais específica, o Modelo de Cooperação Investigativa proposto por Alrᴓ e Skovsmose. Como método, trabalharemos com estudantes do 5º ano do Ensino Fundamental de uma escola da Rede Municipal de Ensino de Recife – PE. Os estudantes participarão de três momentos do estudo: 1) A sondagem inicial; 2) O processo interventivo; 3) A sondagem final. Até o presente momento do estudo, desenvolvemos a sondagem inicial e estamos realizando o processo interventivo para, posteriormente, realizar a sondagem final. Como resultados iniciais, em temáticas como Economia Doméstica, Sustentabilidade e Uso do dinheiro, os estudantes apresentam uma maior compreensão, mesmo que anteriormente a um processo interventivo, havendo, ainda assim, a necessidade de trabalhá-las de forma mais aprofundada. Em outras, por sua vez, a maior parte dos estudantes investigados apresenta uma maior necessidade de discussões, sendo elas a Influência das propagandas/mídia, as Atitudes ao comprar, os Desejos versus necessidades, o Guardar para adquirir bens ou produtos, o Consumismo, o Valor do dinheiro, a Ideia de lucro, a Tomada de decisão, os Produtos financeiros a Ideia de juros. Para dar continuidade ao estudo, concluiremos o processo interventivo e realizaremos a sondagem final com os estudantes investigados.
|
|
15
|
-
JOSIAS PEDRO DA SILVA
-
Teachers' documentation who teach mathematics in EJA-CAMPO classes.
-
Leader : IRANETE MARIA DA SILVA LIMA
-
MEMBRES DE LA BANQUE :
-
IRANETE MARIA DA SILVA LIMA
-
LILIANE MARIA TEIXEIRA LIMA DE CARVALHO
-
AMANDA QUEIROZ MOURA
-
DILENO DUSTAN LUCAS DE SOUZA
-
VERONICA GITIRANA GOMES FERREIRA
-
Data: 29 août 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
The thesis articulates the domains of the Didactics’ Documental Approach to Critical Mathematics Education, Rural Education, and Youth and Adult Education, which constitute themselves in the theoretical lens of the research. It aims to understand the documentation of teachers who teach mathematics in Youth and Adult Education classes in the Countryside and the relationship with aspects of the local peasantry. The first stage consists of building a systematic literature review to, on the one hand, know about the results of national and international studies that fall within and/or relate to the exact domains and, on the other hand, place the thesis within this framework. The second stage is characterized by an experiment with four teachers who teach mathematics in EJA Campo classes in a municipality in the Agreste region of Pernambuco. It uses some steps of the Reflective Investigation Methodology to produce the present text, based on the data that were collected across: semi-structured interviews; presentation of the resources available at the school, carried out by the participating teachers and recorded in video and audio; schematic representation (map) of the resources produced by the teachers; observation of planning and planning classes. Of the 149 studies that made up the corpus of the systematic review, only three approached the object of this thesis by contemplating specific sociocultural contexts. Concerning the survey with EJA Campo teachers, the results showed the diversity of resources they exhibit, emphasizing resources related to Digital Information and Communication Technologies, most used in remote teaching during the Covid pandemic -19. Other resources, such as activities printed on paper, occurred due to the precariousness of internet access in rural areas and integrated the resources of the participating teachers. The learning environments proposed by the teachers are associated with lists of exercises referring to pure mathematics. However, the reference to a semi-reality also appears to a lesser extent. The observation of classes showed the presence of dialogical acts, such as: establishing contact, reformulating, perceiving, thinking aloud, and recognizing. We consider that learning environments are resources that play a prominent role in teachers' activity and influence their decisions regarding selecting and combining resources for a given class of situations. Although the teachers' resources do not explicitly relate to aspects of the realities of the EJA Campo students, the use schemes, mobilized by the teachers, transform such resources into documents from the perspective of the Didactics' Documental Approach, and denote to the local peasantry
|
|
16
|
-
JULIANA DE CÁSSIA GOMES DA SILVA
-
Mathematics teaching in the initial years of Rural Schools: curriculum propositions, large-scale assessment, and tensions in teaching practive in Ipojuca-PE
-
Leader : FATIMA MARIA LEITE CRUZ
-
MEMBRES DE LA BANQUE :
-
FATIMA MARIA LEITE CRUZ
-
CARLOS EDUARDO FERREIRA MONTEIRO
-
LILIANE MARIA TEIXEIRA LIMA DE CARVALHO
-
ANA LUCIA FELIX DOS SANTOS
-
ALDINETE SILVINO DE LIMA
-
Data: 6 sept. 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
The Rural Education arises from tensions against capitalist hegemony and urban-centric education, aiming to bring social and life changes for rural populations while safeguarding their identity from exclusionary educational practices and policies. Generally, educational policies are guided by official curricular documents that inform the pedagogical work of schools concerning teaching and learning. Similarly, student performance is assessed through evaluative methods and instruments that consider students' prior knowledge and everyday experiences, as well as their contextualized grasp of curricular content and their ability to apply it in society. The assumption is that teachers have engaged in this educational debate and are committed to their teaching activities to ensure students achieve significant results in their educational journey and meet the goals set by the Federal Government through large- scale assessment exams. In this context, in basic education, the results of the SAEB show students' performance in Portuguese Language and Mathematics, serving as a basis for investments in public educational policies. In a specific analysis, rural schools in the municipality of Ipojuca exhibit distinct realities; many schools have deficient structures and gaps in pedagogical and technological aspects, limited internet access, lack of equipment for students and teachers, and inadequate teaching conditions, leading to teachers' financial losses. Despite these adverse conditions, Ipojuca has achieved positive results in the IDEB. In order to address whether there is a contradiction between curriculum guidelines, exam results, and mathematics teaching, the following research question was posed: What do teachers say about students' mathematics results in the large-scale assessment of Ipojuca's school network? This doctoral thesis comprehends students' performance in mathematics in rural schools from a multifactorial and contextual perspective; it explores the historical trajectory and epistemological foundations of Rural Education; and aims to understand the relationship between mathematics teaching, the curriculum, and student performance in mathematics in large-scale assessment according to teachers of the initial years in rural schools in Ipojuca. The study's specific objectives are to analyze the official curriculum of the municipal network of Ipojuca's proposed mathematics teaching for the initial years and, particularly, its implications for rural schools; to investigate the results of student performance in mathematics in the initial years in large-scale exams (SAEB) in Ipojuca; to analyze what teachers say about mathematics teaching and student performance in the initial years in rural schools; and to compare the discourses produced by teachers with the SAEB performance results of students in rural schools' initial years. The methodology includes interconnected steps: Step 1 - Document analysis of the curricular proposal of the State of Pernambuco for initial years of Fundamental Education and the curricular proposal of Ipojuca municipality for initial years of Fundamental Education; Step 2 - Analysis of the mathematics performance of Ipojuca's rural schools - Ideb 2014-2019/Inep - based on school reports according to categories: Education, Teaching, Learning, Assessment, and Mathematics; Step 3 - Listening to what teachers from rural schools say about teaching and student performance in mathematics in online focus groups, in which participants had access to the results of the analyses from previous steps. In this qualitative methodological design, the analytical method is supported by Bardin's content analysis in Steps 1 and 2, and a core significance survey in Step 3. Among some conclusions, we understand that school performance and its relationship with large-scale assessment in Brazil has a contentious political bias towards public policy as a guarantee of quality education and a right for all. The current public policy, despite some efforts, still disregards the reality of the target audience and is tied to decontextualized and exclusionary curricular goals.
|
|
17
|
-
RENATA CARNEIRO DE HOLANDA
-
DOCENTES DA EDUCAÇÃO INFANTIL E O USO DA TECNOLOGIA NA PRÁTICA PEDAGÓGICA: diálogos na Creche Vovô Artur da Rede Municipal de Recife
-
Leader : SERGIO PAULINO ABRANCHES
-
MEMBRES DE LA BANQUE :
-
SERGIO PAULINO ABRANCHES
-
PATRICIA SMITH CAVALCANTE
-
CATARINA CARNEIRO GONCALVES
-
VIVIANE DE BONA
-
TACIANA PONTUAL DA ROCHA FALCAO
-
Data: 4 oct. 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
Este projeto de pesquisa surge de questionamentos pessoais como técnica da educação infantil da rede municipal de ensino do Recife, ao realizar visitas nas unidades educacionais, com a intenção de entender como a prática pedagógica dos professores acontece com o uso de tecnologias. Deste modo, busco compreender as aproximações e as dinâmicas que se constituem na dialogicidade com crianças das faixas etárias de 4 e 5 anos, correspondendo aos Grupos IV e V da educação infantil, que trazem suas particularidades no contato digital, e que muitas vezes é contraditónria com a experiência no espaço escolar. Para elucidar tal uso de tecnologias na educação infantil, lanço a seguinte questão: quais são os usos de tecnologias na prática pedagógica dos docentes da Educação Infantil da rede municipal de Recife? Nesta perspectiva, temos a hipótese de que os usos de tecnologias na educação infantil buscam aproximações com os diferentes usos sociais da tecnologia, pautados nas múltiplas linguagens que a própria tecnologia permite, particularmente, quanto à estimulação. Para vivenciar a experiência com a tecnologia na prática pedagógica, os objetivos que permeiam esta pesquisa irão tratar de: analisar os usos de tecnologia na prática pedagógica das docentes na Creche Municipal Vovô Artur; identificar as experiências na Creche Municipal Vovô Artur no uso da linguagem tecnológica e sua multiplicidade de sentidos; e analisar junto aos docentes as narrativas de experimentação e problematização tecnológica na educação infantil. A metodologia da pesquisa se circunscreve ao estudo de caso, tendo como estratégia metodológica a pesquisa ação, e a coleta de dados através de entrevistas, e participação no planejamento e prática pedagógica junto a esses Grupos da educação infantil.
|
|
18
|
-
JÉSSICA CRAVO SANTOS BERNARDINO
-
AUXILIARY REPRESENTATIONS AND DESIGNATION OPERATIONS: Contributions to the development of algebraic thinking from the resolution of quantity sharing problems
-
Leader : JADILSON RAMOS DE ALMEIDA
-
MEMBRES DE LA BANQUE :
-
FERNANDA ANDREA FERNANDES SILVA
-
JADILSON RAMOS DE ALMEIDA
-
MARCELO CAMARA DOS SANTOS
-
MÉRICLES THADEU MORETTI
-
PAULA MOREIRA BALTAR BELLEMAIN
-
ROSINALDA AURORA DE MELO TELES
-
Data: 30 nov. 2023
-
-
Afficher le Résumé
-
The present text presents partial results of a doctoral research that aims to analyze the contributions of the operations of assignment, auxiliary representations and the functions assigned to them, in the development of algebraic thinking of students from 6th to 9th grade of elementary school, from the resolution of problems of quantity sharing. Having the Theory of Semiotic Representation Registers as theoretical support, recommended by Raymond Duval (2004a, 2004b, 2007, 2011, 2012, 2016), the proposal has as central question to answer the following inquiry: what are the operations of designation, the types of auxiliary representation, their function and how they contribute to the development of the student's algebraic thinking in solving problems of sharing quantity? So far, a preliminary analysis of the data was performed, considering the protocols of Oliveira and Câmara dos Santos (2011), to categorize the types of auxiliary representations identified in solving sharing problems by 6th grade students, seeking to verify, also, what is the functionality attributed to these auxiliary representations. From the analysis performed it was possible to identify 7 types of auxiliary representations used in problem solving, such as: illustrative drawing, mixed, space to be filled, drawing by units, table, columns and scheme, and four functions identified by these representations, with the role of organization, illustration, selection of relevant or material elements. An analysis in terms of the cognitive operations of designation will prove or disprove this classification, varying the factors of semantic noncongruence, whose purpose is to understand how the operations of designation and auxiliary representations contribute to the development of student's algebraic thinking, as characterized by Almeida (2016), Radford (2010), Brandt et al (2018) and Duval (2002, 2004b, 2011, 2020).
|
|
19
|
-
JOSE ANTONIO BEZERRA DE OLIVEIRA
-
FLEX-AS: DIDACTIC STRATEGY FOR SCIENCE TEACHING FROM THE PERSPECTIVES OF THE CRITICAL MEANINGFUL LEARNING AND COGNITIVE FLEXIBILITY
-
Leader : PATRICIA SMITH CAVALCANTE
-
MEMBRES DE LA BANQUE :
-
ANA BEATRIZ GOMES PIMENTA DE CARVALHO
-
CRISTINE MARTINS GOMES DE GUSMAO
-
ELCIO SCHUHMACHER
-
KATIA APARECIDA DA SILVA AQUINO
-
PATRICIA SMITH CAVALCANTE
-
SYLVIA REGINA DE CHIARO RIBEIRO RODRIGUES
-
Data: 13 déc. 2023
Ata de defesa assinada:
-
-
Afficher le Résumé
-
From the desire to promote more meaningful and critical learning in science education at the Basic Education level by allowing for knowledge constructed by its students, this research aimed to develop a didactic strategy grounded in the dialogue between Meaningful Learning and Cognitive Flexibility Theories. Subsequently, it sought to propose a didactic strategy for science education at the Basic Education level that facilitates the promotion of meaningful and critical learning. This research is categorized as theoretical, analytical, and developmental, and its foundation was conceived based on the theoretical assumptions of Meaningful Learning, Critical Meaningful Learning, and Cognitive Flexibility theories, which the author has been exploring since their master's studies. Through an analysis of the principles of these theories, points of convergence were identified, which include: Emphasis on Knowledge Construction, Relevance of Prior Knowledge, Focus on Deep Understanding, Contextualized Learning, and Progressivity of Learning. In order to apply this new theoretical model, these points were utilized in the creation of a didactic strategy for science education. This strategy, referred to as FLEX-AS, consists of three stages: Planning, Orientation, and Experience. These stages were characterized and theoretically grounded. The Experience stage comprises six steps, with the potential for a progressive development of learning through various didactic actions in a meaningful and flexible manner. Following the theoretical and methodological characterization of FLEX-AS, a proposal for its application in Biology education is presented, along with future perspectives on its use in educational scenarios. Implementations of FLEX-AS demonstrated the conceptual feasibility of integrating Meaningful Learning, Critical Meaningful Learning, and Cognitive Flexibility theories, elevating meaningful learning to a less theoretical, more applied, and thus more usable level for educators.
|
|
20
|
-
LUAN COSTA DE LUNA
-
Teaching and learning the Sampling in Secondary School
-
Leader : GILDA LISBOA GUIMARAES
-
MEMBRES DE LA BANQUE :
-
GILDA LISBOA GUIMARAES
-
JAQUELINE APARECIDA FORATTO LIXANDRAO SANTOS
-
LISBETH KAISERLIAN CORDANI
-
MARIA MANUEL DA SILVA NASCIMENTO
-
MAUREN PORCIÚNCULA MOREIRA DA SILVA
-
Data: 13 déc. 2023
-
-
Afficher le Résumé
-
In a society where a large amount of information circulates daily, it is necessary for students to develop skills related to research, such as defining the population to be investigated (census or sample), in order to make well-founded judgments and make appropriate decisions. In this context, in Secondary school, the BNCC presents explicit skills in concepts related to sampling from the 7th to the 9th grade. However, there is no effective gradation between them. Thus, this research aimed to propose a gradation of learning concepts related to sampling in the Secondary School (6th to 9th grade). To this end, three interrelated studies were developed. The first analyzed all 88 textbooks approved in the 2017 and 2020 editions of the PNLD, seeking to analyze what has been proposed for students. In the second study, a survey was carried out with 307 students in the final years of Elementary School, seeking to find out what the students knew about sampling. And finally, the third experimental study, in which an intervention process was developed with 6th and 9th grades, totaling 350 students. The results of Study 1 revealed that the activity proposals meet the demands set out in the curricular guidelines in such a way that the PNLD 2020 has greater emphasis on concepts linked to sampling. In this analysis, we observed aspects that require attention due to the excess of (i) fictitious data, (ii) population/sample in the context of people and (iii) situations of simply identifying the sampling technique used in the research. Furthermore, we noted the absence of activities that addressed variable and sample variability, the concept of margin of error and relationship with sample size. On the other hand, we noticed positive aspects such as U-shaped guidance on activities for teachers and statistical research proposals. In Study 2 we noticed a progression in student performance in relation to schooling. We found that there was a significant statistical difference in student performance only between the 6th and 9th grade. These results allowed us to develop and carry out the intervention. We carried out an experimental study with pre-test, teaching intervention and post-test. Statistical analyzes indicate, as expected, that the classes that underwent the intervention performed better than those that did not participate. However, we emphasize that the performance of the 6th grade intervention classes in the post-test was statistically significantly higher than the 9th grade classes in the pre-test, thus suggesting the possibility of learning since that school year. We realized that the intervention process was effective, since students were able to rethink some beliefs and attitudes regarding sample research, in particular, the margin of error and simple random sampling. Furthermore, they adequately perceived and justified biases in sample selection, as well as adequately establishing the relationship between population and sample. This is due to a range of knowledge elements of Statistical Literacy that the activities allowed to mobilize in actions that encouraged dialogue, exchange and systematization on the part of students. Next, we were able to develop the gradation for learning concepts related to sampling, which was based on the results of the three studies in the thesis. Distributed in the secondary school, the gradation presents skills from the simplest to the most sophisticated in terms of understanding for students. We believe that it can allow for a systematic and progressive teaching of concepts, enabling the construction of teaching strategies that will benefit basic education teachers, as well as students, developers of curricular proposals, authors of textbooks, training processes, among others.
|
|