Banca de QUALIFICAÇÃO: ANA KAROLINE DE BARROS TORQUATO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ANA KAROLINE DE BARROS TORQUATO
DATE: 30/05/2022
LOCAL: Remoto
TITLE:

The Capacity of Pedagogical Design in argumentation for a reflective teaching of Combinatorial Analysis

KEY WORDS:

Teacher Training; Capacity of Pedagogical Design; Argumentation; Combinatorial Analysis

PAGES: 40
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Faced with the need for a constant search to build new knowledge about school education and to better understand the different paths that can be explored in the classroom, we are urged to research with increasing determination about teacher training and to reflect on possibilities for its improvement. This is because the practice of each teaching professional is linked to aspects of the training they experience, since it is assumed that such training provides subsidies to their actions. In order to corroborate with the reflections on teacher training, we will carry out the present research that aims to analyze the impact of a Mathematics teacher training focused on the development of Pedagogical Design Capacity (PDC) in argumentation for a reflective teaching of Analysis combinatorics. To this end, we focused on initially bringing a theoretical apparatus that provides us with a greater understanding of the different areas addressed during the research. We started with the teaching of Mathematics, based on research that deals with the difficulties and opportunities that this area presents us, as well as the need for the teaching of Combinatorial Analysis not to be restricted to the memorization and application of formulas. We enter the field of argumentation, in which we anchor our records in works that deal from how argumentation has been thought over time to how it is perceived as a possibility of pedagogical strategy in the classroom. And we went to the domains that deal with Pedagogical Content Knowledge (PCK - Pedagogical Content Knowledge) and Pedagogical Design Capacity (PDC - Pedagogical Design Capacity), with studies that provided us with an understanding of such concepts and also show us the relationship between teaching argumentation, the PDC and the PCK. This is a qualitative approach research, applied in nature, which according to its objective is explanatory and will take place through field research. To make the development of our work possible, we will carry out a training course with students from the final periods of the Licentiate-Mathematics course at UFPE-CAA, which will have two modules, the first focused on the construction of knowledge related to argumentation and the second to the PDC of teachers. Each of these modules was divided into three different phases to work on the different dimensions of argumentation and PDC, and for each phase we propose both theoretical moments with the objective of generating dialogue and clarifications, as well as practical activities that will aim to develop skills in two aforementioned areas.

BANKING MEMBERS:
Presidente - 1853748 - SYLVIA REGINA DE CHIARO RIBEIRO RODRIGUES
Interna - 1813146 - KATIA CALLIGARIS RODRIGUES
Externo à Instituição - GABRIEL FORTES CAVALCANTI DE MACEDO