O ensino de matemática nos anos finais do ensino fundamental
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Data
2021-12
Autores
Orientador
Del Pino, José Claudio
Banca
Oliveira, Eniz Conceição
Fenner, Roniere Dos Santos
Jesus, Silvia Manoela Santos De
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O estudo trata sobre o ensino de matemática nos anos finais do ensino fundamental, em uma escola de zona urbana, do município de Cícero Dantas – BA, o Colégio Municipal Monsenhor Galvão. O trabalho nasce da necessidade de investigar quais as propostas de ensino de Matemática que os professores utilizavam para realizarem as suas aulas, bem como os principais desafios e dificuldades vivenciadas por estes no cotidiano de seu fazer docente. Permitindo refletir como esse contexto implica na aprendizagem/desempenho dos alunos. Frente a essa situação, a pesquisa propõe uma discussão sobre ensino de matemática, Base Nacional Comum Curricular (BNCC), Referencial Curricular Municipal (RCM), Sistema de Avaliação da Educação Básica (SAEB) e Índice de Desenvolvimento da Educação (IDEB). Trazendo informações sobre a escola no tocante a IDEB: aprovação, reprovação, abandono e distorção idade-série. Assim como, a proficiência em matemática, através das provas Brasil e SAEB. O caminho metodológico utilizado para atender os anseios desta pesquisa aproxima-se da abordagem qualitativa e pesquisa de campo. No qual foram aplicados questionário misto, para professores que lecionam na referida instituição de ensino, com atuação em turmas do 6o ao 9o ano do Ensino Fundamental. Também, foram pesquisados e analisados os resultados de IDEB e SAEB, entre os anos de 2011 e 2020, embora o objetivo da pesquisa possua um marco temporal após 2017, contudo, entendeu-se que seria pertinente trazer dados de anos anteriores (quantitativamente) para entender o contexto da escola. No tratamento dos dados obtidos, foram elencados os fundamentos de Bardin (2009) acerca da análise de conteúdo, organizando as informações coletadas em categorias discursivas, conforme os desígnios da investigação. Tal método de análise resultou nos tópicos/eixos: Em “Perfil Geral”, reune-se os dados que contam um pouco do caminhar dos professores. “O Ensino de Matemática”, compreende as concepções dos professores para o ensino de matemática, e como é para estes, ministrar a disciplina para alunos do ensino fundamental anos finais, em uma escola pública. Essa seção, também contempla os desafios e dificuldades que já foram superados pelos docentes, e os que ainda precisam ser superados, no que concerne ao Ensino de Matemática. E a relação da disciplina com a aprendizagem dos alunos. “Proposta de Ensino”, apresenta as concepções dos professores sobre os recursos didáticos, metodologias e planejamento docente que são utilizados, e o que consideram ser mais satisfatório para a aprendizagem dos alunos, assim como, para conseguir maior interação, engajamento e participação. Destacando, as sugestões trazidas para a melhoria do trabalho docente. Por fim, “Documentos e Sistemas de Avaliação”, mostra as percepções dos professores, para a implementação da BNNC e a sua utilização, para a elaboração do planejamento da disciplina e das aulas. Destaca a opinião sobre SAEB e IDEB, no tocante aos anos finais e a proficiência (níveis) atingidos pelos alunos. O estudo também permitiu refletir acerca da importância da matemática na Educação Básica e como esta desempenha um papel de fundamental importância na formação dos alunos.
The study tackles the teaching of mathematics in the final years of elementary school, in an urban area school in the city of Cícero Dantas – BA, Colégio Municipal Monsenhor Galvão. The investigation is launched from the need to investigate which proposals for the teaching Mathematics the teachers used in their classes, as well as the main challenges and difficulties experienced by them in their daily teaching activities. Allowing the reflection of how this factor interferes in the students’ learning/performance. Faced with this situation, the research proposes a discussion on Mathematics Teaching, Common National Curriculum Base (BNCC), Municipal Curriculum Framework (RCM), Basic Education Assessment System (SAEB) and Education Development Index (IDEB). Providing information about the school, regarding IDEB: approval, failure, abandonment and age-grade distortion. As well as proficiency in mathematics, through the Brasil and SAEB tests. The methodological route used to meet the concerns of this research is close to the qualitative approach and field research. In which a mixed questionnaire was applied to teachers who work at the aforementioned educational institution, working in classes from 6th to 9th grade of elementary school. IDEB and SAEB results from between 2011 and 2020 were also researched and analyzed, even though the objective of the research is to have a time frame after 2017, however, it was understood that it would be pertinent to bring data from previous years (quantitatively) to understand the school context. In the treatment of the data obtained, the fundamentals of Bardin (2009) were listed about content analysis, organizing the information collected into discursive categories, according to the investigation initiative. Such method of analysis resulted in the topics/axes: In “General Profile”, the data collected tell a little about the teachers’ progress. “The Teaching of Mathematics” comprises the conceptions of teachers for teaching math, and what it is like for them to teach the subject to elementary school students at the final years, in a public school. This section also contemplates the challenges and difficulties that have already been overcome by teachers, and those that still need to be overcome, regarding the teaching of mathematics. And the relationship between the discipline and student learning. "Teaching Proposal", brings the teachers' conceptions about the teaching resources, methodologies and teacher planning that are used, and what they consider to be more satisfactory for student learning, as well as to achieve greater interaction, engagement and participation. Highlighting the suggestions brought to improve the teaching work. And finally, "Documents and Assessment Systems", adding the perceptions of teachers, for the implementation of the BNNC, and its use, for the elaboration of the planning of the discipline, and of the classes. Also, it brings the participation of teachers in the elaboration of the Municipal Curriculum Agenda, and its use. As well as it highlights the speech about SAEB and IDEB, regarding the final years and the proficiency (levels) reached by the students. 13 The study also allowed us to reflect on mathematics’ importance in basic education, and how it plays a fundamental role in the education of students.
The study tackles the teaching of mathematics in the final years of elementary school, in an urban area school in the city of Cícero Dantas – BA, Colégio Municipal Monsenhor Galvão. The investigation is launched from the need to investigate which proposals for the teaching Mathematics the teachers used in their classes, as well as the main challenges and difficulties experienced by them in their daily teaching activities. Allowing the reflection of how this factor interferes in the students’ learning/performance. Faced with this situation, the research proposes a discussion on Mathematics Teaching, Common National Curriculum Base (BNCC), Municipal Curriculum Framework (RCM), Basic Education Assessment System (SAEB) and Education Development Index (IDEB). Providing information about the school, regarding IDEB: approval, failure, abandonment and age-grade distortion. As well as proficiency in mathematics, through the Brasil and SAEB tests. The methodological route used to meet the concerns of this research is close to the qualitative approach and field research. In which a mixed questionnaire was applied to teachers who work at the aforementioned educational institution, working in classes from 6th to 9th grade of elementary school. IDEB and SAEB results from between 2011 and 2020 were also researched and analyzed, even though the objective of the research is to have a time frame after 2017, however, it was understood that it would be pertinent to bring data from previous years (quantitatively) to understand the school context. In the treatment of the data obtained, the fundamentals of Bardin (2009) were listed about content analysis, organizing the information collected into discursive categories, according to the investigation initiative. Such method of analysis resulted in the topics/axes: In “General Profile”, the data collected tell a little about the teachers’ progress. “The Teaching of Mathematics” comprises the conceptions of teachers for teaching math, and what it is like for them to teach the subject to elementary school students at the final years, in a public school. This section also contemplates the challenges and difficulties that have already been overcome by teachers, and those that still need to be overcome, regarding the teaching of mathematics. And the relationship between the discipline and student learning. "Teaching Proposal", brings the teachers' conceptions about the teaching resources, methodologies and teacher planning that are used, and what they consider to be more satisfactory for student learning, as well as to achieve greater interaction, engagement and participation. Highlighting the suggestions brought to improve the teaching work. And finally, "Documents and Assessment Systems", adding the perceptions of teachers, for the implementation of the BNNC, and its use, for the elaboration of the planning of the discipline, and of the classes. Also, it brings the participation of teachers in the elaboration of the Municipal Curriculum Agenda, and its use. As well as it highlights the speech about SAEB and IDEB, regarding the final years and the proficiency (levels) reached by the students. 13 The study also allowed us to reflect on mathematics’ importance in basic education, and how it plays a fundamental role in the education of students.
Descrição
Palavras-chave
Ensino de Matemática; BNCC; RCM; SAEB; IDEB; Professores; Alunos; Mathematics Teaching; Teachers; Students
Citação
SANTANA, Renata Dantas De. O ensino de matemática nos anos finais do ensino fundamental. 2021. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 17 dez. 2021. Disponível em: http://hdl.handle.net/10737/3540.