O uso da calculadora no ensino da matemática para os Anos Iniciais do Ensino Fundamental: uma intervenção no curso de pedagogia
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Data
2019-09
Autores
Orientador
Giongo, Ieda Maria
Banca
Rehfeldt, Márcia Jussara Hepp
Quartieri, Marli Teresinha
Hauschid, Cristiane Antonia
Título do periódico
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Resumo
A presente pesquisa tem por objetivo analisar as repercussões pedagógicas, numa turma de Pedagogia, advindas da problematização e da inserção do uso da calculadora para os Anos Iniciais do Ensino Fundamental. De natureza qualitativa, com inspirações de estudo de caso, efetivou-se uma prática pedagógica
investigativa, composta por 5 encontros. Os sujeitos investigados frequentavam a disciplina de Metodologia do Ensino da Matemática da Universidade Estadual do Vale do Acaraú, sendo 40 mulheres e 3 homens. Os referenciais teóricos se sustentam nas ideias de teóricos que atestam a importância do uso da calculadora
na escola básica, tais como Selva e Borba (2010), Giongo (2007), Bigode (2000), Van de Walle (2009), entre outros. Os materiais de pesquisa foram constituídos por observação das atividades desenvolvidas em grupos na sala de aula, diário de bordo da pesquisadora, fotos, gravações de vídeos dos encontros, bem como entrevistas gravadas e posteriormente transcritas com 4 professoras participantes. A análise desses materiais, descritiva, mostrou que o uso da calculadora, como ferramenta, pode auxiliar nos processos de Ensino da Matemática, sobretudo nos anos iniciais do Ensino Fundamental. Entretanto, é necessário investir em processos de formação inicial e continuada para docentes dos anos iniciais, com o intuito de problematizar o
uso desta ferramenta como potencializadora da aprendizagem em Matemática.
This research aims to analyze the pedagogical effects, in a group of Pedagogy students, of problematizing and including the use of calculators in the initial years of Primary School. The study is qualitative, inspired in case studies; an investigative teaching practice was carried out in 5 sessions. The subjects investigated attended the course of Mathematics Teaching Methodology at the Universidade Estadual do Vale do Acaraú; 40 were female, and 3, male. The theoretical framework was based on Selva and Borba (2010), Giongo (2007), Bigode (2000), Van de Walle (2009), among others, whose ideas support the relevance of using calculators in the basic school. Research material encompassed observation of the activities developed in groups in the classrooms, researcher’s journal, photographs and video shootings of the sessions, as well as filmed interviews with 4 participating teachers, which were subsequently transcribed. The descriptive analysis of these materials has shown that the use of calculators as a tool may assist in the mathematics teaching process, especially in the initial years of the Primary School. Nevertheless, initial and continued teacher training process should be stimulated to those teaching initial years, in order to problematize the use of this tool as a potentializing element in the learning of mathematics.
This research aims to analyze the pedagogical effects, in a group of Pedagogy students, of problematizing and including the use of calculators in the initial years of Primary School. The study is qualitative, inspired in case studies; an investigative teaching practice was carried out in 5 sessions. The subjects investigated attended the course of Mathematics Teaching Methodology at the Universidade Estadual do Vale do Acaraú; 40 were female, and 3, male. The theoretical framework was based on Selva and Borba (2010), Giongo (2007), Bigode (2000), Van de Walle (2009), among others, whose ideas support the relevance of using calculators in the basic school. Research material encompassed observation of the activities developed in groups in the classrooms, researcher’s journal, photographs and video shootings of the sessions, as well as filmed interviews with 4 participating teachers, which were subsequently transcribed. The descriptive analysis of these materials has shown that the use of calculators as a tool may assist in the mathematics teaching process, especially in the initial years of the Primary School. Nevertheless, initial and continued teacher training process should be stimulated to those teaching initial years, in order to problematize the use of this tool as a potentializing element in the learning of mathematics.
Descrição
Palavras-chave
Pedagogia; Formação Inicial de Professores; Anos Iniciais do Ensino Fundamental; Matemática; Calculadora; Pedagogy; Initial teacher training; Initial years of Primary School; Mathematics; Calculators
Citação
CUNHA, Célia Regina Muniz Da. O uso da calculadora no ensino da matemática para os Anos Iniciais do Ensino Fundamental: uma intervenção no curso de pedagogia. 2019. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 26 set. 2019. Disponível em: http://hdl.handle.net/10737/2885.