Navegando por Autor "KALINKE, Marco Aurélio"

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    Aproximações entre resolução de problemas e modelagem matemática com o enfoque CTS
    (2019) ROCHA, Flavia Sucheck Mateus da; LORENZETTI, Leonir; KALINKE, Marco Aurélio
    This study aims to verify the approach of Critical Mathematics Education with the STS approach. It involves a qualitative research, of the type pedagogical intervention, carried out in a private school in the city of Curitiba, with students of the 1st year of High School, using Problem Solving and Mathematical Modeling. The classes included activities on the content of Arithmetic Progression, in the case of Problem Solving and on statistics, percentage and exponential functions, regarding Mathematical Modeling. In addition to the mathematical contents, the practice addressed themes related to the presence of adolescents in academies, use of cell phones and their impact on the daily life of the human being and effects of marijuana in the body. For the analysis of the approximations between the methodologies used and the STS approach, the main characteristics of this approach, as well as the stages proposed for its development, were searched in the literature. The analysis showed that the Troubleshooting presented a sequence of reflections on the issues present in the problem situations similar to the sequences indicated in STS approach. The project carried out in Mathematical Modeling demonstrated a constant presence of interdisciplinarity and contextualization, which are the necessary requirements for teaching in the STS perspective. It was possible to establish some relations to a STS approach in both Troubleshooting and Mathematical Modeling. It was noticed that the teacher's mediation is what makes possible the appropriate directives so that the mathematical contents can bring scientific and technological base for the performance of the student in the society.
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    Mapeamento das dissertações que versam sobre o uso de tecnologias educacionais no ensino de física
    (2018) MOTTA, Marcelo Souza; KALINKE, Marco Aurélio; MOCROSKY, Luciane Ferreira
    This article presents a mapping of the dissertations that relate the use of educational technologies to the teaching of Physics, based on these interests, the focus was given to researches carried out in the Professional Master's Program in Scientific, Educational and Technological Formation (PPGFCET) of the Federal University of Technology - Paraná (UTFPR) in the period from 2013 to the first half of 2018. The methodological procedure adopted has as a characteristic a documentary investigation, in the perspective of an inventorizing work. To make these tasks possible, it was used as a procedure the mapping technique proposed by Fiorentini (2002). Initially, 77 papers were identified in the institutional repository and on the program page, also were used 11 dissertations were part of the research's scope. After the categorization process, we performed the summarization of the works and, in some cases, the texts were read completely. The researches were organized into three focus areas and six thematic sub focus, which presented the main contributions of the studies about Physics' teaching. The results indicated the relevance of the researches and educational products developed, but also pointed out the need of a greater diversification in the themes that involve educational technologies in the teaching of Physics.
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    Mapeamento sistemático das pesquisas realizadas nos programas de mestrado profissional que versam sobre a aprendizagem matemática na educação infantil
    (2019) MOTTA, Marcelo Souza; BASSO, Stephanie Johansen Longo; KALINKE, Marco Aurélio
    The purpose of this article is presenting an overview of the dissertations, carried out in professional master's degree programs, which deal with mathematic'slearning in early childhood education. The research is qualitative and uses as an inventive procedure the systematic mapping, in which the central concern is the characterization of the studies and not the analysis and quality inferences. The research scenario consisted of the works that were available in the Capes thesis dissertation catalog, in the time frame from 2013 to 2018. The initial search took place in July 2019, and after the adoption of the exclusion and inclusion criteria, 84 works were presentedas the result of this research. Of those, after the parameterization process, with the establishment of 11 descriptors, there were 12 studies about the theme. After this process, we performed the floating reading of the texts and the file. In some cases the works were read in full. The research was categorized into three focus and six thematic subfocus. The results pointed to the relevance of the research, as they presented effective contributions to children's mathematical learning. Nevertheless, most of the work focuses on the realization of diversified methodologies and some texts do not clearly highlight the educational product, an essential criterion in professional stricto sensu programs. Finally, we emphasize that the methodology adopted is not rigid and can be adapted by other researchers, allowing the diversifiedobtaining ofdata.