Ensino, pesquisa e extensão na formação inicial e continuada de professores(as) que ensinam matemática na perspectiva do trabalho colaborativo
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Tipo
Artigo
Classficação
Nível teórico
Data
2022
Título do Períodico
Revemat: Revista Eletrônica de Educação Matemática
ISSN
1981-1332
Página(s)/e-location
1–24
Idioma(s)
pt, en
Fonte
Fonte
Florianópolis
17
1
17
1
Resumo
O objetivo do artigo centra-se em compartilhar encaminhamentos e resultados de uma "Atividade Curricular de Integração entre Ensino, Pesquisa e Extensão"(ACIEPE)±realizada na Universidade Federal de São Carlos ±UFSCar, CampusSão Carlos ±SP, durante o ano de 2020, que teve como propósito a formação inicial e continuada de professores(as) que ensinam Matemática, tendo em vista práticas promotoras de atitudes positivas em relação ao conhecimento matemático na Educação Básica. Neste contexto, foi desenvolvida uma ação formativa que teve como fundamento aprofundar estudos teóricos no campo das Tendências em Educação Matemática, pelo viés da Psicologia daEducação Matemática, para encaminhamentos metodológicos de possibilidades do desenvolvimento de atitudes favoráveis à Matemática.A pretensão é, com base no trabalho colaborativo entre os integrantes do grupo constituído (futuros/as professores/as e professores/as),refletir sobre a prática docente a partir da análise de casos de ensino que possibilitaram mobilizar conhecimentos e saberes docentes.Para esse fim, o presente artigo toma como objeto de discussão e análise um episódio envolvendo um caso de ensino em quesão explorados alguns aspectos daModelagem Matemática. A dinâmica dos encontros ocorreu de modo síncrono (via Google Meet) nos pressupostos dialógicos do trabalho colaborativo em que nas sessões foram oportunizadas a discussão e debate sobre o referencial teórico estudado ao longo da experiência formativa. Posteriormente, foram elaboradas e validadas tarefasno contexto do grupo. Estima-seque, com o término da ação, todos(as) tiveram possibilidades de formar atitudes mais positivas com a disciplina, haja vista os excedentes de visão decorrente do diálogo coletivo em Educação Matemática
The purpose of the article is to share the referrals and results of a "Curricular Activity of Integration between Teaching, Research and Extension", held at the Federal University of São Carlos, Campus São Carlos-SP, during 2020. The action was aimed at the initial and continuing training of teachers who teach Mathematics, with a view to promoting practices that promote positive attitudes towards mathematical knowledge in the Elementary School. In this context, we developed a training that was based on deepening theoretical studies in the field of Trends in Mathematics Education, through the perspective of Mathematics Education Psychology, for methodological referrals of possibilities for the development of favorable attitudes to Mathematics. Based on the collaborative work between the members of the group we constitute (future teachers and teachers), it is intended to reflect on teaching practice based on the analysis of teaching cases that enabled the mobilization of knowledge and teaching knowledge. For this purpose, this article takes as its object of discussion and analysis an episode involving a teaching case in which we explore some aspects of Mathematical Modeling. The dynamics of the meetings occurred synchronously (through Google Meet) in the dialogical assumptions of the collaborative work in which, in the sessions, we had the opportunity to debate the theoretical framework studied throughout the formative experience. Later, we elaborate tasks, validating them in the context of the group. We estimatethat, with the end of the action, everyone was able to form more positive attitudes towards the discipline, given the excess of vision resulting from the collective dialogue in Mathematics Education
The purpose of the article is to share the referrals and results of a "Curricular Activity of Integration between Teaching, Research and Extension", held at the Federal University of São Carlos, Campus São Carlos-SP, during 2020. The action was aimed at the initial and continuing training of teachers who teach Mathematics, with a view to promoting practices that promote positive attitudes towards mathematical knowledge in the Elementary School. In this context, we developed a training that was based on deepening theoretical studies in the field of Trends in Mathematics Education, through the perspective of Mathematics Education Psychology, for methodological referrals of possibilities for the development of favorable attitudes to Mathematics. Based on the collaborative work between the members of the group we constitute (future teachers and teachers), it is intended to reflect on teaching practice based on the analysis of teaching cases that enabled the mobilization of knowledge and teaching knowledge. For this purpose, this article takes as its object of discussion and analysis an episode involving a teaching case in which we explore some aspects of Mathematical Modeling. The dynamics of the meetings occurred synchronously (through Google Meet) in the dialogical assumptions of the collaborative work in which, in the sessions, we had the opportunity to debate the theoretical framework studied throughout the formative experience. Later, we elaborate tasks, validating them in the context of the group. We estimatethat, with the end of the action, everyone was able to form more positive attitudes towards the discipline, given the excess of vision resulting from the collective dialogue in Mathematics Education
Descrição
Palavras-chave
Ensino-pesquisa-extensão, Trabalho colaborativo e formação de Professores(as), Modelagem matemática, Teaching-research-extension, Collaborative work and teacher education, Mathematical modeling
Citação
CIRÍACO, Klinger Teodoro; COSTA, Daniana de; CORRÊA, João Vítor Dornelas. Ensino, pesquisa e extensão na formação inicial e continuada de professores(as) que ensinam matemática na perspectiva do trabalho colaborativo. Revemat: Revista Eletrônica de Educação Matemática, Florianópolis, v. 17, n. 1, p. 1–24. 2022. https://doi.org/10.5007/1981-1322.2022.e81457. Disponível em: https://periodicos.ufsc.br/index.php/revemat/article/view/81457/48501. Acesso em: 2023-09-18