Banca de DEFESA: EDIEL PEREIRA DE MACEDO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : EDIEL PEREIRA DE MACEDO
DATA : 06/02/2020
HORA: 09:00
LOCAL: Câmpus 02, no Laboratório de Mídias Digitais
TÍTULO:

MATHEMATIC TRAINING AND DOUBLE DISCONTINUITY IN THE PERSPECTIVE OF MATHEMATICS TEACHERS IN SERVICE IN SCHOOLS OF BASIC EDUCATION

PALAVRAS-CHAVES:

Degree in Mathematics. Double discontinuity; Academic Mathematics; School mathematics; Mathematics Teachers in Service.

PÁGINAS: 130
GRANDE ÁREA: Outra
ÁREA: Multidisciplinar
RESUMO:

In this research we aim to understand how the Mathematical Formation (Academic Mathematics x School Mathematics) was approached in the undergraduate Mathematics course of UNEMAT - Barra do Bugres/MT from the perspective of Mathematics teachers working in schools of Basic Education. In the search for answers to our concerns as a teacher of Mathematics acting in schools of Basic Education, our research led by the guiding question: What do teachers who teach Mathematics in schools think about Mathematical Training (Academic Mathematics x School Mathematics) in the undergraduate course in Mathematics at UNEMAT- Barra do Bugres / MT that were effectively fundamental for professional practice in Basic Education? In order to delineate understandings about the research objective, we use qualitative research to describe and interpret the data. As data collection procedures to form the corpus of the research, we used a questionnaire prepared in Google Docs - Form and sent online to the participants - 46 Mathematics teachers in service in elementary schools - graduates of UNEMAT Degree in Mathematics - Barra do Bugres. To analyze the data, we resorted to Content Analysis from the perspective of Bardin (1977) and Rodrigues (2019), which allowed us to create three Categories of Analysis: (i) Academic Mathematics in Mathematics Degree; (ii) School Mathematics in Mathematics Degree; (iii) Double Discontinuity in Initial Mathematics Teacher Training. These three Categories of Analysis represent the synthesis of meanings, through which we interpret through a dialogical movement - interlocution of the data with the concepts based on the theoretical contributions of the research - to provide us understandings of the investigated object. We conclude by stating that the "Double Discontinuity" in the perspective presented by Félix Klein to 110 years (1909-2019) lasts until the present moment, since we find that there is still a prioritization of the contents of Academic Mathematics disarticulated from the contents of School Mathematics future mathematics teachers. Therefore, we understand that a starting point for improving initial training is to narrow the discrepancies - Double Discontinuity - that exist between what future teachers learn from Mathematical Training in Mathematics and what they will actually use in their teaching practices in mathematics. Basic education

MEMBROS DA BANCA:
Presidente - 131193009 - MARCIO UREL RODRIGUES
Interno - 84819003 - WILLIAM VIEIRA GONCALVES
Externo à Instituição - LUCIANO DUARTE DA SILVA - CEFET/GO
Externo à Instituição - EVERALDO FERNANDES BARBOSA - SEDUC - MT