Banca de DEFESA: SANDRA MORENO DE ASSIS SANTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : SANDRA MORENO DE ASSIS SANTOS
DATA : 07/11/2022
HORA: 19:00
LOCAL: SALA GEPEME - UNEMAT - CAMPUS II BARRA DO BUGRES (ONLINE)
TÍTULO:

POTENTIALITIES OF THE MATHEMATICS FAIR TRAINING SPACE FOR THE TEACHING PRACTICES OF TEACHERS WHO TEACH MATHEMATICS IN THE EARLY YEARS

PALAVRAS-CHAVES:

Mathematics Fair.

Teachers Who Teach Mathematics.

Third Formative Space.

Continuing Teacher Training.

Early Years of Elementary School.

PÁGINAS: 205
GRANDE ÁREA: Outra
ÁREA: Ensino
RESUMO:

The present research is inserted in the context of the potentialities of Mathematics Fairs for the formative processes of teachers. In this context, we aim to investigate the potential of the Mathematics Fair as a formative space for the teaching practices of teachers who teach Mathematics in the early years of Elementary School. Therefore, the guiding question of the research is: What are the potentialities of the training space of the Mathematics Fair in the municipality of Barra do Bugres for the teaching practices of teachers who teach Mathematics in the early years of Elementary School? Our theoretical foundation involves the following themes: Third Formative Space, Continuing Education of Mathematics Teachers and Mathematics Fairs. Methodologically, we use qualitative research to describe, interpret and outline understandings of the answers to the online questionnaire (Google Forms) of 57 teachers who teach Mathematics in the Early Years of Elementary Education, guiding works presented at the I Mathematics Fair of Barra do Bugres – I FEMABB, held in 2019. To analyze the data, we will resort to Content Analysis from the perspective of Bardin (1977) and Rodrigues (2019), which provided us the constitution of four Categories of Analysis, being (i) Didactic-Methodological Contributions of the Mathematics Fair for the Mathematics Teaching Process; (ii) Formative Contributions of the Mathematics Fair for the Pedagogical Practice of Teachers who Teach Mathematics; (iii) Possibilities of the Mathematics Fair for Students' Learning; and (iv) Potentialities of the Mathematics Fair as a Hybrid Formative Space (3rd Space), through which we performed our interpretation through a dialogic movement – interlocution of the data with the concepts supported by the theoretical contributions of the research – to provide us an understanding of the investigated object. Therefore, we found that the I FEMABB was constituted as a third training space, as it provided the opportunity for teachers who teach mathematics in the early years of Elementary School to have an experience before, during and after the event: first, because there is a training process for the elaboration of works in classroom with students in schools, during the exhibition and presentation of works by students to the whole community for the dissemination and popularization of Mathematics knowledge in a differentiated and contextualized way, and after the event due to the fact that teachers have known pedagogical practices developed by other teachers who teach Mathematics in the early years of Elementary School in schools that can be adapted in their classrooms. Therefore, we can say that the I FEMABB contributed in different ways, among them, to the improvement of teaching practices of teachers in the classroom, seeking to achieve a more attractive, contextualized, interdisciplinary teaching of Mathematics and encouraging the use of different teaching methodologies that enable more meaningful learning for students.

MEMBROS DA BANCA:
Presidente - 131193009 - MÁRCIO UREL RODRIGUES
Interno - 37106002 - MARCOS FRANCISCO BORGES
Externo à Instituição - REGINA CÉLIA GRANDO - UFSC