Banca de DEFESA: CÉLIA APARECIDA DIAS FERREIRA LOUZADA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : CÉLIA APARECIDA DIAS FERREIRA LOUZADA
DATA : 28/02/2024
HORA: 09:00
LOCAL: SALA GEPEME - UNEMAT - CAMPUS II BARRA DO BUGRES (ONLINE)
TÍTULO:

TABLES IN THE PEDAGOGICAL PRACTICE OF TEACHERS WHO TEACH MATHEMATICS IN THE EARLY YEARS

PALAVRAS-CHAVES:

Table. Pedagogical Practices. Early Years. Continuing Online Training. Research-Training.

PÁGINAS: 212
GRANDE ÁREA: Outra
ÁREA: Ensino
RESUMO:

In this research we aim to investigate pedagogical practices from the perspective of teachers who teach mathematics from the 2nd to the 5th year of elementary school in relation to the use of multiplication tables in the processes of teaching and learning Mathematics. Considering that the teaching of mathematics needs to undergo reflections and transformations in the context of the teaching practice of teachers who work in the initial years of elementary education in schools, we constitute the guiding question of the research: What are the pedagogical practices explained by teachers who teach Mathematics in elementary school 2nd to 5th year of Elementary School in relation to the use of multiplication tables in Mathematics classes? We carried out a historical and documentary contextualization (PCN and BNCC) on the teaching of multiplication tables. Methodologically, we used qualitative research in the Research-Training modality to describe, analyze and interpret the responses of teachers participating in an online extension course, which constituted the context for data collection, through two questionnaires on Google Forms. 128 teachers who teach Mathematics from 15 states in Brazil participated in the aforementioned extension course. To analyze the data, we used Content Analysis from the perspective of Bardin (1977) and Rodrigues (2019), which provided us with the configuration of three Analysis Categories – (i) Previous Pedagogical Practices of Teaching Times Tables; (ii) Current Pedagogical Practices of Teachers who Teach Times Tables in the Early Years; (iii) Didactic-Pedagogical Aspects and Possibilities for Teaching Times Tables in the Early Years, through which we carry out our interpretation through a dialogical movement – interlocution of data with concepts guided by the theoretical contributions of the research. As a result, we infer that teachers who teach Mathematics in the initial years of Elementary School need to prioritize the production of meanings and mental calculation in their pedagogical practices so that the multiplication table is used as a means for students to understand arithmetic operations and the development of multiplicative thinking, thus breaking a school tradition of teaching multiplication tables with a focus on memorization and memorization. Furthermore, the analyzes explained through the “voices” of teachers show that this Training Research contributed to reflections on past, current and future practices so that the processes of teaching and learning multiplication tables are effective and meaningful for students.

MEMBROS DA BANCA:
Presidente - 131193009 - MÁRCIO UREL RODRIGUES
Interno - 451.121.500-68 - MARIA ELIZABETE RAMBO KOCHHANN - UNEMAT
Externo à Instituição - GLADYS DENISE WIELEWSKI - UFMT