Banca de DEFESA: LUCINÉIA DE SOUZA GOMES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : LUCINÉIA DE SOUZA GOMES
DATA : 27/02/2024
HORA: 09:00
LOCAL: SALA GEPEME - UNEMAT - CAMPUS II BARRA DO BUGRES (ONLINE)
TÍTULO:

MATHEMATICAL MODELING IN THE LITERACY PHASE: REFLECTIONS OF ONLINE CONTINUING TRAINING WITH TEACHERS WHO TEACH MATHEMATICS

PALAVRAS-CHAVES:

Mathematical Modeling. Literacy. Continuing Online Training. Research-Training.

PÁGINAS: 196
GRANDE ÁREA: Outra
ÁREA: Ensino
RESUMO:

In this research we aim to investigate the training possibilities of an online extension course involving the insertion of Mathematical Modeling in the Pedagogical Practice of Teachers who teach Mathematics in the Literacy Phase (1st and 2nd years) of Elementary School. In seeking to meet the objectives of this research, we constituted the following guiding question: What are the training possibilities of an online continuing education course for the insertion of Mathematical Modeling in the pedagogical practice of teachers who teach Mathematics in the Literacy phase (1st and 2nd year) of Elementary School? Methodologically, we used qualitative research in the Research-Training modality to describe, analyze and interpret the responses of 76 teachers participating in an online extension course entitled: Mathematical Modeling in the Literacy Phase, carried out by the Study and Research Group on Mathematics Education in Schools - GEPEME/UNEMAT in May 2023 with a workload of 60 hours. To collect the data, we used two online questionnaires on Google Forms. To analyze the data, we used Content Analysis from the perspective of Bardin (1977) and Rodrigues (2019), which provided us with the definition of 16 Record Units, which, articulated together, constituted two Analysis Categories – (i) Contributions of the Extension Course – Mathematical Modeling in the Literacy Phase; (ii) Aspects and Perspectives of Mathematical Modeling for Pedagogical Practice in the Literacy Phase, 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 results, we infer that the use of Mathematical Modeling in the Literacy phase provides teaching of mathematical content in a contextualized, interdisciplinary way and connected with problem situations in children's reality and daily lives. Furthermore, the analyzes explained through the “voices” of teachers show that this Training Research contributed to the insertion of Mathematical Modeling in the pedagogical practice of teachers who work in the literacy phase through an experience involving the elaboration of educational projects. Mathematical Modeling to be implemented with children in the 1st and 2nd years of Elementary School.

MEMBROS DA BANCA:
Presidente - 131193009 - MÁRCIO UREL RODRIGUES
Interno - 451.121.500-68 - MARIA ELIZABETE RAMBO KOCHHANN - UNEMAT
Externo ao Programa - 99243100 - EDIVAGNER SOUZA DOS SANTOS
Externo à Instituição - SUELI FANIZZI - UFMT