Banca de DEFESA: HOSANA AUXILIADORA TEIXEIRA CAETANO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : HOSANA AUXILIADORA TEIXEIRA CAETANO
DATA : 28/03/2024
HORA: 14:00
LOCAL: Google Meet
TÍTULO:

MATHEMATICS EDUCATION IN THE EARLY YEARS OF ELEMENTARY SCHOOL: LEARNING MONITORING STRATEGIES.

PALAVRAS-CHAVES:

teacher education, learned monitoring, elementary school, mathematics education.

PÁGINAS: 136
GRANDE ÁREA: Outra
ÁREA: Ensino
RESUMO:

This research, of a qualitative nature, aimed to investigate to what extent the development and implementation of learning monitoring in the recompositing and advances of mathematical knowledge in Elementary School - initial years in public schools in the municipal network of a city located in the interior of the State of Mato Grosso, constituted a favorable condition for improving students' academic performance rates, as well as for in-service teacher professional training processes. This project is divided into two studies. In Study 1, documentary analysis was carried out on the evaluation and monitoring of student learning, with priority given to the production of textual evidence on: (a) what should be executed, (b) what conditions are necessary for execution, (c) how to evaluate the efficiency of execution and (d) what are the roles of the teacher, coordinator and director in the process of evaluating and monitoring learning. As a contextualization of the research environment, the Curricular Reference Document of the aforementioned municipal network was used. Data from the Brazilian Educational Assessment System – SAEB/ 5th Year, in the area of Mathematics, and mathematical learning monitoring data produced by the Municipal Network, referring to the performance of 4th and 5th year students, in a time span from 2019 to 2022. In Study 2, semi-structured interviews were carried out with teachers and pedagogical coordinators effectively carrying out their duties in the selected schools. All documents and observed learning results were also analyzed from the perspective of the teacher participating in the research. After data collection, the Content Analysis methodology was applied to systematize and reflect on the perceptions of participating teachers and thus answer the following research questions: (i) what would be the impacts of the teaching guidelines in official documents referring to monitoring actions of learning mathematical knowledge in primary education in the early years? (ii) would learning mathematical knowledge be related to the execution of learning monitoring actions? It is accepted that answers to such questions support convergence with the promotion of knowledge committed to documenting the impacts of public educational policies with an emphasis on the extension of such impacts to the training processes of teachers who teach Mathematics in the initial years.

MEMBROS DA BANCA:
Presidente - 376.533.001-97 - JAIR LOPES JUNIOR - USP
Externo à Instituição - MOACIR JULIANI - IFMS
Interno - 131193009 - MÁRCIO UREL RODRIGUES