Banca de DEFESA: LUZIA DANIELE DA SILVA ARAUJO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LUZIA DANIELE DA SILVA ARAUJO
DATE: 09/06/2025
TIME: 14:00
LOCAL: auditorio da Secretaria de Educação a Distância
TITLE:

Learning Objects and Open Educational Resources for Mathematics Teaching: A Focus on UFRN’s Distance Education Courses

KEY WORDS:

Teacher Education; Mathematics; Digital Resources; Instructional Design.

PAGES: 180
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SUMMARY:

Mathematics education confronts persistent challenges within the teaching and learning process, characterized by students’ lack of motivation and difficulties in understanding mathematical concepts, alongside educators’ struggles to achieve effective instructional outcomes. In response to this scenario, the present study explores how teacher education programs focused on the use of Learning Objects (LO) and open educational resources (OER) can support the professional development of distance learning licentiate students at the Federal University of Rio Grande do Norte (UFRN). The primary objective is to analyze the contributions of a teacher training program that integrates LO and OER into mathematics instruction within the context of Distance Education (DE). Specific aims include: (a) analyzing the academic and contextual profiles of participating UFRN students; (b) designing a training experience based on Fixed Instructional Design with an emphasis on innovative teaching practices; (c) developing instructional materials on the application of LOs and OERs; (d) delivering the “Inovátiva” training course to licentiate students; and (e) evaluating its effectiveness. The theoretical foundation of the research encompasses the principles of Distance Education, the pedagogical use of Learning Objects and open educational resources, and the structure of Fixed Instructional Design. Methodologically, the study adopts a qualitative, applied approach with descriptive and exploratory objectives, guided by the stages of Fixed Instructional Design. Data collection was conducted through a diagnostic questionnaire and continuous observation of students’ participation in the Moodle, as well as their engagement in synchronous sessions. Data analysis followed Saldaña’s Coding Cycles, supported by the Atlas.ti software, utilizing initial and descriptive coding in the first cycle and code mapping in the transition cycle. As an outcome, a training model entitled “Inovática,” grounded in Fixed Instructional Design was developed. The implementation of this model through the course demonstrated significant improvements in pedagogical practices, notably the incorporation of LOs and the OBAMA platform as didactic tools. Teaching sequences developed by the participants revealed the mobilization of core mathematical concepts, such as numbers, operations, and geometric figures, connected to problem-solving, contextualization, and the construction of meaning. Two open educational resources were produced as final deliverables: an e-book presenting the course’s instructional design, and the “Inovátiva” course itself, available via Moodle. The findings highlight the societal relevance of this research, as it contributes to the preparation of educators who are more equipped to deliver mathematics education that is accessible, innovative, and responsive to contemporary demands, thus advancing the development of a more equitable and intellectually empowered society.

COMMITTEE MEMBERS:
Presidente - 3229319 - APUENA VIEIRA GOMES
Interno - 2178446 - DENNYS LEITE MAIA
Externa à Instituição - PATRÍCIA SMITH CAVALCANTE - UFPE