Banca de QUALIFICAÇÃO: ROBERT DAVID FERNANDES DE SOUSA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : ROBERT DAVID FERNANDES DE SOUSA
DATE: 19/12/2025
TIME: 10:30
LOCAL: https://meet.google.com/yoe-uggu-owo
TITLE:

DIDACTIC SUITABILITY CRITERIA MOBILIZED IN MATHEMATICS TEACHERS’ REFLECTION DURING THE (RE)DESIGN OF A DIDACTIC SEQUENCE ON SECOND-DEGREE POLYNOMIAL EQUATIONS

KEY WORDS:

Mathematics Teaching; Teacher Training; Didactic Sequence; Didactic Adequacy Criteria; Second-degree polynomial equation.

PAGES: 239
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

This study adopts the theoretical model of Didactic-Mathematical Knowledge (DMK), which organizes the teacher's professional knowledge into three dimensions: mathematics, didactics, and metadidactics. The mathematical dimension refers to the mastery and deepening of the mathematical object to be taught; the didactic dimension concerns the planning and implementation of teaching tasks, guided by the Didactic Suitability Criteria (DSC); and the metadidactic dimension encompasses critical reflection on teaching practice, aiming at the continuous improvement of teaching and learning. In this context, the research seeks to answer the following question: How does the process of (re)elaborating a Didactic Sequence (DS) on second-degree polynomial equations, guided by the DMK model, contribute to the development of teaching competencies and to the improvement of the teaching of this mathematical object? The general objective is to (re)elaborate a DS on second-degree polynomial equations, using the DMK as a formative and analytical structure. Our thesis is that this process favors both the improvement of the didactic representation of the mathematical object and the development of the professional skills of the participating teachers, since it is conducted under the theoretical perspective of the DMK. The research adopts a qualitative approach from the perspective of collaborative work, involving two distinct groups: eight members of the Potiguar Group for Studies and Research in Mathematics Education (GPEP), including the researcher, and five mathematics teachers from Basic Education participating in a Training Cycle. Data were collected through participant observation, audio and video recordings, application of three questionnaires (containing open and closed questions), and the use of an evaluation script. The results presented here are partial, as they correspond to the qualification exam stage. They indicate that the (re)elaboration process, developed in a collaborative dynamic based on the DMK model, favors the professional development of teachers, especially with regard to critical reflection on practice and the deepening of the mathematical object. Furthermore, it contributes to the production of a didactic sequence with greater potential for didactic adaptation. The application of the redesigned DS and the analysis of its implementation will be conducted in the final stage of the research.

COMMITTEE MEMBERS:
Presidente - 3315007 - LILIANE DOS SANTOS GUTIERRE
Externo à Instituição - FREDY ENRIQUE GONZALEZ - UFOP
Externo à Instituição - RODRIGO SYCHOCKI DA SILVA - UFRGS
Externo à Instituição - ROGER DE ABREU SILVA - SME
Externa à Instituição - Viviane Hummes - UFSC