Banca de DEFESA: ÂNGELO GUSTAVO MENDES COSTA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : ÂNGELO GUSTAVO MENDES COSTA
DATE: 31/10/2022
TIME: 14:30
LOCAL: meet.google.com/omn-hmde-ddu
TITLE:

A TEORIA DA OBJETIVAÇÃO E O PROCESSO DE TOMADA DE CONSCIÊNCIA SOBRE O PENSAMENTO ALGÉBRICO POR FUTUROS PROFESSORES DE MATEMÁTICA: uma experiência de ensino remoto

KEY WORDS:

Theory of Objectification. Awareness. Algebraic thinking. Future maths teacher. Remote teaching.

PAGES: 279
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

The object of study of the present research was the conception of algebraic thinking and its forms of expression of future mathematics teachers. In this sense, we seek to analyze how the process of becoming aware of the algebraic thinking of undergraduates in the Mathematics course takes place, from an approach to the algebra-arithmetic relationship in the perspective of the Theory of Objectification. At first we tried to identify the algebraic thinking conceptions of future mathematics teachers; then we started to identify possible contributions of the Theory of Objectification in updating the knowledge of undergraduates about algebraic thinking in a non-alienating perspective. In order to achieve the objectives mentioned above, we developed a research with a qualitative approach from the perspective of the Theory of Objectification (TO). To this end, teaching an extension course to students of the distance teaching degree in mathematics from a federal public university in the semi-arid region of potiguar, who participated in the Pedagogical Residency program at that Higher Education institution. The aforementioned extension course was taught online, remote mode, with a workload of twenty class hours (20 h/a), divided into five (5) “Meetings” of four class hours (4 h/a) for each meeting. The tasks developed were designed to be performed in synchronous and asynchronous moments of the mentioned course. To support the present study, we sought references such as Radford (2010, 2011, 2012, 2014, 2015, 2016, 2017, 2021, 2022), Kaput (2008), Lins and Gimenez (1997), Filloy and Rojano (1989), D'amore and Radford (2017), Abbagnano (2007), Al-Jwarizmi (2009). As a result achieved by the present study, we observed a progressive and gradual awareness on the part of future mathematics teachers, regarding what could or could not be considered as an expression of a typically algebraic thought. In addition, evidence of changes in the conception of the role of the teacher and the student in the teaching-learning process.

 

COMMITTEE MEMBERS:
Interna - 1169920 - BERNADETE BARBOSA MOREY
Interna - 1543391 - CLAUDIANNY AMORIM NORONHA
Interno - 1359083 - IRAN ABREU MENDES
Interna - 3321606 - MARCIA GORETTE LIMA DA SILVA
Externa à Instituição - MARIA JOSE COSTA DOS SANTOS - UFC
Externo à Instituição - PABLO JOVELLANOS DOS SANTOS LIMA - SME
Externo à Instituição - SEVERINO CARLOS GOMES - IFRN