Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DATE: 05/12/2022
TIME: 14:00

A aprendizagem para a docência no desencadeamento de ações no CluMat a partir da sistematização da síntese histórica do conceito de Número Natural


Math club. Historical synthesis of the concept. Learning the concept of Natural Number. Learning for teaching.

PAGES: 200
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Teorias da Instrução

In this research, we have as a central discussion the learning of the necessary knowledge in the learning process for teaching Mathematics teachers from the systematization of the historical synthesis of the concept of Natural Numbers in the Mathematics Club of (CluMat). The research was carried out in the Master's course in Science and Mathematics Teaching and is linked to the Contar group and to the extension project Mathematical Club of the Federal University of Rio Grande do Norte (UFRN). In this sense, we start from the following guiding question: how does learning for teaching occur in triggering actions at CluMat/UFRN? We aim to investigate learning for teaching in triggering actions at CluMat/UFRN. For that, we used as a theoretical contribution the budgets of the Historical-Cultural Theory of Vygotsky (1991), of the Activity Theory of Leontiev (1983) and the theoretical-methodological elements of the Teaching-Orienting Activities proposed by Moura (1996). In the search for answers to our questioning, we organized the collection of information in two constitutive moments: observation and apprehension of reality. For observation, we used video-recording resources and the researcher's field diary. In order to apprehend the trained reality, we applied an experiment and developed a reflective session at the end of the process of study and systematization of the historical synthesis of the concept of Natural Number in CluMat/UFRN, from these instruments we show episodes and scenes that with our axes of analysis presented. The analysis was organized into episodes and scenes (MOURA, 2004) that are presented in three axes of analysis: 1) Historical synthesis of the concept; 2) Mathematical knowledge; and 3) Formative movement. The first axis of analysis highlighted the importance of studying and reflecting on the logical and historical movement to learn about the concept of Natural Number and to elaborate the situation that triggers learning. The second axis of analysis shows how CluMat is organized as a possibility for learning knowledge about the concept of Natural Number and, consequently, for planning teaching actions that can mobilize the development of the student's theoretical thinking, as well as, highlights the organization of teaching as a learning vehicle for teaching. The third axis of analysis showed that the shared development of actions in CluMat allowed the participants to appropriate elements inherent to teaching, highlighting theoretical reflection and practical action as possible elements for the formation of a general mode of teaching action. The results gave us anxiety that, when apprehending a general way of organizing teaching, teachers may be learning about the teaching work, since the development of the club's actions demonstrates the learning of knowledge necessary for teaching practice, establishing a movement of learning for teaching Mathematics based on the systematization of the historical synthesis of the Natural Number concept in the context of the UFRN Mathematics Club.

Presidente - 1543391 - CLAUDIANNY AMORIM NORONHA
Externa ao Programa - 2382411 - LUANNA PRISCILA DA SILVA GOMES - UFRNExterno à Instituição - FREDY ENRIQUE GONZALEZ - UPEL
Externa à Instituição - SIMONE POZEBON - UFSM
Notícia cadastrada em: 21/11/2022 08:52
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