Banca de DEFESA: LUÍS FERNANDO MESQUITA DE LIMA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LUÍS FERNANDO MESQUITA DE LIMA
DATE: 12/05/2025
TIME: 13:00
LOCAL: Sala 71 - CCET
TITLE:

The role of video as an instructional tool in mathematics education: exploring its potential, impact, and interdisciplinary applications

KEY WORDS:

Videos in Mathematics Classes; Systematic Literature Review; Sustainability in Mathematics Classes; Didactic Suitability Criteria

PAGES: 182
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

As educators, Mathematics teachers can contribute to students' critical learning of Mathematics. To this end, they should mediate lessons that align with a critical mathematics education approach. Videos are one of the tools that can support this approach, as they have the potential to connect Mathematics with socially relevant topics in students' daily lives while also being part of that very reality. One such topic falls within the context of the urgent discussions on the emergence of global climate and environmental changes. Given this, this study sought to answer the following research question: How does video, as a didactic resource proposed in Brazilian theses and dissertations, contribute to Mathematics teachers' practice, considering a critical and transversal education on sustainability for Basic Education students? Thus, our objective was to analyze whether the videos proposed as didactic resources in Brazilian theses and dissertations take into account a critical and transversal approach to sustainability in Basic Education students' learning. Methodologically, this research adopts a qualitative approach and is based on a Systematic Literature Review. The studies found were analyzed according to the Didactic Suitability Criteria (CAD), a relevant tool for planning, evaluating, and re-planning mathematics teaching and learning processes, which teachers implicitly mobilize when justifying their practices. The analyses conducted through CAD were triangulated with discussions on Skovsmose’s critical mathematics education, Freire’s educational concepts, the taxonomic video classification proposed by Ferrés (1996), and the subjectivity of the researcher. The preliminary results suggest that, on the one hand, the production and use of videos in Mathematics classes have increased. However, on the other hand, teachers struggle to clearly define criteria for selecting videos as a didactic resource, even though they are aware of their potential.

COMMITTEE MEMBERS:
Presidente - 3315007 - LILIANE DOS SANTOS GUTIERRE
Externa ao Programa - 2527364 - MARTA FIGUEREDO DOS ANJOS - UFRNExterna à Instituição - ADRIANA BREDA
Externo à Instituição - DOUGLAS DA SILVA TINTI