Cármen Lúcia Brancaglion Passos

Promovendo o desenvolvimento profissional na formação de professores: a produção de histórias infantis com conteúdo matemático

As demandas ao trabalho docente envolvem o ensino e a aprendizagem de um rol de conceitos, procedimentos ou saber-fazer e atitudes. Os professores buscam atender a essas diferentes demandas. Nos cursos de formacao continua, professores em servico revelam expectativas sobre utilizacao de materiais e solicitam atividades praticas aplicaveis no ensino. Tomamos, como objeto de investigacao, a formacao docente e sua relacao com os materiais de ensino, sobretudo por esse tema ser frequentemente relegado. Analisamos as contribuicoes da construcao de livros com conteudo matematico para o desenvolvimento profissional de professores. A criacao de um material para ser utilizado na escola com seus alunos favoreceu tanto a resignificacao de conteudos especificos de matematica, como outras possibilidades de desenvolvimento profissional dos professores. A construcao de materiais de ensino nao pode ser vista como menor ou como capitulacao ao tecnicismo pedagogico, deve ser concebida como etapa fundamental para a consecucao dos objetivos educacionais.

A utilização das Tecnologias da Informação e Comunicação nas aulas de Matemática: limites e possibilidades

DOI: http://dx.doi.org/10.14244/19827199729 A utilizacao das tecnologias nas aulas de Matematica pode promover mudancas na dinâmica da sala de aula e tambem nas formas de ensinar e de aprender os conteudos. Para tanto, os professores precisam compreender e ter clareza das possibilidades e tambem dos limites das tecnologias. Nesse contexto, este artigo busca discutir alguns limites e possibilidades da utilizacao das Tecnologias da Informacao e Comunicacao – TIC – nas aulas de Matematica, sob a otica de 16 professores. Esta pesquisa, de natureza qualitativa, utilizou questionarios e entrevistas semiestruturadas para a producao de dados. A analise dos dados evidenciou que as TIC podem minimizar a exclusao digital e despertar nos alunos o interesse e a motivacao para aprender Matematica. Podem ainda facilitar a compreensao dos conteudos, como a visualizacao em Geometria, e desenvolver a criatividade e a imaginacao. Identificamos diferentes formas de utilizacao nos comentarios dos professores, sendo que, em regra, essas praticas nao exploraram toda a potencialidade das tecnologias. Alem disso, as primeiras experiencias com as TIC podem ser vistas pelos alunos como diversao e, dessa forma, os objetivos do professor podem nao ser alcancados. Assim, os professores estao ainda caminhando pela zona de conforto, mas eles parecem estar em um movimento de tatear, testar, experimentar e explorar as TIC nas aulas de Matematica. Palavras-chave: Tecnologias da Informacao e Comunicacao, Limites, Possibilidades, Ensino e aprendizagem da Matematica. Normal 0 21 false false false PT-BR X-NONE X-NONE

Carta ao leitor (Letter to the reader)

Carta ao Leitor v. 12, n.1, jan.-abr., 2018. Letter to the Reader, v. 12, n.1, Jan.-Apr., 2018.

Mathematics Teacher Education: Synthesis and Perspectives of Research Developed in Brazil

This chapter considers projects developed by the working group on teacher education of the Brazilian Society of Mathematics Education and discussed at the sixth International Seminar of Mathematics Education. Twenty-six projects were presented in four areas of focus: teacher education in the initial stages of elementary education; knowledge necessary for teaching; narratives and texts enunciated by (future) teachers; education practices and practices of teacher educators. Initially we present briefly the projects, and, at the end of each focus area, we produce a synthesis looking for interconnections between the projects and international literature. We identified a multiplicity of focus points and methodological approaches, but also some fragilities and gaps. Our analysis indicates that some themes have been recurrent since the working group was founded in 2000 although with some theoretical references updated and expanded; others are emerging, such as concept study, and others remain absent, such as teacher professionalisation processes. Finally, we point out some particularities of the Brazilian studies that reveal involvement between the Brazilian scientific community and trends that mark the important practices of teacher education and the education of teacher educator.

Carta ao Leitor

DOI: http://dx.doi.org/10.14244/198271991650 Letter to the Reader, v.10, no.1, 2016. Text in Portuguese language. Normal 0 21 false false false PT-BR X-NONE X-NONE

O papel do tutor virtual na formação de professores dos anos iniciais na modalidade a distância: a matemática em foco

The present study sought to describe how questions related to the teaching of mathematics are approached and conducted by virtual tutors in a distance-learning program for primary teachers. Data were collected in an undergraduate program in education in a Brazilian public university which considers that virtual tutors should help not only with the use of the virtual environment and its tools, but also with the contents and the education of their students, i.e., future teachers. Choosing this object of study allowed using a case study, which seeks knowledge based on a specific case, represented in this study by the way the work of virtual tutors is organized. To conduct our analysis, we took into account aspects of textual discourse analysis in a qualitative approach. We found that a fairly individualized service can be provided for the needs of each student by: a) pointing the positive aspects of each activity with a view to systematizing learnings; b) expanding and complementing the ideas presented; c) problematizing and questioning; and d) approaching aspects related to mathematics contents and the effective participation of children in activities. The description and analysis of tutor interventions allowed us to verify that, in this distance-learning program for teachers, many of the virtual tutors’ practices might be viewed as those of a teacher.

Concepções de matemática de alunas-professoras dos anos iniciais

This paper aims to discuss the conceptions about mathematics of the Elementary School student-teachers of a Pedagogy distance learning course, in which we performed a qualitative research while working in the disciplines related to mathematics. The virtual activities generated data which analysis revealed some aspects of mathematics conception as problem solving. It also emphasized the need to guide the teaching in the understanding and rationale of formulae, procedures, and algorithms. In addition, it pointed out that the student-teachers had reflected on and problematized their conceptions.