bachelorThesis
Uma caracterização das produções que abordam a formação de professores de matemática e o ensino dos números racionais: o caso do Bolema
Fecha
2022Registro en:
ALBANI, Jaqueline Maria de Souza. Uma caracterização das produções que abordam a formação de professores de matemática e o ensino dos números racionais: o caso do Bolema. 2022. Trabalho de Conclusão de Curso (Licenciatura em Matemática) - Universidade Tecnológica Federal do Paraná, Pato Branco, 2022.
Autor
Albani, Jaqueline Maria de Souza
Resumen
Teachers training plays a fundamental role in educational processes, since, in the school environment, these individuals are directly responsible for passing on the knowledge obtained. This led us to the present investigation, whose objective was to survey and analyze the scientific productions that dealt with mathematics teachers training and the teaching of rational numbers simultaneously, with the primary source of data being the articles published in the scientific journal Boletim de Educação Matemática (Bolema). The option for the content of rational numbers was due to its relevance in the school environment and the presence of this knowledge throughout practically the entire school curriculum. We have opted for the methodological perspective of bibliographic nature. In which a final corpus of 13 scientific productions were analyzed, based on the inductive qualitative analytical perspective. After this completion, we have formed three categories of analysis: Category 1, entitled: Teacher Training; Category 2, entitled: Mathematical characterization of fraction content; Category 3, entitled: Fraction Teaching and Learning. From this division, we have analyzed, for example, similarities and discrepancies that we have found between the articles present in each category, the method adopted by the authors in approaching the set of rational numbers, the central theme and the methodology used. Based on the analysis carried out, we have concluded that the knowledge related to rational numbers was not addressed in its entirety in the corpus of analysis, which means that much knowledge that appears in the practice of the mathematics teacher still needs to be investigated. This is evident when we verify, for example, that the centrality of the research contained in the articles is in the concept and operations of the object under study, on the other hand, few articles discuss rational numbers in disciplines aimed at teacher training.