A RELAÇÃO DOS ALUNOS DO CURSO DE PEDAGOGIA COM O CONHECIMENTO MATEMÁTICO E SEU ENSINO: UM ESTUDO LONGITUDINAL
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| Format: | Artículo científico |
| Language: | pt |
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Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte
2018
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| _version_ | 1876489482413277184 |
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| author | E. M. V. ORTEGA |
| author_facet | E. M. V. ORTEGA |
| contents | A RELAÇÃO DOS ALUNOS DO CURSO DE PEDAGOGIA COM O CONHECIMENTO MATEMÁTICO E SEU ENSINO: UM ESTUDO LONGITUDINAL E. M. V. ORTEGA V. M. SANTOS Ingeniería Pedagogy Longitudinal Study Mathematics Teaching Mathematical Knowledge The present study is situated in the field of Mathematics Education and more directly relates to the training of teachers who teach Mathematics in the early years of Elementary School. It is a descriptive-analytical survey conducted within a qualitative approach through a longitudinal study. The research was carried out with students of the Pedagogy course who enrolled in 2007 and completed the course in 2010. We present results regarding the students’ relationship with mathematical knowledge and its teaching during their initial training period. Based on texts produced by the research participants at the end of each academic year (2007, 2008, 2009, and 2010), we observed changes in relation to mathematical knowledge and its teaching. These changes indicate that students finish the course closer to mathematical knowledge, recognize the need for continuous study in this area, and experience shifts in beliefs, such as those related to mathematics being inaccessible. We also observed the participants’ concern with the teacher-student relationship in the process of teaching and learning Mathematics, as well as with the use of diverse activities, playful exercises, and games, the need to explain concepts in different ways, the use of various teaching materials, and the need to demonstrate applications of mathematical concepts. 2018 artículo científico 1518-1634 https://www.redalyc.org/articulo.oa?id=481582762017 pt http://www.redalyc.org/revista.oa?id=4815 HOLOS application/pdf Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte HOLOS (Brasil) Vol.2 |
| format | Artículo científico |
| id | redalyc_481582762017 |
| institution | Redalyc |
| language | pt |
| publishDate | 2018 |
| publisher | Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte |
| spellingShingle | A RELAÇÃO DOS ALUNOS DO CURSO DE PEDAGOGIA COM O CONHECIMENTO MATEMÁTICO E SEU ENSINO: UM ESTUDO LONGITUDINAL E. M. V. ORTEGA Ingeniería Pedagogy Longitudinal Study Mathematics Teaching Mathematical Knowledge A RELAÇÃO DOS ALUNOS DO CURSO DE PEDAGOGIA COM O CONHECIMENTO MATEMÁTICO E SEU ENSINO: UM ESTUDO LONGITUDINAL E. M. V. ORTEGA V. M. SANTOS Ingeniería Pedagogy Longitudinal Study Mathematics Teaching Mathematical Knowledge The present study is situated in the field of Mathematics Education and more directly relates to the training of teachers who teach Mathematics in the early years of Elementary School. It is a descriptive-analytical survey conducted within a qualitative approach through a longitudinal study. The research was carried out with students of the Pedagogy course who enrolled in 2007 and completed the course in 2010. We present results regarding the students’ relationship with mathematical knowledge and its teaching during their initial training period. Based on texts produced by the research participants at the end of each academic year (2007, 2008, 2009, and 2010), we observed changes in relation to mathematical knowledge and its teaching. These changes indicate that students finish the course closer to mathematical knowledge, recognize the need for continuous study in this area, and experience shifts in beliefs, such as those related to mathematics being inaccessible. We also observed the participants’ concern with the teacher-student relationship in the process of teaching and learning Mathematics, as well as with the use of diverse activities, playful exercises, and games, the need to explain concepts in different ways, the use of various teaching materials, and the need to demonstrate applications of mathematical concepts. 2018 artículo científico 1518-1634 https://www.redalyc.org/articulo.oa?id=481582762017 pt http://www.redalyc.org/revista.oa?id=4815 HOLOS application/pdf Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte HOLOS (Brasil) Vol.2 |
| title | A RELAÇÃO DOS ALUNOS DO CURSO DE PEDAGOGIA COM O CONHECIMENTO MATEMÁTICO E SEU ENSINO: UM ESTUDO LONGITUDINAL |
| topic | Ingeniería Pedagogy Longitudinal Study Mathematics Teaching Mathematical Knowledge |
| url | https://www.redalyc.org/articulo.oa?id=481582762017 |