Mestrado em Educação

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Agora exibindo 1 - 9 de 9

A apropriação do conceito de divisão por alunos dos anos iniciais do ensino fundamental
(Universidade Federal do Espírito Santo, 2014-07-25) Silva, Alexsandra Lúcia Miranda Lima Senna da; Santos-Wagner, Vânia Maria Pereira dos; Célio Sobrinho, Reginaldo; Albernaz, Jussara Martins; Paiva, Maria Auxiliadora Vilela
This master dissertation with focus in mathematics education took place within the Graduate Education Program at Center of Education at Federal University of Espírito Santo. Our research occurred in 2013 in a public school in the city of Vitória, ES. Our qualitative research investigates are the 3 rd grade Elementary School students strategies and ideas about division. In addition, we conducted a teaching experiment in the classroom working with some activities that explored the concept of division. We answered the following questions: Which strategies and ideas about division the 3rd grade (4th year) Elementary School students show before and after a formal teaching experiment about division? The studies of Gómez Chacón, Lorenzato, Polya, Santos, Santos-Wagner, Selva, Serrazina, e Vigotsky, among others, offered theoretical contributions to this work. We collected data through lessons observed, activities solved by students and classes taught by the beginner researcher teacher. The analysis procedures occurred under the light of the cited authors. Students were encouraged to establish relationships, conjecture and argue about their conclusions throughout the educational tasks. The experience with these activities contributed to a change of students’ attitudes, leading them to become more reflective and active in math classes. Furthermore, we believe that changes with respect to division’s conceptions and division’s teaching strategies occurred with both the classroom teacher and the beginner teacher researcher. We, also, observed the development of students' autonomy in seeking new mathematics learning situations and strategies to solve and elaborate problems. We hope this research will inspire other teachers to develop pedagogical practices that prioritizes the construction of the concepts in match and the usage of their own strategies. We dream that the teachers feel that it is important to consider peculiarities, particularities and abilities of all the ones who are mathematics and learning process.
Educação matemática no ensino médio e a inclusão de alunos com deficiência visual
(Universidade Federal do Espírito Santo, 2012-11-27) Palmeira, Cátia Aparecida; Santos-Wagner, Vânia Maria Pereira dos; Vianna, Claudia Coelho de Segadas; Pinto, Antonio Henrique; Drago, Rogério; Albernaz, Jussara Martins
This master work with focus in mathematics education is linked with the Graduate Education Program at Center of Education at Federal University of Espírito Santo. Our study took place in 2011 in a state public school from the city of Vitoria, ES. Our research of qualitative nature investigates the possibilities of mathematics learning in a regular 3rd year secondary class having also students with visual deficiency. We have tried to answer the question: What possibilities of mathematics learning do happen in a 3rd year class of secondary school that has 4 students with visual deficiency when it incorporates a practice of solving and posing problems and incentives interaction among students? We have used Vygotsky’s ideas to analyze interactions in the learning process. The perspectives from Polya, Santos and Santos-Wagner have guided us to interpret students’ mathematics learning in tasks of problem solving and problem posing. We have developed mathematics activities from equations from 1st and 2nd grade, linear systems, trigonometry and probabilities based on the questions proposed by Pitombeira (2008). We have collected data through questionnaires, mathematics tasks and workshops. In the analysis from these students’ tasks we have found evidences of changes in their studies habits outside school. We have noticed the development of student autonomy by searching new mathematics learning and strategies to solve and pose problems. We have also identified major interaction between teacher/students and among students with visual deficiency and the others. Our work has showed that it is possible to include all the youth students of secondary school in the process of mathematics learning. We do hope that this work offers inspiration to other teachers to develop pedagogical practices that try to assure participation and learning of all students in their classes. We also dream that teachers will be inspired by this research to consider peculiarities, particularities and skills of all the involved in the process of mathematics teaching and learning.
Ensino-aprendizagem de matemática para alunos com deficiência : como aprende o sujeito com Síndrome de Down
(Universidade Federal do Espírito Santo, 2013-12-19) Rodrigues, Christiane Milagre da Silva; Albernaz, Jussara Martins; Thiengo, Edmar Reis; Victor, Sonia Lopes; Pinel, Hiran
The goal of this research was the enlarge of the teaching and learning process of mathematics to Down syndrome students enrolled at the last years of Fundamental Education, assuming the characteristics of a collaborative case study. The man subjects were two finalist Fundamental students from a public school at Serra - ES. Alice, 16 years old, coursing 7th grade and Barbara 13 years old cursing 6th grade. Each one of them were accompanied by a Pedagogy intern. The research sought to identify and evaluate their logic-mathematics knowledge, analyzed the teaching and learning process of Mathematics, the students limitations and their potentials. Sought for strategies to bring them this subject learning, and established relationships for mathematics knowledgeable constructions that allowed the comprehension and transform daily life. The data collection was performed through observation, field diaries, analytics memories, documental analyses and audio recording. We supported our theoretical foundation mainly based on Vigotski and D Ambrosio. We performed an exploratory period in which some students were observed in class and at school facilities. Semi-structured interviews were performed with professionals who worked with these students, their responsible and with the students themselves. The survey showed that the students did not have elemental numerical knowledge worked on initial grades, they were not literate and had few interactions with teachers and classmates in class. They were observed during four months, in the four weekly classes which activities that had as an objective develop their mathematic knowledge, were explored regardless the subject given by each grade. Development were seen although steel shy. The paper revealed forms to perform a more effective teaching of Mathematics in Inclusive Education, providing a (re) building a pedagogical practice by the school on the benefit of the development of essential skills to a student competence with Down syndrome.
Estratégias de cálculo mental de alunos da 5ª série/6º ano do ensino fundamental
(Universidade Federal do Espírito Santo, 2014-03-28) Santos, Daniel Moreira dos; Santos-Wagner, Vânia Maria Pereira dos; Albernaz, Jussara Martins; Brum, Jaqueline Magalhães; Pires, Célia Maria Carolino
The major objective of this research was to investigate strategies of mental calculation used byelementary school students in the fifth and sixth grade to solve addition and subtraction equations. For that purpose, we sought to answer the following questions: Which strategies of mental calculation do fifth and sixth-grade students use to solve addition and subtraction equations? What is the relationshipbetween the type of calculation and the strategy adopted for the solution? To answer these questions we followed a quantitative methodology configured as ethnographic case study. Our fieldwork was developed with a group of elementary students in the fifth and sixth gradeat a state public school in the city of Serra. The research recurred from May to December 2013. Eight students solved a diagnostic activity composed of four sequences of mental calculation: basic facts of numbers 5, 10, 20 and 100, among additions and subtractions close to these results.All the students also took part in the interviews.Out of eight students, we selected data of three students who took part in other stages of the research. As source to collect data,we used every record made by the students during group observation, diagnostic stage and didacticintervention stage, as well as notes from our fieldwork notebook and audio recording. We used the strategies identified by Beishuizen (1997), Klein and Beishuizen (1998), Thompson (1999, 2000) and Lucangeli et al (2003) as analysis categories. Through the data analysis, we verified that the students decided on a certain strategy of mental calculation according to the type of calculation sequence, the arithmetic operation (additionor subtraction) and their emotional condition during the activity. Two combined strategies were observed:the mental algorithm and strategies of finger counting for most of the calculations. The use of mental algorithm proved excess mental overload; with the student conducting it from the left to the righ – similarly to the strategy of numerical decomposition - for some cases of addition without carrying, the mental algorithm functioned only to support numerical display.Data in this study indicate: (i) teachers should be required to work sistematically with basic numerical facts for addition and subtraction via mental calculation during classes; (ii) teacher should be required to provide students with authentic strategies of mental calculation to make them not dependable on mental counting or algorithm – rarely successfully executed; (iii) it is important to interview each student in order to understand and assess their development in mental calculation tasks.
Estudantes do ensino fundamental com indícios de altas habilidades/superdotação : interações e aprendizagens em uma oficina de tecnologia assistiva
(Universidade Federal do Espírito Santo, 2011-12-15) Batista, Sebastião Luiz; Albernaz, Jussara Martins; Pinel, Hiran; Tavares, Orivaldo de Lira; Nevado, Rosane Aragón de
We observed a group of 17 5th –9th grade students from elementary school with evidence of high skills / giftedness, from the Centre for the Development of Potential and Talent - CEDET in Vitória / ES, who were participants in a Workshop on Assistive Technology, established as a practical contribution to the teaching-learning of school theoretical contents, especially in mathematics, using computer resources. The methodology was of qualitative character with a predominance of the observation of the participant type. In 2010, the activities carried out in the extra-curricular shift were weekly, with four hours' duration. There were 31 meetings, registered in films, audio recordings and field journals. We analyzed the development and engagement of students and mediators involved in the project the group called Intelligent Traffic. Families, teachers and coordinators were heard in meetings or through reports and interviews. The progressive understanding of various concepts of an interdisciplinary nature involving, among other technologies, robotics education, was analyzed. Problematic situations, which were collectively and individually examined, emerged and were solved by the students with the help of mediators. The 28th meeting was to present the results to the community. Considerations on ways for the school to address activities with the group of adolescents were highlighted.
Formação continuada de professores que ensinam matemática: o que pensam e sentem sobre ensino, aprendizagem e avaliação
(Universidade Federal do Espírito Santo, 2011-06-03) Zanon, Thiarla Xavier Dal-Cin; Santos-Wagner, Vânia Maria Pereira dos; Carvalho, Janete Magalhães; Albernaz, Jussara Martins; Gomes, Isabel Cristina Rabelo; Magina, Sandra Maria Pinto
This research study, linked to the scientific field of mathematics education, was developed at the Graduate Program of Education at the Education Center of the Federal University of Espirito Santo - PPGE/CE/UFES. We developed a qualitative study as an action research in an inservice teacher education approach for teachers working in early grades at elementary school level. Through mathematical workshops designed especially for elementary teachers teaching mathematics in the early grades, we answered the central question: What knowledge, beliefs, conceptions and learning about mathematics and its teaching-learning-assessment are verbalized by elementary teachers working with the early grades when they participate in workshops at an inservice teacher education approach? We tried to understand teachers‟ knowledge, beliefs, conceptions and learning about mathematics, as well as their learning about mathematics pedagogical process and about themselves emerging in times of inservice teacher education. During the workshops, we worked with (1) beliefs and conceptions, (2) decimal number system, (3) problem solving, (4) operations, (5) assessment, curriculum and official documents. The investigation was focused on a group of 23 teachers who worked with classes from elementary schools located in the rural area of Castelo/ES. The inservice teacher education program occurred over five months, totalizing 120 hours of effective work with teachers. Our research brings theoretical perspectives from Chapman, Ernest, Gómez Chacón, Placco & Souza, Santos, Santos-Wagner, Shulman, Thompson and the “National Curriculum Framework for mathematics for the early grades” (Parâmetros Curriculares Nacionais de matemática para os anos iniciais - PCN). Data were built and collected during the workshops from transcribed reports of observations in the field diary, teachers' answers to the questionnaires, written records produced by them, and transcripts of audio recordings. Data analysis procedures occurred with regard to the authors studied and related themes. When proposing this inservice teacher education approach in order to investigate what teachers think and feel about mathematics and its teaching process, we realized that we have developed a collaborative work constructed in dialogue with them. It was possible to build actions from things that the group wished. This allowed teachers to feel part of the in-service teacher education process, revisit their memories and experience moments of cognitive and affective conflict. It also allowed them to reflect on their practices, their contradictions and become conscious of their knowledge, learning, beliefs and conceptions. This kind of inservice teacher education approach provided the development of metacognitive awareness.
Inclusão digital de idosos : relatos e reflexões
(Universidade Federal do Espírito Santo, 2011-12-06) Arrevabeni, Monica Costa; Albernaz, Jussara Martins; Pinto, Antonio Henrique; Pinel, Hiran; Oliveira, Edna Castro de
This study arose from the digital inclusion experienced by the researcher's mother, a 61-yearold woman that is a widow since the age of 31, and who began to feel useless and without any reasons to live after the growth of her children. The positive social impact of this event – the digital inclusion experience – in Maria da Penha´s life was the trigger for the interest in the relationship between the elderly and technologies. This study analyzed the stereotype of longlived people, public policies related to aging and the relationship between age, education and technology. The methodology was a qualitative one, with phenomenological inspiration, and it was developed from the case study. A group that attended Computer classes in the Best Age College of Colatina (FAMIC) was chosen for the investigation of stories that involve the interaction of the information technology with the elderly. 13 meetings were followed up for five months in the first half of the year 2011 and some concerns, difficulties, fears and successes of the elderly were recorded. The testimonies of five of them were collected to understand the effects caused by the use of computers in their lives. The intention was to give voice to subjects studied, listening to them and valuing their experience, assuming that their experiences, views and understandings are an important source of consideration on the phenomenon that involves an aging global population and the society technologization. The existence of computer courses to older people, like the one offered by FAMIC, was seen as very positive; the demystifying of the computer, leading to autonomy, improving self-concept and feeling of evolution and development, was very prominent; the preparation and performance of a mediator teacher were identified as essential to the teaching process; the issue of memory was perceived as a major challenge; the focus on solving problems, considered to be a successful strategy in working with the elderly; and digital inclusion as a means of social inclusion was the strongest point of reports and considerations.
O ambiente virtual de aprendizagem moodle como apoio ao ensino presencial da disciplina matemática na educação de jovens e adultos
(Universidade Federal do Espírito Santo, 2013-04-04) Fernandes, Rosane Rosa Dias; Albernaz, Jussara Martins; Pinto, Antonio Henrique; Oliveira, Edna Castro de
The objective of this work was to analyze the deployment process and collaborative learning environment using moodle to support face-to-face education in teachinglearning process of Mathematical discipline in adult and youth education. The research work was developed in a group of seven students of the Trading Technical Course of PROEJA at Ifes Campus of Colatina. Interactive exercises of the project Descartes from the Spanish Ministry of Education, Culture and Sports were used in the moodle for the content: "Orthogonal Cartesian system". The study analyzes the virtual-room- planning process to mathematical activities, identifies the students ' difficulties, the interaction between the participants, the viability of the virtual environment as a tool to support face-to-face teaching, as well as its influence on the process of teaching and learning of Mathematics. Through this movement, it seeks justification on theoretical assumptions of socio-historical theory of Vygostsky and in the studies of Paulo Freire. It dialogues with authors such as Moran, Lévy, Valente and Kenski, who subsidize discussions raised during of the study, and it also adopts concepts of Ethnomathematics of D ' Ambrosio. Oliveira and Fávero subsidize the EJA. The research uses the case-study methodology, favoring the participant observation. Along the work, interviews with the students, as well as with the Mathematics teacher and the pedagogue of the course were carried out. In addition, questionnaires were applied for data generation, and documentary research. Judging by the testimonies and the observations collected, the activities in the virtual environment pleased the students and brought out the concept of "doing math", with gains for the students learning of Mathematics. The use of moodle virtual environment seems to have helped in the development of the skills required
Simuladores computacionais X oficina de modelos : um estudo entre a alternância destes métodos na aprendizagem de um mesmo fenômeno físico
(Universidade Federal do Espírito Santo, 2012-03-28) Silva, Juares Dutra da; Albernaz, Jussara Martins; Pinel, Hiran; Tavares, Orivaldo de Lira; Valadares, Eduardo de Campos
In modern times each day challenges are created by new technologies. Education must enable citizens to master them. This work analyzes the pedagogical impact of using a virtual model (computer simulation) alternated with a physical model (experiment) created by students in an educational workshop. The alternate use of two types of resources allows students to observe not only the use of different models, but participate in its construction. This considerably reduces the difficulty in realizing that the model is only analogous to the physical phenomenon studied, therefore has limitations compared to real one. The theories of Vigotski, Piaget, Papert and the philosophical reflections Bachelard helped in formulating some working hypotheses, in action planning and analysis of data collected. It is a qualitative research that uses on a few moments the researcher‟s intervention. The results indicated that the tools created proved interesting to start students and teachers in a new mode of teaching-learning, allowing students a creative appropriation of formal knowledge. New research perspectives were thus created.

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