Cenários para investigação vivenciados na formação de professores de Matemática na licenciatura em educação do Campo da UFRB

Lima, Aldinete Silvino de; Lima, Iranete María da Silva; Roseira, Nilson Antonio Ferreira

doi:10.36229/978-65-86127-00-3.cap.11

Cited by 2 publications

(1 citation statement)

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“…As well as investigations of the next edition of ENEM (XIV), which will address the theme "Mathematics Education, School and Teaching -what brought us Ubiratan D'Ambrosio" to be held virtually in 2022. 4 It should be noted that, in addition to the mapping carried out by Barbosa, Carvalho and Elias (2013;2014), there are studies by Lima and Lima (2017), Monteiro (2018;2020).…”

Section: Final Considerationsmentioning

confidence: 99%

Countryside Education at the National Conference of Mathematics Education (2013-2019)

2023

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This article aims to map publications that take Countryside Education as their object on the records of three editions of the National Conference of Mathematics Education (ENEM, initials in Portuguese from Brazil). Through a qualitative bibliographical research that considers content analysis procedures, it could be verified: increase in the number of productions on Countryside Education despite the reduction in the total number of publications throughout the three editions; predominance of experiments that reveal processes of education and learning (34.69%), followed by teacher education (28.57%), theoretical aspects (24.49%) and mathematical skills of countryside people (12.25%); focus on content/concepts of school mathematics only in 2019, considering everyday life at school, mainly, in financial situations.

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Section: Final Considerationsmentioning

confidence: 99%

Countryside Education at the National Conference of Mathematics Education (2013-2019)

2023

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Pedagogical Practices and Collaborative Work in Mathematics Teaching in Education in Campo De Vitória Da Conquista-Ba: Experience Reports

De Matos,

Gusmão,

De Souza

et al. 2024

Rev. Foco

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The object of investigation of this study is the professional experiences of Mathematics teachers who work at Escola do Campo in Vitória da Conquista-BA based on collaborative work in the processes of planning, designing, redesigning and evaluating mathematical tasks. Specifically, we aimed to analyze the pedagogical practices used by Mathematics teachers at Escola do Campo Conquistense, in order to apply collaborative work as a teaching and learning method in the context of education in rural schools. Data collection was guided by the application of a questionnaire and interviews, based on a semi-structured script, whose information produced was transcribed and interpreted in light of the content analysis method. In the general picture, we observed the mistaken predominance of the association between collaborative work and group work, in addition, from their reports we noticed the non-existence of the essential elements that constitute the collaborative methodology, therefore, we concluded that this is a method not widely used in pedagogical practices of the employees in this sample.

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Cenários para investigação vivenciados na formação de professores de Matemática na licenciatura em educação do Campo da UFRB

Cited by 2 publications

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Countryside Education at the National Conference of Mathematics Education (2013-2019)

Countryside Education at the National Conference of Mathematics Education (2013-2019)

Pedagogical Practices and Collaborative Work in Mathematics Teaching in Education in Campo De Vitória Da Conquista-Ba: Experience Reports

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