Formação inicial de professores que ensinam matemática e o sistema de numeração decimal

Ferreira, Raquel Soares do Rêgo; Guerra, Renato Borges

doi:10.31417/educitec.v6ied.especial.1187

Cited by 3 publications

(6 citation statements)

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“…Specifically, we consider the following excerpt of the problem initially described by Ferreira (2020) and Ferreira and Guerra (2020):…”

Section: The Type Of Problem In An Unusual Contextmentioning

confidence: 99%

“…To refer to some numeral systems, we can highlight the Egyptian, Greek, Roman, and Mayan civilisations, among others, which, for a long time, contributed in some way to the construction of the Hindu -Arabic number system, also known as the decimal number system, henceforth DNS. Ferreira and Guerra (2020) highlight, based on Ifrah (1985), that:…”

Section: Introductionmentioning

confidence: 99%

“…Many researchers share this same thinking and assume that it is a problem related to teacher training involving the DNS. Among them, we have Carvalho (2007), Terigi and Wolman (2007), Sadovsky (2010), Cenci, Becker and Mackedanz (2015), Ferreira andGuerra (2020), andFerreira (2020). Cenci, Becker, and Mackedanz (2015), for example, carried out research in Brazil from 2008 to 2015 on early years teachers' training with interventions on DNS teaching.…”

Section: Introductionmentioning

confidence: 99%

“…Following and using Ferreira and Guerra (2020), initial and continuing education promote the encounter or re-encounter of new issues about teacher education for the production of new teaching practices with decimal numbers, taking into account the mobilisation of old and new knowledge in interactions with each other to meet the teaching of a given school year in line with the world, requiring educators and education centres to look at mathematical content, in our case decimal numbers, as indispensable in teacher education.…”

Section: Introductionmentioning

confidence: 99%

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Teacher Training and the use of the Abacus in the Practice of Quantifying Physical Quantities

2022

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Background: Several studies in mathematics education show the use of the physical abacus in the activities of teachers in initial graduation, emphasising, in their manipulation, practices with addition or subtraction operations, or yet, which express a direct translation of the numeral to the physical abacus and, vice versa, without, however, explaining part of the complexity involved the social practice of quantifying physical quantities, which even makes possible the structuring of the numeral. Objective: To show that the use of the abacus by teachers in initial training may not ensure the realisation or mastery of the practice of quantifying physical quantities with discrete units. Design: In this sense, a study and research path (SRP) was carried out based on the training of early years teachers. Environment and participants: 25 students in initial training of a degree course at a public educational institution participated in an activity on decimal number system (DNS), but largely positional number system (PNS), proposed based on a problem in an unusual context (for them), they mobilised to face and answer questions. Data collection and analysis: We present an excerpt from the empirical research forwarded by Ferreira (2020) with teachers in initial training. Results: The data observed in the empirical confirms the hypothesis of the existence of a problem regarding the use of the abacus as a possible facilitator in the structuring of non-decimal numbers through the practice of quantifying physical quantities. Conclusions: The results found with the teachers revealed, in addition to the problem of teacher training on what to teach and how to teach numerals, that using the abacus made it difficult, if not hindered, the practice of quantifying physical quantities with discrete units. We also found changes in the quality of the teachers’ relationships with structuring decimal and non-decimal numbers.

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“…Specifically, we consider the following excerpt of the problem initially described by Ferreira (2020) and Ferreira and Guerra (2020):…”

Section: The Type Of Problem In An Unusual Contextmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teacher Training and the use of the Abacus in the Practice of Quantifying Physical Quantities

2022

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“…Initially, we point out that the choice of the decimal number system, henceforth DNS, and more broadly about the positional number system, henceforth PNS, owes to the interest of different institutions, including basic schools and teaching institutions and, not least importantly, from mathematics education researchers, including Terigi and Wolman (2007), Itzcovitch (2008), Sadovsky (2010), Cenci, Becker, and Mackedanz (2015), Ferreira, Guerra, and Nunes (2019), and Ferreira and Guerra (2020), when they highlight the relevance of these themes in teacher education.…”

Section: Mmic Empiria With Teacher Education Related To the Decimal N...mentioning

confidence: 99%

Reverse Mathematical Modelling

2022

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Background: Research in mathematics education shows that mathematical modelling is a practice that seeks to “translate” problem situations into possible mathematical models without, however, explaining the complexity involved in the reverse formulation, starting from the mathematical model to delimit the type of situation. Objective: To highlight the problem of reverse mathematical modelling, in the sense of a reverse formulation that goes from the mathematical model to the situation. Design: For this, a course of study and research was carried out guided by the investigative cycle of mathematical modelling that is based on theoretical-methodological resources of the anthropological theory of the didactic. Setting and Participants: Pre-service teachers of a teaching degree at a public institution were faced with a problem in an unusual context about the decimal number system and, more broadly, the positional number system. Data collection and analysis: We present an empirical approach based on research carried out by Ferreira (2020) with teachers in initial training. Results: The empirical results observed confirm the hypothesis of the existence of the problem of reverse mathematical modelling, even in the face of normative models, in the sense that they can faithfully describe a real situation. Conclusions: Ultimately, the study of a type of problem in an unusual context, in addition to highlighting the encounter of teachers with different objects of knowledge, revealed the remarkable difficulty in delimiting the type of quantification situation that can be associated with the mathematical model of the number and as stimulate future research on the teaching of reverse mathematical modelling.

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Ensino da função quadrática por meio do PheT Colorado e da Engenharia Didática

Vieira

Alves

Catarino

2021

REMat

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Neste artigo, alguns conceitos matemáticos referentes à função quadrática são investigados, com base na metodologia de pesquisa da Engenharia Didática e em suas vertentes francesas, aplicando as suas duas primeiras fases. Assim, são elaboradas duas situações didáticas de ensino, amparadas na metodologia de ensino, Teoria das Situações Didáticas, prevendo os possíveis comportamentos dos alunos diante de uma aplicação. Com tudo, é então utilizado um recurso computacional, disponível por meio de uma simulação no PheT Colorado, com o viés de facilitar o processo de ensino e aprendizagem dos estudantes em funções quadráticas, contribuindo para a construção do próprio conhecimento. Por fim, são realizadas análises diante de uma possível experimentação e validação, ressaltando que as demais fases da Engenharia Didática não serão afetadas.

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Formação inicial de professores que ensinam matemática e o sistema de numeração decimal

Cited by 3 publications

References 5 publications

Teacher Training and the use of the Abacus in the Practice of Quantifying Physical Quantities

Teacher Training and the use of the Abacus in the Practice of Quantifying Physical Quantities

Reverse Mathematical Modelling

Ensino da função quadrática por meio do PheT Colorado e da Engenharia Didática

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