Banca de QUALIFICAÇÃO: RENATA CRISTINA ALBERGHETTI

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : RENATA CRISTINA ALBERGHETTI
DATA : 28/03/2022
HORA: 14:00
LOCAL: Modo Remoto
TÍTULO:

AN EXPLORATORY STUDY ON AUTOMATION WITH A SIMULATOR FOR THE DEVELOPMENT OF MATHEMATICAL SKILLS IN HIGH SCHOOL

PÁGINAS: 60
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Ensino-Aprendizagem
ESPECIALIDADE: Tecnologia Educacional
RESUMO:

The High School Reform (EM) and the approval of the National Common Curriculum Base (BNCC) of the EM (BRASIL, 2018) brought new demands to the Brazilian educational system and, with that, the prioritization of teaching by competences. This master's research project has the general objective to investigate what contributions can emerge from the interdisciplinary work between mathematics and automation with the Tinkercad simulator (online tool), supporting the effective development of general competences of Basic Education, as well as those specific to the area of Mathematics. and its Technologies in High School (MS). The specific objectives are: to delimit, from the documental analysis of the BNCC of EM, which general competences of Basic Education and specific in the area of Mathematics and its Technologies that are most aligned with the resource of automation with the TinkerCad simulator, in favor of teaching -Mathematics learning in EM; to analyze whether interdisciplinary activities using the TinkerCad simulator and concepts of Logical Operators and Logical Expressions, Vectors and Matrices (initial concepts, operations, applications), can support the effective development of general Basic Education skills, as well as those specific to the area of Mathematics and its Technologies in EM; observe if interdisciplinary activities using the TinkerCad simulator and concepts of Logical Operators and Logical Expressions, Vectors, Matrices (operations) and Geometry of Transformations: isometries (translation and rotation) can support the effective development of general Basic Education skills, as well as those specific to the area of Mathematics and its Technologies in EM. Teaching by competences and Digital Information and Communication Technologies (TDIC) applied to education make up the initial theoretical framework of this research, in addition to the documentary analysis of the National Common Curriculum Base of EM, with bibliographic research being the methodology used to locate works that supported its foundation and contextualization. At the same time, at the end of November, beginning of December 2021, an extracurricular interdisciplinary pilot project was carried out, which proposed to integrate the teaching of Mathematics into the TDICs. This proposal was developed with eight volunteer students from the 2nd grade of the Technical Integrated to the Medium course of Informatics for Internet in a State Technical School located in Baixada Santista, in the State of São Paulo and had the participation of teachers who teach the curriculum of professional training. . The theme Matrices (concept, operations) and Geometry of Transformations: isometries (reflection and translation) supported the interdisciplinary project and were selected because they allow their application in proposals involving Arduino (an open source electronic board based on accessible hardware and software, which can be used for reading LED lights, sensors, motor drive, etc.). The interdisciplinary project relies on the application of Problem-Based Learning (PBL), since “exploratory studies allow the researcher to increase his experience around a given problem” (TRIVIÑOS, 1987, p. 109). It is really believed that PBL is the appropriate methodology for the development of research, based on the thinking of Munhoz (2016, p.124) referring to PBL as “a new way to engage students and train graduates with competence and skills closer to what the market requires”. Data collection took place in three ways: by participant observation, as the project was developed with students from the school where the researcher works as a teacher, in this way “the researcher is interested in the dynamics of a group in its natural environment, and not simply in collecting individual answers to the questions” (MONICO et al., 2017, p. 727); by semi-structured interview, as the researcher realized the need to carry out some inquiry during the execution of the interdisciplinary project. According to Triviños (1987, p.146), the interview is “in general, one that starts from certain basic questions, supported by theories and hypotheses, which are of interest to the research, and which then offer a wide field of questions”, resulting from of new possibilities that are manifested from the interviewee's feedback; and by means of a questionnaire sent to the participants (students), after carrying out the project's activities, through a link to the form available on Google Classroom. Marconi and Lakatos (2021, p.106) understand that the “questionnaire is a data collection instrument consisting of an ordered series of questions, which must be answered in writing and without the presence of the interviewee”. Data analysis is under development and is supported by the Coding and Categorization of qualitative data and Content Analysis. For Gibbs (2009, p.60), “coding is a way of indexing or categorizing the text to establish a structure of thematic ideas in relation to it”. In relation to “content analysis applied to various forms of human communication, which can include from written documents, photographs, audio, videos and films, to license plates, street signs, graffiti and online avatar names”, Lune and Berg (2017 apud MATTAR; RAMOS, 2021, p.276) are mentioned from this broader view on the subject. The initial results show that, for 87.5% of the students, the initial concepts and the Matrix Addition and Subtraction operations were assimilated. They also indicate that interdisciplinary work with the support of TDIC stimulates interest in learning Mathematics as well as Programming Logic. Another data raised is that 100% of the participants mentioned having applied knowledge about Matrix Notation (position of elements in rows and columns) in the development of the challenge proposed in TinkerCad, 50% say they applied Matrix Addition in the challenge and 37.5% understand who used Matrix Subtraction concepts in the challenge. As previously mentioned, the data are still under analysis, but they point out that competence 3, specific to the area of Mathematics and its Technologies, can be developed through the activities proposed in the interdisciplinary project. All participants presented the final product, according to the specifications.

REFERENCES

BRASIL. Base nacional comum curricular. Educação é a Base. Ensino Médio. Brasília: Ministério da Educação, 2018. Disponível em: http://basenacionalcomum.mec.gov.br/images/historico/BNCC_EnsinoMedio_embaixa_site_110518.pdf. Acesso em: 13 ago. 2021

GIBBS, Graham. Análise de Dados Qualitativos. Porto Alegre: Artmed Editora S.A, 2009.Disponível em:https://integrada.minhabiblioteca.com.br/#/books/9788536321332/. Acesso em: 25 jan. 2022.

MARCONI, M. A.; LAKATOS, E. M. Técnicas de Pesquisa: planejamento e execução de pesquisa; amostragens e técnicas de pesquisa; elaboração, análise e interpretação de dados. 9. ed. São Paulo: Atlas, 2021.

MATTAR, João.; RAMOS, Daniela. K. Metodologia da pesquisa em educação: Abordagens Qualitativas, Quantitativas e Mistas. São Paulo: Almedina Brasil, 2021. Disponível em: https://integrada.minhabiblioteca.com.br/#/books/9786586618518/. Acesso em: 25 jan. 2022.

MÓNICO, L. S.; ALFERES, V. R.; CASTRO, P. A.; PARREIRA, P. M. A Observação participante enquanto metodologia de investigação qualitativa. In: Congresso ibero-americano em investigação qualitativa - Espanha. Atas CIAIQ2017 Investigação Qualitativa em Ciências Sociais vol 3 [...]. [S. l.: s. n.], 2017. Disponível em: https://proceedings.ciaiq.org/index.php/ciaiq2017/issue/view/21. Acesso em: 12 ago. 2020.

MUNHOZ, A. S. ABP - aprendizagem baseada em problemas: ferramenta de apoio ao docente no processo de ensino e aprendizagem. São Paulo: Cengage Learning Brasil, 2016.

TRIVIÑOS, A. N. S. Introdução à pesquisa em ciências sociais: A pesquisa qualitativa em educação. São Paulo: Atlas, 1987.

MEMBROS DA BANCA:
Presidente - Interno ao Programa - 1998501 - VIVILI MARIA SILVA GOMES
Membro Titular - Examinador(a) Externo ao Programa - 2976815 - DENISE HIDEKO GOYA
Membro Titular - Examinador(a) Externo à Instituição - ANA CLÁUDIA MENDONÇA PINHEIRO
Membro Suplente - Examinador(a) Interno ao Programa - 2346710 - VINICIUS PAZUCH
Membro Suplente - Examinador(a) Externo ao Programa - 1762331 - MARIO MINAMI