Banca de DEFESA: BARBARA SILVA GUMIERO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : BARBARA SILVA GUMIERO
DATA : 07/02/2020
HORA: 14:00
LOCAL: no Auditório 801-A, 8º andar, Bloco B, Campus SA da Fundação Universidade Federal do ABC, localizado na Avenida dos Estados, 5001, Santa Terezinha, Santo André, SP
TÍTULO:

Knowledge of the teacher who teaches geometry: the "knowledge quartet" as an analysis tool.

PÁGINAS: 100
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Tópicos Específicos de Educação
ESPECIALIDADE: Educação Permanente
RESUMO:

This study has as its theme the knowledge of the teacher who teaches mathematics. The objective is to investigate the knowledge mobilized by teachers who teach mathematics in relation to the processes of planning and developing geometric concepts tasks in the final years of elementary school (6th to 9th grade). For this, we used theoretical references that address the professional knowledge of the teacher who teaches mathematics, highlighting the studies of Tim Rownland and his collaborators on the Knowledge Quartet. This is configured as a set of knowledge that seeks to provide a reflection of both the teaching and the mobilized knowledge of the teacher through four dimensions: foundation, connection, transformation and contingency. The research was qualitative in nature and had as collaborators two math teachers from the final years of elementary school, invited to participate in a group with collaborative characteristics, establishing the context of data production. Data were produced based on: (1) task planning on geometric concepts; (2) the development of classroom tasks; and (3) the reflection and analysis of class episodes of the collaborating teachers. These three moments were recorded in audio and video for later transcription and analysis. The research results showed the knowledge mobilized by the teachers, highlighting the fundamental dimension in the planning and the contingency dimension in the development of tasks in the classroom. In the early planning stage, where teachers decided what to do in each task, knowledge related to purpose setting and error identification. After defining what would be done, the teachers mobilized knowledge about procedures, terminology, the use of textbooks and digital technologies. Thus, it was identified that the knowledge mobilized in the planning was directed to the knowledge of content and pedagogy. In the development of tasks with students, knowledge related to all codes of the contingency dimension was mobilized, causing a deviation in the planned agenda. The (in) availability of resources brought insights into the participating teachers. In addition, students were also responsible for contingent moments, either for an idea or for an unexpected difficulty. Finally, the classroom is understood as an unpredictable environment, in which all dimensions were mobilized even though contingency stood out. The collaboration allowed the participating teachers to also be responsible for their own training, which was carried out for, with and at school, developing professional teaching knowledge in theory and practice.

 

MEMBROS DA BANCA:
Presidente - Interno ao Programa - 2346710 - VINICIUS PAZUCH
Membro Titular - Examinador(a) Interno ao Programa - 1798480 - REGINA HELENA DE OLIVEIRA LINO FRANCHI
Membro Titular - Examinador(a) Externo à Instituição - ANDRÉIA MARIA PEREIRA DE OLIVEIRA - UFBA
Membro Suplente - Examinador(a) Interno ao Programa - 1054677 - EVONIR ALBRECHT
Membro Suplente - Examinador(a) Externo à Instituição - SOLANGE MUSSATO - UERR