A contribuição das NTIC para uma aprendizagem significativa de matemática no ensino fundamental
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2016
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Cada vez mais, as tecnologias se fazem presentes na educação, sendo os recursos de informática objetos de inúmeras discussões e reflexões. Nesse sentido, esta dissertação tem o objetivo de analisar o uso didático das Novas Tecnologias da Informação e Comunicação (NTIC) em matemática no ensino fundamental, para a aprendizagem significativa. Os autores teóricos eleitos foram Ausubel (1998) e, entre outros, Behrens (2000, 2003), Borba e Penteado (2001, 2005), Barroso (1995), Castels (2000), Candau (2005), Contreras (2002), D’Ambrósio (2001, 2005), Echeverría e Belisário (2008), Fiorentini e Nacarato (2005), Freire (1996, 1997, 2000), Lévy (1999, 2000), Morán (2000, 2005, 2013, 2014), Mota (2013), Nóvoa (1992, 1995, 2001), PCN (1998), Penteado (1999), Póvoa (1997), Prenski (2001), Rampazzo (2004), Rehfeldt (2009), Santaella (2007), Santos (2009, 2011), Scheffer e Dallazen (2005, 2006), Tardif, Tardif et al, Tardif e Gauthier (1991, 1998, 2002), Valente (1993, 1999, 2003), Zabalza (2004). O estudo foi aplicado nas duas últimas séries do Ensino Fundamental, em duas escolas (particular e pública), ambas localizadas no município de Arcoverde, Pernambuco, Brasil. Procedeu-se à aplicação de um questionário aplicado aos alunos e uma entrevista semi-estruturada às coordenadoras e professores das escolas. A análise dos dados quantitativos foi realizada por meio do programa SPSS 18.0; enquanto a análise dos dados qualitativos foi orientada pela Análise de Discurso (AD). Os resultados apontam para a necessidade de maior ocorrência na formação inicial e maior oferta de formação contínua para atualizar os conhecimentos dos professores e conseqüente utilização otimizada dos recursos das novas tecnologias nas aulas de matemática e evidenciam que as atitudes positivas manifestadas pelos professores e coordenadoras quanto à utilização das NTIC nas escolas e o interesse dos alunos em aprenderem mais com suas aplicações nas aulas constituem sinais de receptividade a integrar cada vez mais, as NTIC no processo de ensino e aprendizagem de matemática.
Increasingly, technologies are present in education, and computer resources objects of numerous discussions and reflections. In this sense, this thesis aims to analyze the didactic potential of the use of New Information and Communication Technologies (NICT) in contextualized teaching math in elementary school, for a more meaningful learning. Theorists were used Ausubel (1998) and, among others, Behrens (2000, 2003), Borba e Penteado (2001, 2005), Barroso (1995), Castels (2000), Candau (2005), Contreras (2002), D’Ambrósio (2001, 2005), Echeverría e Belisário (2008), Fiorentini e Nacarato (2005), Freire (1996, 1997, 2000), Lévy (1999, 2000), Morán (2000, 2005, 2013, 2014), Mota (2013), Nóvoa (1992, 1995, 2001), PCN (1998), Penteado (1999), Póvoa (1997), Prenski (2001), Rampazzo (2004), Rehfeldt (2009), Santaella (2007), Santos (2009, 2011), Scheffer e Dallazen (2005, 2006), Tardif, Tardif et al, Tardif e Gauthier (1991, 1998, 2002), Valente (1993, 1999, 2003), Zabalza (2004). The study was applied in the last two years of primary school, two schools (private and public), both located in the municipality of Arcoverde, Pernambuco, Brazil. Proceeded to the application of a questionnaire to students and a semistructured the coordinators and teachers of schools interview questionnaire. The quantitative data analysis was performed using the SPSS 18.0 program; while the qualitative data analysis was guided by discourse analysis (DA). Pointed to the need for greater occurrence in initial training and increased supply of training to update teachers' knowledge and consequent optimized resource of new technology in math classes use. The study results indicate that the positive attitudes expressed by teachers and coordinators on the use of NICT in schools and students' interest in learning more about its applications in class are signs of receptivity to increasingly integrate the NICT in the teaching process and learning of mathematics.
Increasingly, technologies are present in education, and computer resources objects of numerous discussions and reflections. In this sense, this thesis aims to analyze the didactic potential of the use of New Information and Communication Technologies (NICT) in contextualized teaching math in elementary school, for a more meaningful learning. Theorists were used Ausubel (1998) and, among others, Behrens (2000, 2003), Borba e Penteado (2001, 2005), Barroso (1995), Castels (2000), Candau (2005), Contreras (2002), D’Ambrósio (2001, 2005), Echeverría e Belisário (2008), Fiorentini e Nacarato (2005), Freire (1996, 1997, 2000), Lévy (1999, 2000), Morán (2000, 2005, 2013, 2014), Mota (2013), Nóvoa (1992, 1995, 2001), PCN (1998), Penteado (1999), Póvoa (1997), Prenski (2001), Rampazzo (2004), Rehfeldt (2009), Santaella (2007), Santos (2009, 2011), Scheffer e Dallazen (2005, 2006), Tardif, Tardif et al, Tardif e Gauthier (1991, 1998, 2002), Valente (1993, 1999, 2003), Zabalza (2004). The study was applied in the last two years of primary school, two schools (private and public), both located in the municipality of Arcoverde, Pernambuco, Brazil. Proceeded to the application of a questionnaire to students and a semistructured the coordinators and teachers of schools interview questionnaire. The quantitative data analysis was performed using the SPSS 18.0 program; while the qualitative data analysis was guided by discourse analysis (DA). Pointed to the need for greater occurrence in initial training and increased supply of training to update teachers' knowledge and consequent optimized resource of new technology in math classes use. The study results indicate that the positive attitudes expressed by teachers and coordinators on the use of NICT in schools and students' interest in learning more about its applications in class are signs of receptivity to increasingly integrate the NICT in the teaching process and learning of mathematics.
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Orientação: Maria das Graças Ataíde de Almeida ; co-orientação: Alcina Manuela de Oliveira Martins
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, MATEMÁTICA, ENSINO, APRENDIZAGEM, INOVAÇÃO TECNOLÓGICA, TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO, ENSINO DA MATEMÁTICA, ENSINO BÁSICO, EDUCATION, MATHEMATICS, TEACHING, LEARNING, TECHNOLOGICAL INNOVATION, INFORMATION AND COMMUNICATION TECHNOLOGIES, MATHEMATICS TEACHING, PRIMARY EDUCATION, BRASIL, BRAZIL