Conhecimento pedagógico de conteúdo do professor para o ensino de frações
Data
2024-07-01
Autores
Santos, Débora Erbert dos 
Orientadores
Testoni, Leonardo André
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
O ensino de frações parece ser algo desafiador em todo o ensino fundamental, tanto para professores pedagogos, bem como para professores especialistas. Como professora de matemática, essa situação de dificuldade dos alunos em compreender os conteúdos envolvendo números fracionários me despertou grande interesse. Deste modo, o objetivo principal da pesquisa é observar de perto quais elementos do conhecimento pedagógico de conteúdo os professores que lecionam matemática nos anos iniciais do ensino fundamental lançam mão para facilitar a aprendizagem.
Como referencial teórico, utilizamos o Conhecimento Pedagógico de Conteúdo de Shulman (1987) e as pesquisas de Ball et. al. (2008) referente ao conhecimento matemático para o ensino. Os saberes docentes de Gatti (2010, 2016) e Pimenta (1996) também compõe o aporte teórico, pois os estudos são desenvolvidos para a realidade de formação de professores do nosso país.
A observação de aulas de uma professora do 5º ano do ensino fundamental foi o instrumento da pesquisa. A metodologia abordada nesse trabalho foi estudo de caso, para isso, a dissertação contou com a aprovação no Conselho de Ética e Pesquisa (CEP). A escolha dessa professora não foi feita de maneira aleatória, mas sim com base no referencial teórico saberes docentes. Uma professora com experiência, que está em constante formação e que sente prazer na profissão docente. Deste modo, conseguirmos observar o conhecimento pedagógico de conteúdo ao longo das aulas de ensino de frações e constatamos que seus subdomínios dificilmente podem ser analisados dissociados.
The teaching of fractions seems to be something challenging throughout elementary education, both for pedagogical teachers as well as for specialist teachers. As a mathematics teacher, this situation of students' difficulty in understanding the contents involving fractional numbers aroused great interest in me. Thus, the main objective of the research is to closely observe which elements of the pedagogical knowledge of content teachers who teach mathematics in the early years of elementary school use to facilitate learning. As a theoretical framework, we used Shulman's (1987) Pedagogical Content Knowledge and Ball's research. al. (2008) regarding mathematical knowledge for teaching. The teaching knowledge of Gatti (2010, 2016) and Pimenta (1996) also composes the theoretical contribution, as the studies are developed for the reality of teacher training in our country. The observation of classes of a 5th grade teacher was the instrument of the research. The methodology addressed in this work was a case study, for which the dissertation was approved by the Research Ethics Council (CEP). The choice of this teacher was not made randomly, but based on the theoretical framework of teaching knowledge. A teacher with experience, who is in constant training and who feels pleasure in the teaching profession. In this way, we were able to observe the pedagogical content knowledge throughout the classes of teaching fractions and we found that its subdomains can hardly be analyzed dissociated.
The teaching of fractions seems to be something challenging throughout elementary education, both for pedagogical teachers as well as for specialist teachers. As a mathematics teacher, this situation of students' difficulty in understanding the contents involving fractional numbers aroused great interest in me. Thus, the main objective of the research is to closely observe which elements of the pedagogical knowledge of content teachers who teach mathematics in the early years of elementary school use to facilitate learning. As a theoretical framework, we used Shulman's (1987) Pedagogical Content Knowledge and Ball's research. al. (2008) regarding mathematical knowledge for teaching. The teaching knowledge of Gatti (2010, 2016) and Pimenta (1996) also composes the theoretical contribution, as the studies are developed for the reality of teacher training in our country. The observation of classes of a 5th grade teacher was the instrument of the research. The methodology addressed in this work was a case study, for which the dissertation was approved by the Research Ethics Council (CEP). The choice of this teacher was not made randomly, but based on the theoretical framework of teaching knowledge. A teacher with experience, who is in constant training and who feels pleasure in the teaching profession. In this way, we were able to observe the pedagogical content knowledge throughout the classes of teaching fractions and we found that its subdomains can hardly be analyzed dissociated.
Descrição
Citação
SANTOS, D. E. Conhecimento pedagógico de conteúdo do professor para o ensino de frações. 2024. 59 f. Dissertação (Mestrado em Ensino de Ciências e Matemática)- Instituto de Ciências Ambientais, Químicas e Farmacêuticas. Universidade Federal de São Paulo, Diadema, 2024.