TEDE Coleção: Programa de Pós-Graduação em Ensino de Ciências Naturais e MatemáticaPrograma de Pós-Graduação em Ensino de Ciências Naturais e Matemáticahttp://tede.unicentro.br:8080/jspui/handle/tede/5422024-03-28T07:24:27Z2024-03-28T07:24:27ZA FORMAÇÃO CONTINUADA E A DISCALCULIA DO DESENVOLVIMENTO: REFLEXÕES SOBRE UMA PERSPECTIVA COLABORATIVACORDEIRO, CINTIA APARECIDA BODNARhttp://tede.unicentro.br:8080/jspui/handle/jspui/21732024-03-18T12:16:52Z2023-09-11T00:00:00ZTítulo: A FORMAÇÃO CONTINUADA E A DISCALCULIA DO DESENVOLVIMENTO: REFLEXÕES SOBRE UMA PERSPECTIVA COLABORATIVA
Autor: CORDEIRO, CINTIA APARECIDA BODNAR
Primeiro orientador: Caetano, Joyce Jaquelinne
Abstract: Continuous training is essential for teachers to complement their studies and delve into
certain topics that are present in the classroom, especially those related to the teaching and
learning of Mathematics. Therefore, the general objective of this research is to analyze how
Continuing Collaborative Training in Developmental Dyscalculia can contribute to teaching
practices. This study is justified given the difficulties encountered by teachers who work with
students who have learning disorders in mathematics. To this end, the research has a qualitative approach, since within the scope of data collection and results there is no concern for quantitative values. The collaborative continuing education had the participation of two
Mathematics teachers and interventions were carried out at school during after-school hours
with a student who showed signs of Dyscalculia through games and manipulative objects.
Considering the results of the research, collaborative training is ideal, since it is a training
process between peers and, therefore, much more productive, since the training is consolidated through dialogues, discussions and reflections in and on the practice. It is important to highlight that, although the student investigated in this research does not yet have all the criteria for a definitive report, showing only signs of Developmental Dyscalculia, it is essential that the teacher has solid training that equips him for an inclusive future practice. Furthermore, this research resulted in an educational product entitled (Collaborative Continuing Training Guide on Developmental Dyscalculia).
Instituição: Universidade Estadual do Centro-Oeste
Tipo do documento: Dissertação2023-09-11T00:00:00ZFormação continuada em Educação Ambiental: contribuições para a mobilização e participação social no enfrentamento das problemáticas socioambientaisARAUJO, MARIANE DEhttp://tede.unicentro.br:8080/jspui/handle/jspui/21722024-03-09T03:30:15Z2023-08-30T00:00:00ZTítulo: Formação continuada em Educação Ambiental: contribuições para a mobilização e participação social no enfrentamento das problemáticas socioambientais
Autor: ARAUJO, MARIANE DE
Primeiro orientador: Affonso, Ana Lucia Suriani
Abstract: In times of multiple crises experienced on the planet, the socioenvironmental crisis stands out
because it generates impacts on society and on the environment. One of the ways to face these crises would be the social involvement and participation in decision making. Environmental Education (EE) is a field of knowledge that can help in this movement, awakening the critical sense, enabling reflection on the current model of society and the different problems arising from it, and stimulating a look and act in relation to citizenship. In this sense, actions with the school community become fundamental for a real social transformation to occur. The continuing education of teachers, in light of a critical perspective of EE, is essential to problematize the reality and bring to light socioenvironmental issues. Therefore, the objective of this research was to understand how a continuing education course in EE, with an emphasis on social engagement and participation, can contribute to the confrontation of social and environmental issues. The research was characterized as research-intervention, which aims to create spaces for collective problematization and training practices that enable a new way of thinking and doing education. Thus, the intervention took place in a continuing education course for 21 teachers from the municipality of Turvo (PR), during the months of April and May 2022. This course promoted reflections about the local socioenvironmental problems, seeking measures to confront them through a local intervention proposal, and fostering reflections about citizen participation in society. The instruments for data production were two questionnaires applied to the teachers participating in the research and the field diary. Those informations were analyzed by means of qualitative analysis. From the questionnaires and the application of the course, we realized that most teachers were unclear about the concepts of citizenship, public policies, socioenvironmental issues, EE and the environment. We also identified that the teachers were concerned about the issues and demonstrated, through the intervention proposals, versatility and adaptability to face them in the classroom. The results indicated that the feeling of belonging and the creation of identity are essential for the incorporation of the socioenvironmental theme in schools, and that teachers, when working with students, can contribute to a more engaged society, aware of the socioenvironmental issues that permeate them.
Instituição: Universidade Estadual do Centro-Oeste
Tipo do documento: Dissertação2023-08-30T00:00:00ZPLATAFORMAS EDUCACIONAIS GAMIFICADAS E O ENSINO DE FÍSICA: O CASO DO NIVELAMENTO ONLINENEVES, MARCOS ANTONIO SOARES DAShttp://tede.unicentro.br:8080/jspui/handle/jspui/21712024-03-08T03:30:14Z2023-12-14T00:00:00ZTítulo: PLATAFORMAS EDUCACIONAIS GAMIFICADAS E O ENSINO DE FÍSICA: O CASO DO NIVELAMENTO ONLINE
Autor: NEVES, MARCOS ANTONIO SOARES DAS
Primeiro orientador: Miyahara, Ricardo Yoshimitsu
Abstract: The expansion of Digital Information and Communication Technologies (DICTs),
with the use of different internet-connected resources in various spaces and contexts, has led
to the need to enhance the traditional teaching model, incorporating, for example, gamified
educational platforms to motivate and enhance student learning. The work developed sought
to highlight the efficiency of gamified educational platforms, through the Nivelamento Online
(NiO) platform applied to the teaching of Physics. Therefore, we developed a schedule of
activities to be carried out in the classroom. To evaluate the efficiency of the NiO platform,
two first-year classes of the new high school (NEM) were analyzed, one control class and one experimental class. The control class had lectures on Mechanical Energy topics and exercise resolution. In the experimental class, there was a brief exposition of the contents and mediation by the platform. Pre-tests and post-tests were conducted in both classes to measure learning gains. Hake's normalized gain test was used, along with the construction of a comparative table of grades through graphs and tables. The experimental class was also
subjected to evaluative instruments such as System Usability Scale, EgameFlow, a
questionnaire to assess students' perception of learning, motivation, and satisfaction, and
statistical analysis of performance and in-game dedication data provided by the platform. The
results obtained from the applied evaluative instruments indicate that the experimental group
outperformed the control group. The evaluative instruments applied to the experimental group
regarding the use of the platform demonstrate satisfaction, motivation, and recognition by the
students in improving their knowledge by using the platform. The importance of gamification
in Physics teaching became evident through the performance of students who used NiO
compared to those who had traditional teaching. Based on the implementation carried out, an
educational product was developed, which accompanies this dissertation, being a NiO user
manual and an activity schedule, which includes how the platform was successfully used in
the classroom.
Instituição: Universidade Estadual do Centro-Oeste
Tipo do documento: Dissertação2023-12-14T00:00:00ZMODELAGEM MATEMÁTICA NA EDUCAÇÃO MATEMÁTICA: POSSIBILIDADES PARA O ENSINO E APRENDIZAGEM DA MATEMÁTICA EM SITUAÇÃO DE PRÁTICA PEDAGÓGICAPONIJALESKI, VANDA VALÉRIAhttp://tede.unicentro.br:8080/jspui/handle/jspui/21282023-11-23T04:01:19Z2023-08-28T00:00:00ZTítulo: MODELAGEM MATEMÁTICA NA EDUCAÇÃO MATEMÁTICA: POSSIBILIDADES PARA O ENSINO E APRENDIZAGEM DA MATEMÁTICA EM SITUAÇÃO DE PRÁTICA PEDAGÓGICA
Autor: PONIJALESKI, VANDA VALÉRIA
Primeiro orientador: Burak, Dionísio
Abstract: This dissertation, titled "Modeling in Mathematics Education: Opportunities for
Teaching and Learning Mathematics in Pedagogical Practice Settings," explores aspects of
Mathematical Modeling in Mathematics Education, considered as a teaching methodology. It
seeks reflections on the guiding question: "What is demonstrated in practices involving
modeling in Lower Secondary Education concerning the approaches taken, the mathematical
content addressed, and the development of new learning by students?" The objectives are as
follows: to identify, after analytical reflections, what is demonstrated in practices involving
Mathematical Modeling in Lower Secondary Education and the role of the teacher; to elucidate the approaches related to teaching according to Burak's conception of Mathematical Modeling; to characterize the organization of curricula concerning content in the methodology of Mathematical Modeling as per Burak's conception; and to highlight what emerges concerning students' knowledge construction. To achieve this, a qualitative-interpretative research study was conducted, following the methodologies of Bogdan and Biklen (1994) and Burak (1992; 2004; 2010). The study was implemented at a State School in the municipality of Palmeira, PR, with a 6th-grade class consisting of 30 students, a 7th-grade class with 18 students, and a 9th-grade class with 18 students, where the researching teacher served as the classroom teacher.
The findings revealed that Mathematical Modeling, in the adopted approach, plays a significant
role in addressing mathematical content and facilitating the development of various forms of
learning. It allows students to actively participate in constructing their knowledge, fosters their
autonomy in decision-making, and promotes dynamic and enriching classes. Furthermore, it
enables the teacher to act as a mediator throughout the process, encouraging continuous
reflection on pedagogical practices.
Instituição: Universidade Estadual do Centro-Oeste
Tipo do documento: Dissertação2023-08-28T00:00:00Z