Banca de DEFESA: FABIOLA GOMES DE SOUZA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : FABIOLA GOMES DE SOUZA
DATE: 27/07/2022
TIME: 19:00
LOCAL: Ji-Paraná
TITLE:

MATHEMATICAL KNOWLEDGE IN ATTENDANCE COURSES FOR MATHEMATICS AND THEIR INTERFACES WITH THE CURRICULUM OF BASIC EDUCATION IN RONDÔNIA

KEY WORDS:

Degree in Mathematics; Mathematical Knowledge; School Mathematics; Academic Mathematics.

PAGES: 187
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Teorias da Instrução
SUMMARY:

This research aimed to analyze the relationship between mathematical knowledge provided in the initial training of mathematics teachers offered in public HEIs in Rondônia and what is expressed in the school curriculum of Basic Education. Methodologically, the research uses a qualitative documental approach. For this purpose, the documents analyzed are the Pedagogical Course Projects (PPCs) for a Licentiate Degree in Mathematics offered in public HEIs in Rondônia, the National Curriculum Guidelines for Teacher Training and the Specific Guidelines for the Licentiate Degree in Mathematics; and the State Curriculum Framework with regard to the Mathematics component aimed at Elementary School II and High School. The PPCs were obtained from the website of public Higher Education Institutions in the state of Rondônia, the Guidelines from the Ministry of Education (MEC) website and the Reference from the State Department of Education (SEDUC/RO) website. In this text, data only on PPCs and DCNs were presented. For the analysis and interpretation of data, three thematic axes were organized. In the first axis, we sought to identify knowledge of the area/mathematician in the general and specific National Curriculum Guidelines, in the thematic sequence, we sought to find elements about the mathematical knowledge expressed in the Pedagogical Projects of the Licentiate Degree Courses in Mathematics at UNIR and IFRO, and finally, it will verify the relationship of mathematical knowledge present in the school curriculum (it will be presented and analyzed in the qualification). Among the preliminary results, in the National Guidelines for teacher training, educational and pedagogical content was observed in terms of specific areas of knowledge to be taught, principles, concepts, content and criteria from different areas of knowledge, study of specific content, and mastery of knowledge objects and know how to teach them. When checking the subjects of the courses, analyzed the list of knowledge for academic and school mathematics. In the first axis, it was verified that competences and abilities are expressed regarding the construction of mathematical knowledge as the knowledge necessary for initial training, confirming the importance of the theme belonging to the Pedagogical Projects of the Courses. As for the second axis of mathematical knowledge expressed in the Pedagogical Projects of the Licentiate Degree Courses in Mathematics at UNIR and IFRO, the aim was to find elements about what kind of mathematical knowledge has been provided in the initial training of teachers. For this purpose, this axis was subdivided into three sub-axes, the first entitled Formative profile of future mathematics teachers, the second named Curriculum components that address mathematical knowledge, and finally the sub-axis characterized as Area/mathematical knowledge in the general National Curriculum Guidelines and specific, that given the path taken to verify the relationship of the school curriculum with the construction of mathematical knowledge, a discrepancy was identified in relation to the graduate's profile and the components, as the percentage of the curricular component belonging to school math. Thus, at the end of the research, it is expected to create opportunities for reflection and broaden the debate about the need for changes in the Pedagogical Projects of Courses (PPCs) for a Licentiate Degree in Mathematics on the formative profile of the future teacher with regard to mathematical knowledge.

BANKING MEMBERS:
Presidente - 2035958 - ELIANA ALVES PEREIRA LEITE
Interno - 396930 - MARLOS GOMES DE ALBUQUERQUE
Externa à Instituição - GLADYS DENISE WIELEWSKI - UFMT