Banca de DEFESA: NIDIA ESTELITA DE SOUZA RIBEIRO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : NIDIA ESTELITA DE SOUZA RIBEIRO
DATE: 15/02/2023
TIME: 15:30
LOCAL: Auditório da UNIR - Câmpus de Ji-Paraná
TITLE:

MATHEMATICS TEACHERS' PERCEPTIONS OF PROBLEM SOLVING APPROACH IN THE BNCC FOR THE FINAL YEARS OF ELEMENTARY SCHOOL

KEY WORDS:

Insights. Problem Solving. Mathematics. BNCC. Teacher Training.

PAGES: 172
BIG AREA: Outra
AREA: Multidisciplinar
SUMMARY:

This study is linked to the research line: Training of teachers who teach mathematics of the Postgraduate Program in Mathematics Education (PPGEM), Federal University of Rondônia Foundation (UNIR), Ji-Paraná campus, and has the overall objective to understand the perceptions of mathematics teachers on the approach of the teaching-learning process of problem solving in the Common National Curricular Base (BNCC) for the final years of elementary education. This is a qualitative research that was conducted in the municipality of Ji-Paraná-RO, within the universe of 21 public schools in the urban area, which serve from 6th to 9th grade of elementary school, and 11 schools, with at least one mathematics teacher, returned the questionnaire applied. Later, 4 teachers were selected for an interview to broaden the understanding of the proposed objective. The analysis used the triangulation of the data presented in the questionnaires, interviews and the documents that portray problem solving in the context of skills and abilities in the BNCC. And part of the theoretical framework involving the approaches on mathematical problem solving in basic education is based on authors such as: Echeverría (1998), Onuchic (2019), Polya (2006), Santos (2002). And to address about conception of a teacher about the nature of mathematics, and in this sense extrapolate to the teacher's conception about the approach of math problem solving thought in the conscious sensations of the teacher, the concepts, meanings, rules, mental images and preferences related was used the author Cury (1999), as well as Pich (2010) who conceptualizes that perception is related to the understanding of something through the sensations that one has and that all perception involves conception, but not all conception is constitutive aspect of perception. And perception can be understood mainly as organization and interpretation of sensations or even sensory data that result in an awareness of self and the environment, as a form of representation of external or outside objects, in the context of this research, this means that for these authors we do not perceive the world directly because our perception is always an interpretation of that world. The initial analysis reveals that the teachers in the research present quite varied perceptions about the approach to problem solving in the BNCC and the established judgment does not yet contribute to a clear awareness of the role of the BNCC skills that link to teaching and learning with mathematical problems and, finally, the construction of some specific and general skills pointed out in the BNCC on mathematical problem solving. And there seems to be a strong indicator of little emphasis given in continuing education for mathematics teachers on the role of problem solving in the context of skills and competencies.

COMMITTEE MEMBERS:
Presidente - 1192650 - ANA FANNY BENZI DE OLIVEIRA BASTOS
Interno - 1718323 - NERIO APARECIDO CARDOSO
Externo à Instituição - EDILBERTO FERNANDES SYRYCZYK - UFMT