{"id":16854,"date":"2018-09-24T14:44:21","date_gmt":"2018-09-24T13:44:21","guid":{"rendered":"http:\/\/blogs.ua.pt\/cidtff\/?p=16854"},"modified":"2018-09-24T14:44:21","modified_gmt":"2018-09-24T13:44:21","slug":"provas-de-doutoramento-em-educacao-de-lucia-yeni-wulandari-suharman","status":"publish","type":"post","link":"https:\/\/cidtff.web.ua.pt\/blog\/?p=16854","title":{"rendered":"Provas de Doutoramento em Educa\u00e7\u00e3o de Lucia Yeni Wulandari Suharman"},"content":{"rendered":"

\"\"<\/a>19 setembro, 14h30 | sala 5.3.27 do Departamento de Educa\u00e7\u00e3o e Psicologia<\/strong><\/p>\n

No passado dia 19 de setembro, pelas 14h30, tiveram lugar, na Sala 5.3.27 do Departamento de Educa\u00e7\u00e3o e Psicologia, as provas do Programa Doutoral em Educa\u00e7\u00e3o de Lucia Yeni Wulandari Suharman, com o t\u00edtulo: \u201cRacioc\u00ednio alg\u00e9brico na forma\u00e7\u00e3o inicial de professores em Timor-Leste\u201d.<\/p>\n

Lucia Suharman foi orientada pela investigadora do CIDTFF Teresa Bixir\u00e3o Neto, e pelo investigador Juan Diaz Godino<\/a>, da Universidade de Granada, Espanha.<\/p>\n

Seguem-se os resumos disponibilizados pela doutoranda.<\/p>\n

ver mais<\/a><\/p>\n

 <\/p>\n

Resumo<\/strong><\/p>\n

A principal finalidade deste trabalho \u00e9 promover o desenvolvimento do racioc\u00ednio alg\u00e9brico (RA) e do conhecimento did\u00e1tico-matem\u00e1tico (CDM) de futuros professores timorenses no \u00e2mbito de uma a\u00e7\u00e3o formativa em \u00c1lgebra.<\/p>\n

A fundamenta\u00e7\u00e3o te\u00f3rica centra-se na aprendizagem da \u00c1lgebra e no desenvolvimento do conhecimento na forma\u00e7\u00e3o inicial de professores do Ensino B\u00e1sico e do Ensino Secund\u00e1rio. Sobre a\u00a0 \u00c1lgebra envolve-se o RA e, tamb\u00e9m, erros e dificuldades na aprendizagem da \u00c1lgebra. Descreve-se conceitos da teoria do Enfoque Ontossemi\u00f3tico (EOS) do conhecimento e instru\u00e7\u00e3o da Matem\u00e1tica, ferramentas utilizadas neste estudo: o modelo do conhecimento did\u00e1tico \u2013 matem\u00e1tico (CDM) do professor; os n\u00edveis do RA nas atividades matem\u00e1ticas.<\/p>\n

A a\u00e7\u00e3o formativa em \u00c1lgebra decorreu na unidade curricular de Pr\u00e1tica Pedag\u00f3gica II, do curso de Licenciatura no Ensino da Matem\u00e1tica, da Universidade Nacional de Timor Lorosa’e, com estudantes do 4.\u00ba ano deste curso. Ao longo deste processo formativo, desenvolveram-se e avaliaram-se os conhecimentos destes estudantes na resolu\u00e7\u00e3o de tarefas alg\u00e9bricas e na identifica\u00e7\u00e3o dos n\u00edveis de racioc\u00ednio alg\u00e9brico envolvidos.<\/p>\n

O estudo segue uma metodologia da natureza mista, assumindo um car\u00e1cter fundamentalmente descritivo, onde a investigadora assume tamb\u00e9m o papel de formadora.<\/p>\n

A recolha de dados foi realizada atrav\u00e9s da aplica\u00e7\u00e3o de dois question\u00e1rios a um grupo de 24 estudantes, um antes e outro ap\u00f3s a a\u00e7\u00e3o formativa. Foram tamb\u00e9m realizadas fichas de trabalho em grupo, durante a realiza\u00e7\u00e3o da a\u00e7\u00e3o formativa, e entrevistas cl\u00ednicas a quatro grupos de alguns estudantes, tendo por base os resultados do question\u00e1rio final.<\/p>\n

As tarefas apresentadas visam uma articula\u00e7\u00e3o entre o conte\u00fado alg\u00e9brico e did\u00e1tico e permitiram explorar o desenvolvimento do RA manifestado pela utiliza\u00e7\u00e3o de objetos alg\u00e9bricos, transforma\u00e7\u00f5es e linguagem, e o conhecimento did\u00e1tico nas facetas epist\u00e9mica, cognitiva e instrucional.<\/p>\n

Na avalia\u00e7\u00e3o inicial, o estudo revela os significados pessoais dos futuros professores e as suas necessidades de forma\u00e7\u00e3o para enfrentar as dificuldades de formas do racioc\u00ednio alg\u00e9brico e do conhecimento did\u00e1tico. A falta de dom\u00ednio da l\u00edngua portuguesa dificulta os futuros professores na tradu\u00e7\u00e3o da linguagem verbal para a linguagem alg\u00e9brica, que teve implica\u00e7\u00f5es na compreens\u00e3o relativamente \u00e0 situa\u00e7\u00e3o problem\u00e1tica das tarefas. A preocupa\u00e7\u00e3o relativamente ao dom\u00ednio do conhecimento did\u00e1tico-matem\u00e1tico, na constru\u00e7\u00e3o ou modifica\u00e7\u00e3o de uma tarefa refere-se \u00e0 import\u00e2ncia que os futuros professores devem ter sobre este tipo de conhecimento para ensinar os seus futuros alunos.<\/p>\n

Os resultados da avalia\u00e7\u00e3o final mostram a evolu\u00e7\u00e3o na sua capacidade de utilizar os objetos e processos alg\u00e9bricos, de generalizar e de expressar algebricamente essa generaliza\u00e7\u00e3o. Mesmo assim, ainda se encontraram dificuldades de alguns estudantes ao n\u00edvel da: modela\u00e7\u00e3o matem\u00e1tica; da resolu\u00e7\u00e3o de equa\u00e7\u00f5es (envolvendo opera\u00e7\u00f5es e propriedades com radicais); da constru\u00e7\u00e3o de uma tarefa alg\u00e9brica. A entrevista cl\u00ednica revela ser um meio que, al\u00e9m de permitir recolher de dados, tamb\u00e9m ajuda os estudantes a ultrapassar as dificuldades na aprendizagem da \u00c1lgebra.<\/p>\n

Os resultados deste estudo mostram que existe necessidade dos futuros professores timorenses terem forma\u00e7\u00e3o adequada que lhes permita desenvolver as capacidades did\u00e1tico-matem\u00e1tico em atividades que envolvem o racioc\u00ednio alg\u00e9brico e promover, tamb\u00e9m, a capacidade de integrar o conhecimento dos conte\u00fados matem\u00e1ticos e a especificidade de ensinar.<\/p>\n

 <\/p>\n

– – – – –<\/p>\n

Abstract<\/strong><\/p>\n

The main purpose of this work is to promote the development of algebraic reasoning (AR) and didactic-mathematical knowledge (DMK) of future Timorese teachers within the range of a formative action in Algebra.<\/p>\n

The theoretical foundation focuses on the learning of Algebra and the development of knowledge in the pre-service teacher\u2019s education of Primary Education and Secondary Education. In this study, Algebra includes the AR and also errors and difficulties in the learning of Algebra. Concepts such as the onto-semiotic approach (OSA) of mathematical knowledge and instruction will be further described as the main tools used in this study: the teacher’s didactic-mathematical knowledge model (DMK) and the AR levels in mathematical activities.<\/p>\n

The training course in Algebra was held in the Pedagogical Practice II course of the Mathematics Teaching Degree course of the National University of Timor Lorosa’e with students attending the 4th<\/sup> year. Throughout this formative process, the students’ knowledge was developed and evaluated by solving algebraic tasks and by identifying the levels of algebraic reasoning involved.<\/p>\n

The study follows a methodology of mixed nature, assuming a fundamentally descriptive character, where the researcher also assumes the role of trainer.<\/p>\n

The data collection was performed through the application of two questionnaires to a group of 24 students, one before and another after the training course. Group work sheets were also carried out during the formative action. Moreover, based on the results of the final questionnaire, clinical interviews were given to four groups formed by some students.<\/p>\n

The tasks were aimed at the articulation between the algebraic and didactic content that allowed exploring the development of the AR that manifests through the use of algebraic objects, transformations and language, and didactic knowledge in the epistemic, cognitive and instructional facets.<\/p>\n

In the initial evaluation, the study reveals the personal meanings of future teachers and their training needs to face the difficulties of forms of algebraic reasoning and didactic knowledge. The lack of mastery of the Portuguese language makes it difficult for future teachers to translate verbal language into algebraic language, which implies understanding the problem situation of the task. The concern about the domain of didactic-mathematical knowledge of the type of construction or modification of a task refers to the attention that should be payed to this particular knowledge that future teachers should have to be able to teach their future students.<\/p>\n

The results of the final evaluation show the evolution in its ability to use algebraic objects and processes, to generalize and to express algebraically this generalization. Even so, difficulties were still encountered by some students at the level of: mathematical modelling; solving equations (involving operations and properties with square root); the construction of an algebraic task. The clinical interview allows data collection and it also helps students to overcome the difficulties in learning Algebra.<\/p>\n

The results of this study show that there is a need for future Timorense teachers to have adequate training which enables them to develop didactic-mathematical skills in activities involving algebraic reasoning and also to promote the ability to integrate knowledge of mathematical contents and to teach.<\/p>\n","protected":false},"excerpt":{"rendered":"

19 setembro, 14h30 | sala 5.3.27 do Departamento de Educa\u00e7\u00e3o e Psicologia No passado dia 19 de setembro, pelas 14h30, tiveram lugar, na Sala 5.3.27 do Departamento de Educa\u00e7\u00e3o e Psicologia, as provas do Programa Doutoral em Educa\u00e7\u00e3o de Lucia Yeni Wulandari Suharman, com o t\u00edtulo: \u201cRacioc\u00ednio alg\u00e9brico na forma\u00e7\u00e3o inicial de professores em Timor-Leste\u201d. […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[44,14],"tags":[],"class_list":["post-16854","post","type-post","status-publish","format-standard","hentry","category-atos-academicos","category-destaques"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t