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A comunicação na formação inicial de professores de matemática : concepções e práticas de explicação na sala de aula
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Orientador(es)
Resumo(s)
Esta investigação tem por objectivo estudar a comunicação na aula de
Matemática do candidato a professor com especial atenção às suas concepções e
práticas de explicação no período de seu estágio, tendo em vista a eventual formulação
de propostas para a formação docente, fundamentadas empiricamente. O suporte teórico
da investigação é constituído por estudos sobre a formação inicial de professores de
Matemática, envolvendo diferentes modelos de formação para este período da
aprendizagem docente. Os estudos sobre as concepções e práticas do candidato a
professor propiciam igualmente compreender o seu modo de ser e de agir. Além disso,
assume um papel importante a perspectiva teórica sobre a comunicação nas aulas de
Matemática, nomeadamente a comunicação e a regulação do trabalho nas aulas e a
comunicação e o desenvolvimento de significados, onde se situam as explicações do
professor e dos alunos, e a comunicação e as experiências no estágio.
A metodologia utilizada nesta investigação localiza-se no paradigma
interpretativo, fundamentando-se em dois estudos de casos, de diferentes instituições de
ensino superior e com modelos distintos de estágio. Com o intuito de refinar os
instrumentos de recolha e análise de dados foi realizado um estudo piloto. Os estudos de
caso foram compostos e fundamentados na observação de aulas, entrevistas semiestruturadas
e interpretação de situações de ensino.
Esta investigação identificou o modo como as candidatas a professora usam a
comunicação para regular o trabalho nas aulas, tendo uma delas revelado capacidade
profissional enquanto outra ainda não conseguia lidar plenamente com este aspecto da
prática de comunicação. As concepções das candidatas a professoras valorizam aspectos
distintos. Para uma delas este tipo de comunicação deve ser preparado e claro enquanto
para a outra, cabe ao professor fazer sínteses baseadas nas explicações dos alunos. Por
outro lado, as práticas de ambas assemelham-se, nelas emergindo explicações
instrucionais e disciplinares, bem como explicações dos alunos. Foi patente a
importância dos diferentes professores formadores e colegas no processo de aprender a
ser professor de Matemática.
This investigation aims to study the communication in the mathematics class of the prospective teacher with special attention to his/her conceptions and practices about explanation, during the practicum, seeking the eventual formulation of empirically based proposals for this phase of teacher education. The theoretical support of this investigation includes studies on pre-service mathematics teachers, involving different teacher education models for this period of professional learning. The studies on the conceptions and practices of the prospective teacher also support the understanding of his/her way of being and acting. Besides, the theoretical perspectives about communication in mathematics classes, specifically communication and classroom regulation and communication and the development of meanings, where the teachers’ and students’ explanations and the communication and the experiences in the practicum are situated. The methodology used in this investigation follows the interpretative paradigm, and is based in two case studies, each one of a higher education institution and following different practicum models. A study pilot was carried out with the goal of refining the data collection and analysis instruments. The case studies were composed and based in the observation of classes, semi-structured interviews and the interpretation of teaching situations. This investigation identified the way as the prospective teachers use communication to regulate the work in their classes – one of them showed professional capacity whereas the other did not yet learnt to fully conduct this aspect of communication practice. The prospective teachers’ conceptions stress distinct aspects. For one this kind of communication should be prepared and clear whereas for the other the role of the teacher is to do syntheses based on students’ explanations. On the other hand, the practices of both resemble, emerging instructional and disciplinary explanations, as well as students' explanations. Where was visible the role different teacher educators and colleagues play in the process of learning how to be a mathematics teacher.
This investigation aims to study the communication in the mathematics class of the prospective teacher with special attention to his/her conceptions and practices about explanation, during the practicum, seeking the eventual formulation of empirically based proposals for this phase of teacher education. The theoretical support of this investigation includes studies on pre-service mathematics teachers, involving different teacher education models for this period of professional learning. The studies on the conceptions and practices of the prospective teacher also support the understanding of his/her way of being and acting. Besides, the theoretical perspectives about communication in mathematics classes, specifically communication and classroom regulation and communication and the development of meanings, where the teachers’ and students’ explanations and the communication and the experiences in the practicum are situated. The methodology used in this investigation follows the interpretative paradigm, and is based in two case studies, each one of a higher education institution and following different practicum models. A study pilot was carried out with the goal of refining the data collection and analysis instruments. The case studies were composed and based in the observation of classes, semi-structured interviews and the interpretation of teaching situations. This investigation identified the way as the prospective teachers use communication to regulate the work in their classes – one of them showed professional capacity whereas the other did not yet learnt to fully conduct this aspect of communication practice. The prospective teachers’ conceptions stress distinct aspects. For one this kind of communication should be prepared and clear whereas for the other the role of the teacher is to do syntheses based on students’ explanations. On the other hand, the practices of both resemble, emerging instructional and disciplinary explanations, as well as students' explanations. Where was visible the role different teacher educators and colleagues play in the process of learning how to be a mathematics teacher.
Descrição
Tese de doutoramento, Educação (Didáctica da Matemática), Universidade de Lisboa, Instituto de Educação, 2010
Palavras-chave
Didáctica da matemática Formação inicial de professores Comunicação na aula Teses de doutoramento - 2010