Matemática e cotidiano : processos metacognitivos construídos por estudantes da EJA para resolver problemas matemáticos

Resumo

This study aimed on revealing which metacognitive strategies are constructed by EJA students, in the literacy phase, when solving mathematical problems and in what way the dialogue between these strategies interferes in their school performance. For this, the research was carried out through a pedagogical intervention in a class, whose teaching institution belongs to the S System, composed of eleven participants. The methodological approach of this study consists of the organized research-act with the following stages: observation, interviews, application of questionnaires, application of didactic sequences and preparation of field diary for data collection and analysis. The bibliographical incursion is reported in authors such as Flavell, Miller and Miller (1999); Ludovico et al. (2001); Portilho (2011); Locatelli (2014); Silva (2009); Souza (2009); Charlot (2000, 2005, 2013); Freire (2015); Dante (2010) who subsidized the interpretations of didactic phenomena occurring in the classroom, from the perspective of four categories: Mathematics in EJA, Mathematical Problem Solving, Metacognition and Relation with Knowing. The analysis of the data allowed to dissuade the mutual effects between the concept of Metacognition and the theory of Relation with Knowing, since both concepts approach the subject's gaze on himself and on knowledge. That is, the understanding of metacognitive processes favors students' learning, by being able to perceive what they know and how they learn, both individually and collectively in the classroom. Therefore, it was noticed that the solving of mathematical problems presents itself as a favorable methodology to this process, instigating the subjects to think about their own reasoning while they are working the activities proposed in the classes. It was also noted that the social and identity dimensions of the subjects studied, in their relationship with knowledge, permeate the whole conjuncture of the looking at oneself and other colleagues during the resolution of the proposed tasks: to think about the reason for their difficulties and / or Skills; To be admitted as a singular and social subject; Making comparisons with yourself and other colleagues; Dealing with their individuality and, at the same time, allowing the exchange of knowledge.

Metadados

Veículo

Universidade Federal de Sergipe

Orientação

Veleida Anahí da Silva

Acervo

Teses e dissertações (BDTD/UFS)

Ano

2017

Idioma

por

Tipo

Dissertação

Texto completo

https://ri.ufs.br/handle/riufs/5126

Palavras-chave

Matemática · Matemática (estudo e ensino) · Educação de jovens e adultos · EJA · Aprendizagem baseada em problemas · Metacognição · Ensino de matemática na EJA · Resolução de problemas matemáticos · Relação com o saber · Mathematics teaching in the EJA · Mathematical problem solving · Metacognition · Relation with knowing · CIENCIAS HUMANAS::EDUCACAO

Fonte do metadado

ri-ufs

Exportar citação

@misc{campos2017matematica,
  title   = {Matemática e cotidiano : processos metacognitivos construídos por estudantes da EJA para resolver problemas matemáticos},
  author  = {Vanessa Graciela Souza Campos},
  year    = {2017},
  journal = {Universidade Federal de Sergipe},
  url     = {https://ri.ufs.br/handle/riufs/5126},
}

TY  - GEN
AU  - Vanessa Graciela Souza Campos
TI  - Matemática e cotidiano : processos metacognitivos construídos por estudantes da EJA para resolver problemas matemáticos
PY  - 2017
JO  - Universidade Federal de Sergipe
UR  - https://ri.ufs.br/handle/riufs/5126
AB  - This study aimed on revealing which metacognitive strategies are constructed by EJA students, in the literacy phase, when solving mathematical problems and in what way the dialogue between these strategies interferes in their school performance. For this, the research was carried out through a pedagogical intervention in a class, whose teaching institution belongs to the S System, composed of eleven participants. The methodological approach of this study consists of the organized research-act with the following stages: observation, interviews, application of questionnaires, application of didactic sequences and preparation of field diary for data collection and analysis. The bibliographical incursion is reported in authors such as Flavell, Miller and Miller (1999); Ludovico et al. (2001); Portilho (2011); Locatelli (2014); Silva (2009); Souza (2009); Charlot (2000, 2005, 2013); Freire (2015); Dante (2010) who subsidized the interpretations of didactic phenomena occurring in the classroom, from the perspective of four categories: Mathematics in EJA, Mathematical Problem Solving, Metacognition and Relation with Knowing. The analysis of the data allowed to dissuade the mutual effects 
ER  -