The design of statements and the (re)formulation and resolution of open problems that address issues of social relevance with the use of digital technologies in the initial formation of Mathematics teachers

Fabiane Fischer Figueiredo,Claudia Lisete Oliveira Groenwald

doi:10.17648/acta.scientiae.v21iss2id5046

Fabiane Fischer Figueiredo, Claudia Lisete Oliveira Groenwald

Open Access

https://doi.org/10.17648/acta.scientiae.v21iss2id5046

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Journal: Acta Scientiae	Publication Date: Apr 30, 2019
License type: CC BY 4.0

Affiliation: Universidade Luterana do Brasil

Abstract

This paper presents the results obtained with an investigation, in which a pair of Mathematics graduates, participants of an Extension Course, carried out the design of a statement of open problems. This investigation also addressed a theme of social relevance, in which technologies were used so that these problems were (re)formulated and solved, with the use of technological resources, by students of Basic Education. In order for this objective to be achieved, the training teachers carried out the design activities of problems with the use of digital technologies, planning of the pedagogical practice, in which these problems would be proposed, and of execution of this practice, which occurred through a pedagogical workshop. After completing these activities, the graduates had the opportunity to discuss and reflect on the experiences of designer and teacher, so that they contributed to producing knowledge about the design of open problem statements that address issues of social relevance, (re)formulation and resolution using digital technologies, and how to propose such problems.

Highlights

This paper presents the results obtained with an investigation, in which a pair of Mathematics graduates, participants of an Extension Course, carried out the design of a statement of open problems
In order for this objective to be achieved, the training teachers carried out the design activities of problems with the use of digital technologies, planning of the pedagogical practice, in which these problems would be proposed, and of execution of this practice, which occurred through a pedagogical workshop
The implementation of pedagogical practices, using methodological perspectives, that allows the production of mathematical knowledge associated to technological and related to social relevance, is a necessity in Basic Education since they can contribute for the students to develop the ability to solve problems, in the school environment and beyond

Summary

INTRODUCTION

The implementation of pedagogical practices, using methodological perspectives, that allows the production of mathematical knowledge associated to technological and related to social relevance, is a necessity in Basic Education since they can contribute for the students to develop the ability to solve problems, in the school environment and beyond For this reason, it is understood that, in the initial formation of Mathematics teachers, spaces should be offered so that the training teachers can study, discuss and reflect on such perspectives, such as the design of problems with the use of digital technologies, which can favor the production of knowledge and the improvement and/or development of teaching skills and abilities. The activities were carried out by the working group denominated as graduates A and G and are part of qualitative research of the Graduate Program in Teaching Science and Mathematics (PPGECIM) of the Lutheran University of Brazil (ULBRA)

THEORETICAL framework

METHODOLOGICAL PROCEDURES

FINAL CONSIDERATIONS