نبذة مختصرة : Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2022-01-10T12:56:11Z No. of bitstreams: 1 MARINA DE SOUZA BORTOLUCCI.pdf: 2609305 bytes, checksum: f39124d6af3b4d0408d61bdeec46c3c2 (MD5) Made available in DSpace on 2022-01-10T12:56:11Z (GMT). No. of bitstreams: 1 MARINA DE SOUZA BORTOLUCCI.pdf: 2609305 bytes, checksum: f39124d6af3b4d0408d61bdeec46c3c2 (MD5) Previous issue date: 2020-12-15 Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES The idea for this research was originated in the uneasiness caused in the researcher teacher by classroom experiences and the studies carried out in the GEProMAI ? Study Group: Teachers Mathematizing in Early Years. The guiding questions of the research were: how do Elementary School 1st grade children, when instigated to broaden their number sense, signify pedagogical proposals involving numbers? How do the measurements made by the researcher teacher affect such development? From these questionings, came the general objective of the research: analyze, in an Elementary School 1st grade class, the advances in the development of the children's number sense based on the proposed practices related to the subject and the teacher's mediations to meet the different levels of knowledge in the group. The specific objectives are: (i) research and list the practices that contribute with the development of the number sense, with emphasis on mental calculation; (ii) analyze any indications of learning advances in number sense in the 1st grade children, by observing their strategies and learning paths throughout the process; (iii) analyze the measurements made by the researcher teacher and observe their contributions and limitations. Based on the theoretical reference, we understand number sense as a personal and personalized way to handle numbers and operations; and its development can be noticed by how each individual builds numerical relations and calculation strategies, especially mental ones. The bibliographical research in the Digital Library of Theses and Dissertations (in Portuguese: Biblioteca Digital de Teses e Disserta??es - BDTD) evidenced some gaps in the study of number sense in Brazil. The research was carried out in an Elementary School 1st grade class in a municipal school of Campinas, where the researcher worked as teacher during the school year of 2019. The research methodology was qualitative, interventive and characterized as self-study. The researcher has transcribed the recordings of five activities carried out with the whole class during regular school hours and analyzed two of them: the ball challenge and the form-ten game. The transcriptions provide the narratives in writing and are important resources for analysis. We highlight that the two investigated activities proved to be important practices that can collaborate with the establishment of numerical relations, contributing with the development of number sense. However, it is important to state that the activities by themselves are not enough; the teacher's fine mediations are key to help students advance. Choosing the self-study, interventive research has brought benefits: the pedagogical practices of the teacher were on the spotlight, and it allowed her to reflect on her mistakes and hits, and think about the type of mediation needed to support the development of number sense by the children in her class. A fine mediation requires the teacher to realize the multiple strategies used by the children and allow them to exchange their experiences. In the two analyzed activities, we can notice simple strategies ? such as finger-counting ? as well as more elaborated numerical relations, when the student connects different additions, for example. And that shows that not all mediations need to come from the teacher. Nonetheless, the teacher should create an environment where the group feels free to expose ideas and is encouraged by the teacher to formulate and externalize their thoughts and contribute with each other. A pesquisa surgiu a partir de inquieta??es resultantes das viv?ncias da professorapesquisadora em sala de aula e dos estudos realizados no GEProMAI ? Grupo de Estudos: Professores Matematizando nos Anos Iniciais. As quest?es norteadoras da pesquisa foram: como crian?as de um 1? ano do Ensino Fundamental, ao serem instigadas a ampliar o senso num?rico, significam propostas pedag?gicas envolvendo n?meros? De que maneira as media??es realizadas pela professora-pesquisadora afetam esse desenvolvimento? De tais quest?es emanaram o objetivo geral da pesquisa: analisar, em uma turma de 1? ano do Ensino Fundamental, os avan?os no desenvolvimento do senso num?rico nas crian?as, a partir da proposta de pr?ticas relacionadas ao tema e das media??es da professora que atendessem aos diferentes conhecimentos presentes nesse grupo. Como objetivos espec?ficos, destacamos: (i) pesquisar e elencar pr?ticas que contribuam para o desenvolvimento do senso num?rico, com ?nfase no c?lculo mental; (ii) analisar os ind?cios do avan?o na aprendizagem do senso num?rico nas crian?as de uma turma de 1? ano, observando suas estrat?gias e caminhos percorridos nesse processo; (iii) analisar as media??es realizadas pela professorapesquisadora, observando quais foram as contribui??es e limita??es destas. A partir de nosso referencial te?rico, entendemos senso num?rico como uma forma pessoal e personalizada de lidar com os n?meros e as opera??es, e seu desenvolvimento ? percept?vel pela maneira como cada um estabelece rela??es num?ricas e estrat?gias de c?lculo, principalmente o mental. O levantamento bibliogr?fico realizado na Biblioteca Digital de Teses e Disserta??es (BDTD) revelou uma lacuna nos estudos do senso num?rico no Brasil. A pesquisa foi desenvolvida em um 1? ano do Ensino Fundamental de uma escola da rede municipal de Campinas, turma na qual a pesquisadora atuou como docente no ano letivo de 2019. A metodologia da pesquisa adotada foi qualitativa, de natureza interventiva, caracterizada como pesquisa da pr?pria pr?tica. Para as an?lises a pesquisadora transcreveu as v?deo-grava??es de cinco atividades realizadas com toda a classe, nos hor?rios regulares de aulas, analisando duas delas: desafio das bolinhas e forma dez. As transcri??es possibilitaram a escrita de narrativas, tamb?m importantes recursos para a an?lise. Destacamos que as duas propostas investigadas se revelaram importantes pr?ticas que podem colaborar para o estabelecimento de rela??es num?ricas, contribuindo para o desenvolvimento do senso num?rico. No entanto, vale enfatizar que tais propostas por si s? n?o bastam para trazer avan?os para os alunos, media??es de qualidade do professor s?o fundamentais. A escolha da pesquisa da pr?pria pr?tica, de natureza interventiva, trouxe benef?cios: colocou a??es pedag?gicas da professorapesquisadora em foco de an?lise, permitindo que pudesse refletir nos seus erros e acertos, e pensar sobre o tipo de media??o necess?ria para auxiliar no desenvolvimento do senso num?rico das crian?as dessa turma. Para uma media??o de qualidade, ? fundamental que o professor perceba as m?ltiplas estrat?gias realizadas pelas crian?as e oportunize trocas entre elas. Nos dois jogos analisados, podemos perceber desde estrat?gias mais simples como a contagem utilizando os dedos das m?os, at? rela??es num?ricas mais elaboradas, nas quais o aluno fez liga??es entre diferentes somas, por exemplo. Com isso vale destacar que nem todas as media??es precisam partir do professor. Mas ele deve criar um ambiente no qual a turma se sinta ? vontade para expor suas ideias, tendo o incentivo do professor para que formulem e explicitem seus pensamentos, contribuindo com todo o grupo.
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