Banca de DEFESA: LETICIA RAYANE SILVA DOS ANJOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LETICIA RAYANE SILVA DOS ANJOS
DATE: 26/07/2024
TIME: 14:00
LOCAL: PPGEC sala 1B
TITLE:

STRATEGIES FOR THE DEVELOPMENT OF ALGEBRAIC THINKING FROM A ROTATIONAL HYBRID APPROACH

KEY WORDS:

Algebraic Thinking. Station Rotation Model. Personalized Teaching. Mathematics Education. High School.

PAGES: 185
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

Over the years, society has experienced many transformations, and the processes of teaching and learning Mathematics have undergone various changes that directly influenced the individuals involved with this curricular component. Consequently, numerous difficulties have been observed in the teaching and learning processes of Mathematics, with some research indicating that Algebra is one of the areas where students face the most significant challenges. Studies in the field of Mathematics Education suggest that this difficulty arises from the fact that Algebra has often been taught in a mechanized manner, focused on rules and manipulations, reducing the teaching of Algebra to symbolic language. In light of this, Luís Radford began to focus on the processes of teaching and learning Algebra without reducing it to alphanumeric language, but rather considering it as a form of thinking, referred to as Algebraic Thinking. However, there is no unified definition for conceptualizing Algebraic Thinking. This research delves into the perspective that it can be conceptualized through three vectors: Indetermination, Denotation, and Analyticity. It is believed that one of the ways to develop Algebraic Thinking in students is through innovative approaches that encourage peer interaction and foster protagonism. In this study, a hybrid approach was planned, based on a rotational model with an emphasis on personalized teaching and collaborative learning. This research is justified by the purpose of identifying contributions of a Personalized Teaching proposal constructed through a Hybrid Rotational Teaching model for the development of Algebraic Thinking in first-year high school students. Our goal was to investigate a pedagogical action aimed at developing Algebraic Thinking concerning the resolution of problems with recursive sequences using the Station Rotation Model. To achieve this, our specific objectives are: (1) to evaluate how collaborative and personalized learning, based on a rotational model, can support the teaching and learning processes of recursive sequences; (2) to identify the emergence (or not) of the characteristic vectors of Algebraic Thinking in the responses of participating students. This qualitative research employs the Station Rotation Model as its Methodological Pathway, aiming to provide participating students with diverse approaches to promote the development of Algebraic Thinking, ranging from problem-solving to the production of digital materials. Data collection was conducted through questionnaires, individual and collective registration forms, and audio and video recordings. The collected data revealed that, at times, students exhibited conceptual gaps limited to formula manipulation without a deep understanding. However, they also demonstrated conceptual maturation through personalized learning and peer interactions. This research represents a starting point for future investigations to explore Algebraic Thinking more comprehensively through hybrid Active Methodologies.

COMMITTEE MEMBERS:
Presidente - JANAINA DE ALBUQUERQUE COUTO
Interna - ANNA PAULA DE AVELAR BRITO LIMA
Externa ao Programa - 1310872 - GERLANE ROMAO FONSECA PERRIER - UFRPE