Banca de DEFESA: WELSON STE-CROIX

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : WELSON STE-CROIX
DATE: 23/05/2025
TIME: 08:30
LOCAL: Remoto
TITLE:

 

SOCIAL REPRESENTATIONS OF “MATHEMATICS” AND “MATHEMATICS TEACHING IN THE EARLY YEARS” SHARED BY TEACHERS IN PRE-SERVICE TRAINING IN HAITI AND BRAZIL

KEY WORDS:

Social Representations. Teaching of Mathematics. Initial Teacher Training. Early Years of Elementary School.

PAGES: 126
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

This research aims to analyze the social representations of “mathematics” and “teaching mathematics in the early years” shared by teachers in initial training and their relationships with the teaching of mathematics in the early years of elementary school in Haiti and Brazil. The research was based on the Theory of Social Representations and the Theory of the Central Nucleus. In developing the research, we adopted the free evocation of words and the hierarchization of associations with the inducing terms “Mathematics” and “Teaching Mathematics in the Early Years”. In addition, a questionnaire was applied to identify: profile of the participants, students' learning difficulties in Mathematics in the early years of Elementary School and aspects related to initial teacher training in both countries. The research was conducted with eighty-two students of the Pedagogy course in public universities in Brazil and in Normal Schools of Instructors in Haiti. In the Brazilian scenario, the majority of Pedagogy students are female, while in Haitian normal schools, the majority are male. In both countries, the elements “operations, calculation and numbers” are the most frequent and important ones that represent Mathematics. Numbers and operations, above all, represent the Teaching of Mathematics in the Early Years. According to teachers and undergraduates, improving initial teacher training to teach Mathematics in the early years requires, in particular: more financial investment and more projects, articulation between theory and practice, the development of knowledge about teaching methodologies and teaching resources, and more “practical classes”.

 

COMMITTEE MEMBERS:
Presidente - ELISANGELA BASTOS DE MELO ESPINDOLA
Interno - JADILSON RAMOS DE ALMEIDA
Externo à Instituição - EVANILSON LANDIM ALVES