Analizando el impacto de la posición social dentro de grupos interactivos en la resolución de tareas de matemáticas en el aula de infantil

Autores

DOI:

https://doi.org/10.4322/gepem.2022.049

Palavras-chave:

grupos interativos de matemática; interação; educação infantil; posição social; argumentação

Resumo

Neste estudo, são analisados dois aspectos da resolução de tarefas matemáticas em grupos interativos: as dimensões social e cognitiva da aprendizagem. Pesquisas anteriores mostraram que a aprendizagem é um processo social. Temos abundantes estudos sobre espaços sociais de aprendizagem em estudos de nível primário, secundário ou universitário. No entanto, menos são as evidências da análise das interações sociais na educação infantil. A partir de sequências de vídeos de grupos interativos de matemática, realizados na sala de aula infantil (alunos de 4 a 5 anos), este artigo estuda como um grupo de meninos e meninas de 4 a 5 anos colaboram para resolver as tarefas propostas. É utilizada uma abordagem dialógica da aprendizagem, centrada na dimensão instrumental da aprendizagem da matemática e, especificamente, no processo de argumentação. O modelo de Toulmin é usado para analisá-lo. Conclui-se que nas crianças também podemos detectar processos de aprendizagem social que pesquisas já demonstraram acontecer em outros níveis educacionais.

Referências

ALSINA, C. (2009). Elogi de la visualització: l'aprenentatge del pensament visual en matemàtiques. REIRE. Revista d'Innovació i Recerca en Educació, p.13-20.

ANDREWS-TODD, J., FORSYTH, C. M., STEINBERG, J., & RUPP, A. A. Identifying profiles of collaborative problem solvers in an online electronics environment. In: K. E. BOYER & M. YUDELSON (Eds.), Proceedings of the 11th International Conference on Educational Data Mining (p. 239–245). 2018. Retrieved from http://educationaldatamining.org/files/conferences/EDM2018/EDM2018_Preface_TOC_Proceedings.pdf.

BARNES, M. The use of positioning theory in studying student participation in collaborative learning activities. In: Annual Meeting of the Australian Association for Research in Education, Melbourne, 2004. Retrieved from: https://www.aare.edu.au/data/publications/2004/bar04684.pdf

BAROODY, A. J. Fostering early numeracy in preschool and kindergarten. In: Encyclopedia of language and literacy development, 2009. Retrieved from: https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.617.8030&rep=rep1&type=pdf .

BROUSSEAU, G. La théorie des situations didactiques en mathématiques Presses universitaires de Rennes, 2011.

BROUSSEAU, G. Les obstacles épistémologiques et la didactique des mathématiques. Comptes rendus de la XXVIIIe rencontre organisée par la Commission Internationale pour l’Etude et l’Amélioration de l’Enseignement des Mathématiques, Louvain-la-neuve (p.101-117), 1976. Retrieved from: https://hal.archives-ouvertes.fr/hal-00516581/

BRUNER, J. The culture of education. Harvard University Press, 1996.

CERVANTES-BARRAZA, J. A., & CABAÑAS SÁNCHEZ, M. G. (2022). Mathematical argumentation based on refutations. REDIMAT, vol. 11, n.2, p. 159-179. https://doi.org/10.17583/redimat.4015

DE CORTE, E. (1995). Fostering cognitive growth: A perspective from research on mathematics learning and instruction. Educational Psychologist, v. 30, n. 1, p. 37-46. https://doi.org/10.1207/s15326985ep3001_4

DÍEZ-PALOMAR, J., & CABRÉ, J. (2015). Using dialogic talk to teach mathematics: The case of interactive groups. ZDM Mathematics Education, v. 47, n.7, p 1299-1312.

DÍEZ-PALOMAR, J., CHAN, M. C. E., CLARKE, D., & PADRÓS, M. (2021). How does dialogical talk promote student learning during small group work? An exploratory study. Learning, Culture and Social Interaction, v.30, n. Part A, p. 100540. https://doi.org/10.1016/j.lcsi.2021.100540

DOWELL, N. M., LIN, Y., GODFREY, A., & BROOKS, C. (2020). Exploring the Relationship between Emergent Sociocognitive Roles, Collaborative Problem-Solving Skills, and Outcomes: A Group Communication Analysis. Journal of Learning Analytics, v.7, n.1, p. 38-57. https://doi.org/10.18608/jla.2020.71.4

ELBOJ, C., & NIEMELÄ, R. (2010). Sub-communities of mutual learners in the classroom: the case of Interactive groups. Revista de psicodidáctica, v. 15, n. 2, p. 177-189.

FLECHA, R. Sharing words: Theory and practice of dialogic learning. Rowman & Littlefield, 2000.

FLECHA, R. Successful educational actions for inclusion and social cohesion in Europe. Springer, 2014.

GARCÍA-CARRIÓN, R., & DÍEZ-PALOMAR, J. (2015). Learning communities: Pathways for educational success and social transformation through interactive groups in mathematics. European Educational Research Journal, v.14, n.2, p.151-166. https://doi.org/10.1177/1474904115571793

GATT, S., OJALA, M., & SOLER, M. (2011). Promoting social inclusion counting with everyone: Learning Communities and INCLUD‐ED. International Studies in Sociology of Education, v. 21, n. 1, p. 33-47. https://doi.org/10.1080/09620214.2011.543851

GOFFMAN, E. The presentation of self in everyday life. Doubleday Anchor Books, 1959.

GREENO, J. G., COLLINS, A. M., & RESNICK, L. B. Cognition and learning. In CALFEE, R.C., & BERLINER, D.C. (Eds.), Handbook of educational psychology (p. 15-46), MacMillan, 1996.

HARRÉ, R., & SECORD, P. F. The explanation of social behaviour. Rowman & Littlefield, 1972.

HARRÉ, ROM, & MOGHADDAM, F. The self and others: Positioning individuals and groups in personal, political, and cultural contexts. Greenwood Publishing Group, 2003.

HUTCHINS, E. (2000). Distributed cognition. In: SMELSER, NJ., & BALTES, P.B. (Eds.), International Encyclopedia of the Social and Behavioral Sciences (p. 138). Elsevier Science, 2000.

KAMII, C. El niño reinventa la aritmética: implicaciones de la teoría de Piaget. Visor, 1988.

KRAMARSKI, B., MEVARECH, Z. R., & ARAMI, M. (2002). The effects of metacognitive instruction on solving mathematical authentic tasks. Educational studies in mathematics, v. 49, n. 2, p. 225-250. https://doi.org/10.1023/A:1016282811724

LAHANN, P., & LAMBDIN, D. V. Collaborative learning in mathematics education. In: LERMAN, S. (Ed.), Encyclopedia of mathematics education (p. 94-95). Springer, 2020.

MEAD, G. H. Mind, self and society. University of Chicago Press, 1934.

MUIR, T., BESWICK, K., & WILLIAMSON, J. (2008). “I’m not very good at solving problems”: An exploration of students’ problem solving behaviours. The Journal of Mathematical Behavior, v.27, n. 3, p. 228-241. https://doi.org/10.1016/j.jmathb.2008.04.003

NCTM. Principles and standards for school mathematics. National Council of Teachers of Mathematics, 2000.

PEA, R. D. Practices of distributed intelligence and designs for education. In: G. SOLOMON (Ed.) Distributed cognitions: Psychological and educational considerations (pp. 47-87). Cambridge University Press, 1993.

PIAGET, J. Introduction à l'épistémologie génétique (1): La pensée mathématique. Presses Universitaires de France, 1973.

PIAGET, J. La equilibración de las estructuras cognitivas: problema central del desarrollo. Siglo XXI, 1978.

PIAGET, J. Investigaciones sobre la generalización: estudios de epistemología y psicología genéticas. Premia, 1984.

POLYA, G. How to solve it: A new aspect of mathematical method. Princeton university press, 1945.

RÍOS, O., HERRERO, C., & RODRÍGUEZ, H. (2013). From access to education: The revolutionary transformation of schools as learning communities. International Review of Qualitative Research, v.6, n. 2, p. 239-253. https://doi.org/10.1525/irqr.2013.6.2.239

ROJAS-DRUMMOND, S., & MERCER, N. (2003). Scaffolding the development of effective collaboration and learning. International journal of educational research, v. 39, n. 1-2, p. 99-111. https://doi.org/10.1016/S0883-0355(03)00075-2

SCHOENFELD, A. H. (2016). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics (Reprint). Journal of education, v.196, n. 2, p. 1-38. https://doi.org/10.1177/002205741619600202

SLAVIN, R. E. (2010). Co-operative learning: what makes group-work work. In: DUMONT, H., ISTANCE, D., & BENAVIDES, F. (Eds.), The nature of learning: Using research to inspire practice. (p. 161-178). Paris, OECD, 2010.

SWANSON, D. & WILLIAMS, J. (2014). Making abstract mathematics concrete in and out of school. Educational Studies in Mathematics, v. 86, p. 193-209. https://doi.org/10.1007/s10649-014-9536-4

TOULMIN, S. The uses of argument. Cambridge: Cambridge University Press, 1958.

VALERO, D., REDONDO-SAMA, G., & ELBOJ, C. (2018). Interactive groups for immigrant students: a factor for success in the path of immigrant students. International Journal of Inclusive Education, v.22, n. 7, p. 787-802. https://doi.org/10.1080/13603116.2017.1408712

VALLS, R., & KYRIAKIDES, L. (2013). The power of Interactive Groups: how diversity of adults volunteering in classroom groups can promote inclusion and success for children of vulnerable minority ethnic populations. Cambridge journal of education, v.43, n. 1, p. 17-33. https://doi.org/10.1080/0305764X.2012.749213

VYGOTSKY, L. S. Mind in society: Development of higher psychological processes. Harvard university press, 1978.

WOOD, D., BRUNER, J. S., & ROSS, G. (1976). The role of tutoring in problem solving. Child Psychology & Psychiatry, v.17, p. 89-100.

Downloads

Publicado

08-12-2022

Como Citar

JAVIER DIEZ-PALOMAR; ANE LÓPEZ DE AGUILETA; ELISABETH TORRAS GÓMEZ; GARAZI LÓPEZ DE AGUILETA. Analizando el impacto de la posición social dentro de grupos interactivos en la resolución de tareas de matemáticas en el aula de infantil. Boletim GEPEM, [S. l.], n. 80, p. 164–192, 2022. DOI: 10.4322/gepem.2022.049. Disponível em: https://periodicos.ufrrj.br/index.php/gepem/article/view/605. Acesso em: 28 mar. 2024.

Edição

Seção

Artigos