Navegando por Autor "Santos, Sandra da Silva"

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Análise da construção conceitual de espacialidade a partir das sugestões dos livros didáticos do primeiro ciclo do ensino fundamental
(2019-12-19) Anjos, Regina Alves dos; Santos, Sandra da Silva; http://lattes.cnpq.br/0974046822570556
This paper aims to analyze how the process of construction of spatiality in textbooks in the literacy cycle takes place. To this end, we have studied how the concept of spatiality fits into official curriculum documents, PNAIC (National Literacy Program at the Right Age) materials, the PNLD (National Textbook Program) guide and the Mathematics Education literature. We look at the literacy cycle books of two textbook collections. We conclude that the location, representation and spatial orientation should be addressed in all years of basic education and that, in the analyzed collections, the contents of this theme are addressed throughout the course of the literacy cycle, and spatial representation is not always contemplated. in the analyzed books.
Estatística nos anos iniciais do Ensino Fundamental: um olhar para dois livros didáticos do 3º ano
(2021-07-16) Ferreira, Wedja Leandra Pereira; Santos, Sandra da Silva; http://lattes.cnpq.br/0974046822570556; http://lattes.cnpq.br/8202084306342639
This research aims to analyze the contributions of two textbooks, used by a class of the 3rd year of Elementary School, in the learning of statistical contents from the perspective of Literacy and Mathematical Literacy. Based on the theoretical texts of Lopes (1998), Dante (1996), of the National Curriculum Parameters of Mathematics (PCN, 1997); of the National Common Curriculum Base (BNCC, 2018), Gay (2008) among other authors, who support the research. The methodology is based on content analysis by Oliveira and Freire Andrade (2003), and Bardin (1977). We built two categories and seven subcategories of analysis for a universe of two textbooks. We used the open interview and two textbooks used by the teacher as the main research instrument. In this context, one of the results pointed out in this research was the importance of educating in having access to statistical concepts focused on the perspective of Literacy and Mathematical Literacy. This includes a strong ability to analyze and understand their meanings as well as being able to make a critical analysis of the data presented. Thus, the school has an important role to play in the dissemination of statistical knowledge, by improving and stimulating the ability to read and interpret data.
Os registros de estudantes do 1º ano do ensino fundamental nas aulas de matemática: um olhar para o processo de letramento e alfabetização matemática
(2021-07-15) Oliveira, Maria Andréa Cavalcante Lima de; Santos, Sandra da Silva; http://lattes.cnpq.br/0974046822570556; http://lattes.cnpq.br/7244798631797277
This monograph had as general objective to analyze the records produced by students of a class of the 1st year of Elementary School during a school year. The work presents as theoretical support the discussions about the Literacy Cycle in official documents and in the Mathematical perspective. We also discuss the role of registering students in Mathematics classes, teacher training for learning Mathematics, as well as textbooks and Mathematics Teaching. And, finally, the thematic units for Mathematics teaching in the Literacy Cycle. The main authors who supported the research were Curi (2005), Souza (2010), Maya and Maranhão (2015), Nacarato (2013), among others. In the methodological procedures, qualitative research was adopted, in which we used a semi-structured interview with a teacher who worked in the 1st year of Elementary School and the records produced by her students (in books and notebooks). To analyze the collected data, content analysis was used (MORAES, 1999) so that the analysis was structured into two broad categories: “The role of records for the teacher” and “The role of records for students''. The results of this research show that the teaching of mathematics in the literacy and literacy process in a 1st year class of elementary school is far from what is foreseen in the official documents, since it was evident that the demand for literacy in the Mother Language was predominant when compared the mathematical literacy of this class. There were few math classes during the school year and they were essentially concentrated on the use of the textbook. However, not all thematic units in the book were experienced by the students and the reduced use of the notebook with traditional activities focused on numerical sequence reveals the gaps left in this process of mathematical literacy. To improve this scenario, investment in specific teacher training for teachers who work in the literacy cycle is essential.