Logo Revista Latinoamericana de Investigación en Matemática Educativa

Artículo Especial

Vol. 13 N.º 4(II) (2010): Número Especial /Diciembre

LA RELACIÓN DEL COMPORTAMIENTO DEL PROFESOR CON EL AVANCE COGNITIVO DE LOS ESTUDIANTES AL INTRODUCIR UN SOFTWARE EDUCATIVO EN EL AULA

Publicado
junho 23, 2010

Resumo

A primeira parte desse artigo descreve brevemente um estudo cujo objetivo foi de descobrir os benefícios da introdução em aulas de educação primária, de um computador, um aparelho de projeção e um software desenvolvido a partir de princípios didáticos bem fundamentados. No entanto, o propósito principal aqui é mostrar o efeito do tipo de comportamento do professor sobre o desenvolvimento cognitivo de seus estudantes dentro dessa situação de ensino. Os resultados revelam a forte influência que os modos de instrução e de interação do professor exercem, e apontam para isso como um fator crítico no processo de ensino e aprendizado de qualquer modelo pedagógico. O tipo de comportamento do professor é, em grande parte, um reflexo de seu conhecimento tanto de conteúdo como de pedagogia, mas especialmente de uma sabedoria que entrelaça ambos, chamada de Conhecimento Matemático para o Ensino. Conseqüentemente, este é o aspecto mais importante e o qual merece atenção constante se desejamos avanços significativos na área de educação.

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