Banca de DEFESA: VLADIMIR DE ARANTES SIQUEIRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : VLADIMIR DE ARANTES SIQUEIRA
DATE: 10/07/2026
TIME: 09:00
LOCAL: A definir
TITLE:

Professional knowledge for teaching probability in a 9th-grade middle school class: an investigation into one’s own practice

KEY WORDS:

Professional knowledge; Teaching probability; Research on one’s own practice; Investigative tasks; Probability literacy.

PAGES: 127
BIG AREA: Ciências Exatas e da Terra
AREA: Matemática
SUMMARY:

The overall objective of this study was to understand what professional knowledge is necessary for mathematics teachers who teach probability to 9th-grade students in elementary school. Conducted as a multi-paper study, it adopted a qualitative approach resulting in two articles and an educational product, with three specific objectives. The first article, of a documentary nature, sought to identify, through the SRCK and the MTSK-stochastic, the knowledge necessary for the teacher’s professional practice as presented in official curriculum documents, Basic Education materials, and continuing education resources. The second, situated in the field of research on practice itself, sought to analyze, through the theoretical lens of KQ, the process of planning and implementing an investigative mathematics task in a 9th-grade elementary school class. The corpus consisted of textbooks, the BNCC, the DCRB, PROFMAT materials, as well as a logbook, versions of the tasks, students’ written records, audio and video recordings, class transcripts, and conversations with the supervising teacher. The analysis adopted an interpretive paradigm through analytical episodes. In the documentary analysis, a predominance of the classical approach to probability was observed, along with limited exploration of the frequentist conception, a scarcity of open-ended tasks, and limitations in the articulation between school demands and training materials. The analysis adopted an interpretive paradigm through analytical episodes. In the document analysis, a predominance of the classical probability approach was observed, along with limited exploration of the frequentist conception, a scarcity of open-ended tasks, and gaps in the alignment between school requirements and training materials. In teaching practice, the dimensions of Foundation, Transformation, Connection, and Contingency allowed us to understand how beliefs, didactic choices, mediations, and responses to unforeseen situations manifested themselves in the planning and implementation of tasks. The results indicate that the professional knowledge necessary for teaching probability consists of the articulation between stochastic knowledge, teaching practices, and the relationships between school mathematics and academic mathematics, and that teaching probability in 9th grade requires more than formal mastery of the content; it requires navigating between different meanings of probability, recognizing students’ difficulties, planning investigative tasks with clarity and openness, sustaining discussions on uncertainty, risk, and decision-making, and transforming reflections on the lesson into professional knowledge. Finally, regarding the educational product, the objective was to produce educational curriculum materials focused on teaching probability based on the evidence and learnings generated by the previous stages.

COMMITTEE MEMBERS:
Presidente - 3051980 - JOUBERT LIMA FERREIRA
Interno - 1983258 - LENIEDSON GUEDES DOS SANTOS
Externa à Instituição - AIRAM DA SILVA PRADO - UEFS