Objetos de aprendizagem e recursos educacionais abertos para o ensino da matemática: um olhar sobre os cursos EaD da UFRN

Resumo

Mathematics education confronts persistent challenges within the teaching and learning process, characterized by students’ lack of motivation and difficulties in understanding mathematical concepts, alongside educators’ struggles to achieve effective instructional outcomes. In response to this scenario, the present study explores how teacher education programs focused on the use of Learning Objects (LO) and open educational resources (OER) can support the professional development of distance learning licentiate students at the Federal University of Rio Grande do Norte (UFRN). The primary objective is to analyze the contributions of a teacher training program that integrates LO and OER into mathematics instruction within the context of Distance Education (DE). Specific aims include: (a) analyzing the academic and contextual profiles of participating UFRN students; (b) designing a training experience based on Fixed Instructional Design with an emphasis on innovative teaching practices; (c) developing instructional materials on the application of LOs and OERs; and (e) evaluating its effectiveness. The theoretical foundation of the research encompasses the principles of Distance Education, the pedagogical use of Learning Objects and open educational resources, and the structure of Fixed Instructional Design. Methodologically, the study adopts a qualitative, applied approach with descriptive and exploratory objectives, guided by the stages of Fixed Instructional Design. Data collection was conducted through a diagnostic questionnaire and continuous observation of students’ participation in the Moodle, as well as their engagement in synchronous sessions. Data analysis followed Saldaña’s Coding Cycles, supported by the Atlas.ti software, utilizing initial and descriptive coding in the first cycle and code mapping in the transition cycle. As an outcome, a training model entitled “Inovática,” grounded in Fixed Instructional Design was developed. The implementation of this model through the course demonstrated significant improvements in pedagogical practices, notably the incorporation of LOs and the OBAMA platform as didactic tools. Teaching sequences developed by the participants revealed the mobilization of core mathematical concepts, such as numbers, operations, and geometric figures, connected to problem-solving, contextualization, and the construction of meaning. Two open educational resources were produced as final deliverables: an e-book presenting the course’s instructional design, and the “Inovática” course itself, available via Moodle. The findings highlight the societal relevance of this research, as it contributes to the preparation of educators who are more equipped to deliver mathematics education that is accessible, innovative, and responsive to contemporary demands, thus advancing the development of a more equitable and intellectually empowered society.

Dados da obra

Tipo

Dissertação (mestrado)

Instituição

UFRN

Programa

PROGRAMA DE PÓS-GRADUAÇÃO EM INOVAÇÃO EM TECNOLOGIAS EDUCACIONAIS

Ano

2025

Defesa

09/06/2025

Idioma

pt

Palavras-chave

CIENCIAS HUMANAS::EDUCACAO; Formação docente; Matemática; Recursos digitais; Design instrucional

Temas

Formação de Professores de Matemática, Geometria, Práticas Pedagógicas, Resolução de Problemas, Tecnologias Digitais

Handle

https://repositorio.ufrn.br/handle/123456789/65556

Acesso

Texto completo na fonte

Fontes

BDTD/IBICT

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026