Enhancement of Fellows of Self-Regulated Learning of PIBID/UFPel's Degree in Mathematics through Pedagogical Workshops

We conducted a qualitative case study type, trying to analyze whether the workshops developed in the Institutional Scholarship Project Initiation to Teaching/PIBID, the degree course in Mathematics of Federal University of Pelotas/UFPel, promoted self-regulated learning of fellows mathematics, describing their processes of learning and teaching. The collected data were derived from a document analysis performed from the project and the report of workshops developed mathematics and also conducted semi-structured interviews with three fellows who worked on math workshops. The data were subjected to content analysis and it emerged the following categories: a) planning b) execution c) evaluation of math workshops conducted in a collaborative action. Analyzing the data, we inferred that the scholars developed actions that revealed the ability to organize, plan, and schedule tasks to be performed within the given deadline.