Dissertações em Educação em Ciências e Matemáticas (Mestrado) - PPGECM/IEMCI

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2293

O Mestrado Acadêmico iniciou-se em Maio de 2002 pertence ao Programa de Pós-Graduação em Educação e Ciências e Matemáticas (PPGECM) do Instituto de Educação Matemática e Ciêntífica (IEMCI) da Universidade Federal do Pará (UFPA).

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A história da matemática como metodologia de ensino da matemática: perspectivas epistemológicas e evolução de conceitos
(Universidade Federal do Pará, 2005-02-28) GOMES, Emerson Batista; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071
We are frequently censured of a population without memory, not for we have not passed, that would be absurd and our homeland is responsible for several cultural constructions and you conquer scientific-technological. The problem resides in the negligence character that most of the population is habituated when of the conservation of the good values and you know. Being like this, a lot of activities and procedures are treated with neglect by this part of the population. We are not being here just about the population with not very or any access to the education, but of the class intellectualized that trust in the science as something finish and without historical foundation, once they excel for the obtained results and not for the means of construction of these knowledge. It is in this context that we judged he/she/it to justify our assertion epistemological. We possessed the understanding that nothing related to the teaching process should be treated without a formation conceptual paltada in its history. This for we believe that only after a reflection act about the actions practiced in the daily academic, we can notice the due relationships incorporated to the field of the personal, social and cultural conscience. Having incorporated such ideal, we felt the back-up need in the certain of the Mathematical Education, more specifically in if being about the defense of the History of the Mathematics as teaching methodology. For so much we investigated by means of a questionnaire the positions with relationship to the education, to the history and the several teachers' of the public net mathematics and peculiar of teaching. The these teachers' thoughts went of great importance to mold the forms with that would approach our defense of the history as methodology of teaching of the mathematics. We judged important, still, our explicit way to conceive the reflection by means of the construction of the knowledge, being this treated so much in philosophical stamp as psychological. The construction of the dissertation would not be complete if we didn't discuss the forms of perception of the history in elapsing of the times and our conception of the history as teaching methodology. That we made it, with the hope of we be contributing to the improvement of the mathematics teachers' posture in class room and of the conscience that should have memory of the construction of ours you know.
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Ações avaliativas em ambiente de ensino e aprendizagem gerado pela modelagem matemática
(Universidade Federal do Pará, 2015-06-25) SANTOS JÚNIOR, Augusto Fergusson dos; CHAVES, Maria Isaura de Albuquerque; http://lattes.cnpq.br/1914620696226334; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071
This study aims to point evaluative actions evidenced in teaching and learning environment generated by mathematical modeling and consolidate them as argument for the use of modeling in educational contexts whether in Elementary School, Secondary School or University. To this end, we used a qualitative research of bibliographic nature consisting in the Experience Reports analysis of teachers who developed Modeling activities in the classroom and whose experiences were published in the VIII National Conference on Modelling in Mathematics Education – VIII CNMEM held in 2013. Since the documents considered dealing with experiences in Mathematical Modelling and not specifically the learning evaluation, we conducted a literature search of the meta-analysis type in order to extract and interpret evidence other than weren’t in the original research focus. For the conduct of the documental analysis, the methodology of the Discursive Textual Analysis was used, as Moraes and Galiazzi (2007), according to which it was possible to fragment and categorize relevant aspects regarding the phenomenon investigated. Data analysis according to the theoretical references of Mathematical Modelling and researchers in the field of learning evaluation pointed out that the teacher whose practices are systematized in teaching and learning environment generated by Mathematical Modelling shows interactive and retrospectives evaluative actions.Interactive evaluative actions indicate that during execution of the Mathematical Modelling activity, the teacher is willing to evaluate the student's knowledge construction, having the opportunity to verify the learning or intervene starting from the need revealed in the students demonstrations. Retrospective evaluative actions reveal that, after the completion of Mathematical Modeling activity, the teacher is willing to evaluate their own practice, in order to judge whether their objectives have been achieved and consider adjustments in their didatic choices to guide future practice. In that way, the Mathematical Modelling process provides teacher actions characterized by the link between teaching actions, evaluation and learning.
Acesso aberto (Open Access)
CTS e a modelagem matemática na formação de professores de física
(Universidade Federal do Pará, 2007) MOUTINHO, Pedro Estevão da Conceição; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071
This study is about a research among research-teacher, physics teacher and his class of licenciatura in the Centro Federal de Educação Tecnológica do Pará - CEFETPA, composed of 32 students in witch was used CTS Trend and the Mathematical Modeling as environment for formation of physics teachers. It is about participant research, in the modality narrative, with objective to register and analyze the actions and the register of the characters of the research. Six activities with the objective of collect data to answer the problem proposal in this investigation were planned. These data had been registered trough film, writing from the students and writing from the research-teacher. In the analyzes of the results, it is conclude of the environment proportionate by the CTS Trend and by Mathematical Modeling, trough the experimentation, are necessary for formation of a differentiated teacher, who wants to give meaning to the learning of his future students, because in the speech of these perceives the necessities that these student have to know other methodologies of teaching / learning in substitution of the Cartesian mechanical methodology that they coexisted during all basic and middle formation. Therefore this work began discussing about the evolution of the scientific method, later about the CTS Trend, the didactic book proposes and the Mathematical Modeling. After that, the experimental activities using theses methodologies proposals. In this direction, is perceptive that these students, future teachers, will former pupils prepared to exert your citizenship, with the aid of the CTS Trend and Mathematical Modeling.
Acesso aberto (Open Access)
Formação de professores e informática. Da falta de teoria à necessidade da prática: o caso de uma escola agrotécnica
(Universidade Federal do Pará, 2005-12-20) PERRIER, Gerlane Romão Fonseca; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071
This research was designed to identify the difficulties causes faced for teachers using computer science in their pedagogical pratice, to become able to overcome them and consequently to contribute for consolidation of educative computer science in teaching activities. During the development of this research it was observed that personal pratice using a applied methodology to applied computer science disciplines (“Informática Aplicada”) on technician in farming course, indicated a good way to partial overcoming of identified difficulties, even if this practice wasn´t related of a specific theoretical base. Therefore, we intended, by this work, to set some concepts and systemize them to become able to consider a methodology of work based on Projects Pedagogy that can promote the overcoming of the difficulties, after identify the problem root. Analogy with the cycle of development of softwares demonstrated that the adoption of a cyclical procedure for the development of works projects directed toward the use of computer science in the teaching practice represents a good methodological tool capable to favor the reflectivity on the teaching practice, promoting the interdisciplinarity and the transdisciplinarity, transforming educative computer science into a tool of linking disciplines, breaching the fragmented vision of a specific discipline introduced to computers exclusive use and/or restricted to computer science laboratories. Finally, we emphasize the continuous and continued professors formation necessity for the effective incorporation of educative computer science to their pedagogical practice, because, if they are enabled to apply new technologies and if they know how to design pedagogical projects with them, the professors will feel themselves encouraged in using these technologies in school curricular actions most creative.
Acesso aberto (Open Access)
Geometria fractal: perspectivas e possibilidades no ensino de matemática
(Universidade Federal do Pará, 2005-08-01) CARVALHO, Hamilton Cunha de; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071
A Geometria Fractal é um ramo novo da Matemática que vem sendo estudado desde sua descoberta nos anos sessenta por Benoit Mandelbrot. Por se tratar de uma geometria essencialmente intuitiva, muito se tem comentado a respeito da possibilidade de sua introdução ainda no Ensino Fundamental e Médio de nossas escolas. Assim, um grande número de atividades envolvendo Geometria Fractal foram e ainda estão sendo desenvolvidas com o intuito de tornar o conteúdo da Matemática curricular mais significativo ao aluno. Entretanto, muitas carecem de um estudo mais aprofundado no que tange ao seu verdadeiro grau de eficácia. Para tentar vislumbrar até que ponto estas atividades podem se caracterizar como um recurso didático válido, elaboramos e ministramos um curso sobre Geometria Fractal para onze alunos do 3 ano do Ensino Médio de uma escola pública estadual na cidade de Santarém-Pa. O curso consistia de uma parte teórica sobre o assunto e algumas atividades selecionadas de tal forma que estas pudessem abranger alguns tópicos da Matemática curricular já visto por eles em suas trajetórias escolares. Aplicamos antes do curso um pré-teste e no final um pós-teste para avaliar a compreensão dos assuntos abordados. Os resultados obtidos mostram uma evolução tanto quantitativa, quanto qualitativa na (re)apropriação dos conceitos matemáticos trabalhados durante o curso. O estudo ainda sugere que a Geometria Fractal pôde proporcionar aos alunos uma relação mais forte entre os saberes do cotidiano e o escolar, além de ter proporcionado uma visão dinâmica da Matemática como uma ciência que avança, e não como um corpo de conhecimentos prontos e acabados.
Acesso aberto (Open Access)
A inserção do uso do computador no processo de modelagem matemática contribuindo para o aprendizado de conhecimentos matemáticos
(Universidade Federal do Pará, 2010-09-03) SILVA, Mário José Siqueira da; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071
This research was to investigate: how the integration of computer use and the Portfólio in the process of mathematical modeling, contributes to the learning of mathematical knowledge from perceptions of high school students? Where the desire to seek answers to this question, we draw the main objective: To investigate the insertion and use of computers in the process of mathematical model with the aid of the Portfólio, as facilitators of the learning process of mathematical knowledge. The research approach is qualitative and deals with the theoretical framework in which we articulate from authors of mathematics education in particular researchers in the field of mathematical modeling as Biembengut and Hein (2007); Bassanezi (2006), Barbosa (2001, 2004, 2007); Borba and Penteado (2001); Canavarro and Bridge (1997) among others, and some authors that address more specifically the integration of technology in education as Valente (1993), Almeida (2000), Belloni (2005) between others. In interweaving the ideas relate elements (computer modeling and Portfólio) to support a different treatment of mathematical knowledge in pursuit of minimizing, for example, low levels in the System of Evaluation of Basic Education (SAEB) of high school students in the state Para mathematics. Thus, we understand how necessary to revise the current way of implementing the teaching of mathematics. We describe the history of modeling and some concepts, seeking points of rapprochement with the new technologies especially computers. Field research was developed from the course: Mathematical Modeling: Learning mathematics using the computer, we collect data during field research using as instruments the Portfólio and the questionnaire. The use of Portfólios in the research was inspired from an idea into Biembengut and Hein (2007) who say there is a need to create a report at the end of the modeling process, but we intend to extrapolate this idea, as well as being an instrument to collect data, the Portfólio is formed into an instrument of organization and constitution of the process of mathematical modeling. For the analysis of the data defined categories of analysis of the type emerging from Lorenzato and Fiorentini (2007). The field was developed in the Computer Laboratory of the state school school Mario Barbosa of the metropolitan area of Belém do Pará, in which, through the insertion of computer use in the modeling process using the Portfólio, optimizes the learning of knowledge math for high school students. Activities carried out are that the learning environment generated by the modeling computer lab allowed us to work collectively and collaboratively, in which the results were significant, especially when we articulate the use of computer modeling and Portfólio in a terms of trade, thus enabling the conduct of the process of mathematical modeling in a dynamic way.
Acesso aberto (Open Access)
Interpretação e comunicação em ambientes de aprendizagem gerados pelo processo de modelagem matemática
(Universidade Federal do Pará, 2010-03-30) OLIVEIRA, Marcelo de Sousa; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071
This research aimed to observe, understand and describe the production of meaning through the interactions between students themselves, or with the teacher to develop mathematical modeling projects. The investigation was performed in a class of fifth graders of an Elementary School and Middle Federal Network for Education in the city of Belem do Para A participant observation technique was mainly used for collecting data, which were recorded by daily field, video-and audio recordings of lessons in capitated groups of students when they developed the proposed activities, thus providing the methodology adopted. Thus, the research, a qualitative, was characterized as a research participant. The theoretical framework that supported the research was composed predominantly of mathematics philosophy of Ludwig Wittgenstein, who understands the language game as a way of life, emphasizing that the application of rules and their senses are part of the game, the concept of residual Gilles-Gaston Granger, which refers to the meanings that are beyond the formal mathematical texts, ie those aspects that escaped the meshes of linguistics, the concept of critical mathematics education, which refers to the political aspects of mathematics education and brings to debate, issues related to the theme power, which reflect the interactions among individuals in the cognitive act, establishing communication patterns, besides the authors dealing with the mathematical modeling in education. The analysis points to the production possibilities of learning environments appropriate to forward a communication pattern that plays its primary role in the teaching-learning: communication through speech or language games.
Acesso aberto (Open Access)
Matemática e Cartografia: como a cartografia pode contribuir no processo de ensino-aprendizagem da matemática?
(Universidade Federal do Pará, 2004-05-07) ROCHA, Maria Lúcia Pessoa Chaves; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071
Mathematics Teaching is being under changes trough the previous years in order to make learning more profitabe and less disgusting to students, contributing thus, to the improvement of their learning. Search for.the improvement of mathematics through alternative methodologies is being the major approach of the moment. Mathematics modeling represents one of those methodolieges. Through the use their creeds and instructions, the present paper aims to associate cartographys a math model, the contenporâneous tools which are the basis of teaching learning process of math. Cartography termed as a set of comprehensive technologies and graphic representation of the earth surface which basis are assentially mathematic, have constitued a great tool of date representation and information of the surface by several professionals, this paper is for its application through mathematics modeling to the process of enforcenent of teaching-learning process of math.
Acesso aberto (Open Access)
Modelagem com etnomatemática: uma situação a-didática para o ensino
(Universidade Federal do Pará, 2013-08-14) DIAS, Markus Benedito Santos; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071
Mathematics education is concerned with solving the various problems relating to the teaching and learning of mathematics. Among these problems, there is in particular the difficulty of the students and teachers can not articulate the school mathematical knowledge to various situations imposed by reality, especially those belonging to their cultural world. The aim of this paper was to study scientific everyday practices of a cultural group, and from the assumptions of mathematical modeling approach with the Ethnomatematics, show that both can be characterized as a situation a-didactic according to the perspective of the Theory of Didactic Situations (TSD). By not directly involved students in this research, we a priori study some works that indicate interlacing Modeling to Ethnomatematics and also create an activity involving the knowledge of master craftsmen, responsible for the construction of vessels, using our tacit knowledge to be analyzed. The intention was to check the paths taken through the process of modeling and comparing them to the phases present in the TSD. The results obtained allowed us to understand that the themes of cultural imprint can be used as a motivating environment in the learning process to be part of the reality of the students of this region, also indicated the use of modeling with the input of Ethnomatematics can be characterized as a situation a-didactic not attempt to modify the set of mathematical knowledge of the other, here including their arguments and cultural references, to enforce what the student should learn.
Acesso aberto (Open Access)
Modelagem matemática crítica como atividade de ensino e investigação
(Universidade Federal do Pará, 2013-08-29) SODRÉ, Gleison de Jesus Marinho; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071
The objective of this research was analize contributions of critic moddeling mathematic as learning activity and investigation for school math. The research was developed by students of high school first grade. The collected files by photographer registers and conceptual aim significants ways to beyound the math knowledge construction, to mobilize the students in debates ans discussions from a question with differents math models put in competition, showing concomitantly, the subject play in construction of “realities”, closely by the use of rule of three way to validation or not of the model, relevant of school learning math,that collaborated to yearnings of Critic Math Education.
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Modelagem matemática e os temas transversais na educação de jovens e adultos
(Universidade Federal do Pará, 2007-03-16) ROZAL, Edilene Farias; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071
This paper had as objective to investigate in what terms Mathematical Modeling associated to the transverse themes can contribute to improve the students' teaching-learning process in Mathematics, especially in the Education of Youth and Adults (EJA). A research of qualitative nature was accomplished, in the participant observation, with data collected starting from contextualized activities and modeling activities, questionnaires, semi-structured interviews and field trip report. The present paper shows the methodological directions of the research that was accomplished in a public school, with a group of EJA, that is, youth and adult education (4th stage), in the Municipal District of Castanhal-Pará, where activities involving the transverse themes were applied, such as health, work and consumption and environment. Through speeches, behaviors and attitudes of the subjects involved in the activities, and exchange of experiences with the teacher-researcher, it was collected data for later analyses based in theoretical references. The results show that, in spite of the initial difficulties in the process, the students, subject of the research, improved in the learning of mathematical contents. It was concluded that these results show the importance of inserting Modeling as a teaching strategy, and despite some obstacles for its implement in the teaching, it can provide to the student of EJA, acquisition of mathematical contents and possibilities of turning him/her into a critical and reflexive citizen.
Acesso aberto (Open Access)
Modelagem matemática nas aulas de cálculo: uma estratégia que pode contribuir com a aprendizagem dos alunos de engenharia
(Universidade Federal do Pará, 2008-05-31) ARAÚJO, Alyne Maria Rosa de; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071
This work objects to analyze the possible efects which the use of Mathematics Modelling, while the teach strategy provoke in students’ learning process of subject Calculation III – DOE (Differential Ordinary Equations). The research was develop in a students’ classroom of second year of Computing Engineer course, at Federal University of Pará. The work is qualitative where they were took into consideration the social aspects that were in a university classroom. Important to point out there was direct participation of teacher-researcher of Mathematics. For that I could do data collect I used some instruments that I considered essential, such as, observations, recordings in video, semi-structures questionnaires and registers wrote of students. Of possession some preliminary results it was possible for me to watch as to Mathematics Modelling develops a relevant paper in the learning of contents Mathematics for the part of students. Cause it was possible they interected with others areas of knowledge it being this way encourage to realise research and simultaneously was part of process of teach and learning was made in the classroom. I also observed the Mathematics Modelling as strategy of teaching and learning; it led the students to arouse to reflexive aspects and critics asleep for learning with quality and agreed way they built your academic knowledges and profissionals.
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Modelagem matemática no contexto dos ciclos de formação
(Universidade Federal do Pará, 2007-04-16) SOUZA, Elizabeth Gomes; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071
This research has the objective of analyzing Modeling use in a school system organized by formation cycles, referring to the barriers configuration which were quoted by literature from reflexions and analysis of Modeling in school systems organized by annual levels. We intend to analyze, if those barriers endure or whether they are minimized, if they’re eliminated and whether others still arise in a formation cycles’ school system. Taking in consideration such objective, our methodology was doing a qualitative approach. Datum were obtained through bibliographical readings about topics related; semi-structured interviews; written compositions and oral narrations from the students, attained from Modeling activities accomplished in a Belém city school, organized officially by formation cycles. As a result of data analysis, through these sources, we’ve couched questions, hypothesis, conclusions and suggestions involving barriers configuration, in which the Modeling is used in organization by formation cycles. We verified that the organization by cycles is promising for the use of Modeling in a comprehensive and effective way, in their different forms of materialization, as a result of the official measures that this system disposes of and generates. We show how much these measures prescinds from consolidations and reformulations.
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Modelagem matemática no ensino-aprendizagem: ação e resultados
(Universidade Federal do Pará, 2005-12-01) MACHADO JÚNIOR, Arthur Gonçalves; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071
That study report trace of involvement and learning of the research participant personage , researcher teacher, math teacher and, his class with 38 students who are in eighth grade of the fundamental teaching, in public school, on Belém District, in contact with activity that was developed in class, where The Math Model was utilized with teaching and learning ambient. Refer it, thus, a research- participant, in narrative modality, whose purpose was to register, understand, interpret, from actions on of the personages, trace of involvement and learning. Were planed two activities, for be developed in class, whose purpose was to collect empiric stuff to try answer the problem proposed in that investigation. The results shown in that investigation were registered through three instruments, they are: observation, documents and interviews. In the analisys of results, i reach a conclusion that ambient provide for the Math Model, was able to change the studentslearning significative, because in their speechs was possible to perceive a bonde between useful math and scholar math, this fact was perceived for teacher of class, too. Besides, he reached a conclusion that teacher may be reflexive. And for me, like teacher and researcher of my own experience, beyond of pleasure to realize this research, i can perceive the importance of the use algorithms in math instruction and necessity to modify this discourse, on meaning to change and do not abandonment. So, i believe that, The Model Math can be indicated like one alternative of rewrite this process.
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Modelando matematicamente questões ambientais relacionadas com a água a propósito do ensino-aprendizagem de funções na 1ª série do ensino médio
(Universidade Federal do Pará, 2005-03-29) CHAVES, Maria Isaura de Albuquerque; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071
This research presents a possible form to give itself and materialize the Mathematics Modeling as a teaching-learning method in regular courses. Such Modeling perspective was organized after considerations/observations about obstacles pointed out by those who came before us in this area. To observe how the teacher and the students get involved with Modeling activities and discuss all knowledge already produced for previous researches, these development effects for the teaching practice in the referred method for the student general formation as well as for the mathematics teaching-learning process, the model was tested in a high school first-year group and it had the first and second degree polynomial functions significant learning production evaluated. Also it was possible to evaluate the exponential function and logarithm, focusing on the tools used for the comprehension of environment question related to water. The obtained results point out that learning through Modeling can make students become co-participant of their teaching-learning process. Consequently it makes their significant learning easy. On the other hand, for the teaching, among the acknowledgement of modeling using advantages for the teaching and this application, theres a study and research permeated way, that to be struck needs aptitude and audacity to get over the obstacles that may show up.
Acesso aberto (Open Access)
Os professores, uma proposta visando à transdisciplinaridade e os atuais alunos de matemática da educação pública municipal de jovens e adultos de Belém, Pará
(Universidade Federal do Pará, 2003-09-17) LEVY, Lênio Fernandes; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071
A teoria da complexidade, mormente o ideário do francês Edgar Morin, proclama a interligação das particularidades que se integram ao (ou a um) todo. Distinção e união são, assim, os pilares das manifestações naturais, acrescentando-se a esse binômio o fenômeno da incerteza, haja vista as associações implicarem desdobramentos indeterminados. A elevação quantitativa da cultura humana vem sendo acompanhada de uma progressiva especialização, e, não apregoando, em absoluto, a extinção das disciplinas/distinções/partes, o pensamento transdisciplinar moriniano defende a construção de ligações entre tais elementos, o que se mostra concordante com a díade natural união-distinção. Tomando por base a seguinte máxima transdisciplinar: do todo em direção às partes e das partes rumo ao todo, propõem-se nesta obra (em especial no que se refere ao segundo trecho da citação em foco) ações educacionais dirigidas pelas chamadas duplas heterogêneas de professores (DHP) - imaginadas pelo autor da dissertação -, que integram docentes com formação (cada um deles) em disciplinas (partes) diferentes, os quais, trabalhando em conjunto (inclusive com os alunos), no mesmo espaço-tempo pedagógico, buscam/buscariam construir ligações entre os conteúdos pertencentes aos (dois) campos de conhecimento em questão, efetivando-se um caminhar das partes e de suas mútuas (e múltiplas) conexões em direção ao todo. O público escolhido foi o da Educação de Jovens e Adultos - EJA (no ambiente da escola pública municipal), pois se acredita que as informações extra-escolares acumuladas pelo estudante jovem/adulto, apesar de sua educação formal deficitária, possam contribuir para que ele estabeleça, se corretamente orientado, relações/ligações intelectuais diversas. Ademais, a procura de soluções para a problemática da EJA, cuja clientela é formada por indivíduos marcados pela exclusão sócio-econômica, constitui-se em dever moral extensivo a todos os verdadeiros cidadãos. Apesar (ou além) das pesquisas exploratórias, em campo, que culminaram com resultados constantes em 5 (cinco) tabelas, predominam, quanto à metodologia adotada nesta investigação, o exame bibliográfico (de um lado) e (de outro lado) a análise - que é o seu cerne - de uma proposição (a DHP engendrada pelo mestrando) à luz dos conceitos abordados. Trata-se/tratou-se de demonstrar, em nível teórico, que a idéia de DHP harmonizase com as aspirações/esperanças/necessidades do alunado da EJA, com a incerteza prigoginiana, com a transdisciplinaridade moriniana, com a Psicologia Vygotskyana e com a modelagem matemática.
Acesso aberto (Open Access)
Uma proposta para ensinar os conceitos da análise combinatória e de probabilidade: uma aplicação do uso da história da matemática, como organizador prévio, e dos mapas conceituais
(Universidade Federal do Pará, 2005-04-01) BOGA NETO, Francisco Rodrigues; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071
We discussed, in this work, a proposal of use of the history of the mathematics, as previous organizer, for the teaching of the combination analysis and of the probability. That use of the history of the mathematics has as objective to develop the knowledge subsumers, presents in the students' cognitive structure, so that it can happen, in a significant way, the learning of the concepts of those topics of the mathematics, and that they will be taught, in a more detailed way, later on, through the conceptual maps. It is worth to stand out that, the previous organizers' of the content use, as well as the theory of the conceptual maps, they have theoretical justification in the works on significant learning, of the educational psychologist David P. Ausubel.
Acesso aberto (Open Access)
O uso de tecnologias digitais no desenvolvimento de atividades de modelagem matemática
(Universidade Federal do Pará, 2016-04-07) MENEZES, Rhômulo Oliveira; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071; https://orcid.org/0000-0002-2816-0941
In this work, I have investigated the use of digital technologies in the development of Mathematical Modeling activities by students of undergraduate course graduation in Mathematics. So I conducted a qualitative research, collecting data Experimental Laboratory of Mathematical Molding (EMML/CUNCAST/UFPA), of which found record (physical, digital, audiovisual) produced by graduate students of the Mathematics Degree course that have developed Mathematics molding activities. For being records from different documentation and recording techniques, I opted for the ‘data triangulation’ for the analysis of these records. Gather and analyze daily records and presentations records allowed to choose three mathematical modeling activities. With the description of these activities could analyze them in two stages. In the first stage by putting moments development mathematical modeling activities in which there was the use of digital technologies, or at times when students because of this use made decisions that impacted the mathematics molding process. In the second stage, bring clippings extracted from the first stage, in which establish informed in Lévy, Asmann and others. This analysis showed, in the interaction between students and teacher mediator with digital and computer models, decision making opportunities on the routes to be followed in development of mathematical modeling activities. Another strong aspect and placed in the discussions was the gain in thematic feasibility of recent research that Mathematical Modeling had with the popularization of the Internet as a source of research.

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Navegando Dissertações em Educação em Ciências e Matemáticas (Mestrado) - PPGECM/IEMCI por Orientadores "ESPÍRITO SANTO, Adilson Oliveira do"