Teses em Educação em Ciências e Matemáticas (Doutorado) - PPGECM/IEMCI
URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/3775
O Doutorado Acadêmico 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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Tese Acesso aberto (Open Access) Aprendizagem em modelagem matemática pelas interações dos elementos de um sistema de atividade na perspectiva da teoria da atividade de Engestrom(Universidade Federal do Pará, 2015-10-23) BRAGA, Roberta Modesto; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071This thesis entitled "Learning Mathematical Modelling the interactions of the elements of an activity system from the perspective of the Engeström activity theory" aimed at understanding effects on learning by interactions evidenced in Mathematical Modeling environment, from the perspective of Engeström activity theory. To accomplish this, I developed in the Mathematical Modeling Experimental Laboratory (LEMM), at the University Campus of Castanhal (UFPA), modeling activities with groups of Math Course students in graduating, graduate or post graduate students to obtain data through observation and interview. Based on the principles of the Engeström activity theory, Mathematical Modeling developed by the students were understood as an activity system that involves the elements (subject, object and community artifacts mediators, rules and division of labor) that relate to a result, that are mediated by interactions for achieving a result. Research has shown that the collective work, the historicity and multivocality of subjects acting in overcoming contradictions to reach expansive transformations have repercussions on learning in Mathematical Modeling, configured as an activity system, the interactions of the elements of the system itself.Tese Acesso aberto (Open Access) Avaliação do uso de tecnologias digitais no apoio ao processo de modelagem matemática(Universidade Federal do Pará, 2014-10-17) FURTADO, Alfredo Braga; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071In this research we investigate the utilization of Digital Technologies when mathematical modeling is used as a teaching strategy in mathematics, with the purpose to evaluate the learning that occurred in this environment. To achieve this goal, we studied the Mathematical Modeling and identified a modeling perspective to be employed in work; then, we studied the use of Digital Technologies (TD) in Education, focusing on the potential and the restrictions mentioned in the literature. As theoretical basis, we studied the theories of computerization of Tikhomirov, in particular the theory of reorganization of thought and activity theory of Leontiev and Engeström and Collective Thinking of Pierre Lévy. The purpose here was to formulate a methodology for teaching Mathematics with Modeling and Digital Technologies, which took into account the necessary conditions that would ensure effective improvements in learning. Thus, we proposed a methodology that explicitly incorporates a step in the process of modeling of utilization of TD, as well as gives emphasis on formative evaluation during the teaching process, so that the developed modeling projects achieve the expected learning objectives. Conditions for success of Digital Technologies in Education were identified. The proposed methodology has been implemented for a class of discipline "Mathematical Modeling", belonging to the Undergraduate Program in Mathematics and Science Education of Institute of Math and Science Education of Federal University of Pará (PPGECM/UFPA), which allowed us to evaluate its applicability, scope, results, relevance and assumptions that need to be addressed to ensure improved learning in the context of research. The results of qualitative research are identified: respecting the constraints identified, Digital Technologies effectively empower learning. Factors that demonstrate the aforementioned learning improvement have been identified.Tese Acesso aberto (Open Access) Ensino de física pela comparação entre experimento e modelo teórico com uso da modelagem matemática(Universidade Federal do Pará, 2015-10-22) SILVA NETO, Manoel Januário da; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071The teaching of experimental disciplines of physics has been carried out with the use of manual or experiences of scripts. This approach has proven unsuitable for learning physical concepts by students. In view of this, this thesis aimed to carry out a study of a teaching strategy based on Thomas Kuhn's ideas and adapted by Zylbersztajn (1991) and Arruda; Silva and Laburú (2001) of normal science in the classroom, using mathematical modeling and emphasis on experimental concepts, laws and theories. The survey was conducted with a group of students in higher courses of Civil Engineering and a Degree in Natural Sciences; investigative analyzes were performed using a mixed approach (qualitative and quantitative), with which it was possible to confirm the model assumption. Despite some considerations relating to its application, this approach proved to be suitable for teaching and learning content of experimental disciplines of Physics.Tese Acesso aberto (Open Access) NOMADISMO DA EDUCAÇÃO MATEMÁTICA RIBEIRINHA: potências da multiplicidades(Universidade Federal do Pará, 2018-03-13) GONÇALVES, Kátia Liége Nunes; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071; https://orcid.org/0000-0002-2816-0941Tese Acesso aberto (Open Access) Percepções de professores sobre repercussões de suas experiências com modelagem matemática(Universidade Federal do Pará, 2012-09-21) CHAVES, Maria Isaura de Albuquerque; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071The present research was developed, having as the object of investigation the teaching knowledge, looking for relationships between the involvement of teacher with experiences in Mathematical Modeling and their respective professional developments. The research focused on the teacher perceptions about the repercussions of this involvement in teaching actions. Nine teachers participated of this research, all with experiences of Modeling for teaching Mathematics, obtained in courses of continued education and probation in graduation. Data referring to this research of qualitative nature and phenomenological inspiration were originated and constructed, based on teachers descriptions about they perceive the changes occurred in their practices at classroom, after involvement with Modeling. The analysis of data by means the relations between the theoretical picture of Modeling, of Tardif and Gauthier teaching knowledge and of Schütz phenomenological sociology, revealed that the teachers perceive the repercussions of their involvement with experiences of Mathematical Modeling in their teaching knowledge, synthesized in the incorporation of characteristics of this process in situations of teaching in daily practice. Questioning the traditional teaching of Mathematics and perceiving the repercussions of the Modeling process in the attitudes of students, teachers create the favorable conditions to the movement of teaching experiences with Mathematical Modeling for the classroom practices.