Navegando por Orientadores "SILVA, Francisco Hermes Santos da"

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Acesso aberto (Open Access)
A propriedade distributiva da multiplicação: uma visão diagnóstica do processo
(Universidade Federal do Pará, 2004) DIAS, Josete Leal; SILVA, Francisco Hermes Santos da; http://lattes.cnpq.br/3912906225739008
The objective of this study is to investigate the application of the distributive property of multiplication in the numeric and algebaric contexts, and in the solution of problems carried out by students of Basic Education in a public school in Belém, examining in what measure the application of the distributive property is related to the difficulties found in the mathematics learning. In this investigation, we highlight the diagnostic evolutation and the error as a didactic strategy as well as hermeneutic contribution concerning the ways of assessing the process of acquiring the skills of math. The study inlued fifth and seventh grade students of basic course and the frist uear of high school, out of forty-five sibjects. The collection was carried out in two moments by applying a test presenting three sets of questions in a total of thirteen problem situations. The procedures of the subjects concerning the application of the distributive property were described in a perspective of qualitative analysis. The protocols presented were to look for behavior patterns in the understanding of the subjects on the distributive property, as well as to clarify situations which were entitled didactic obstacles. As a result, it was evident that the students presented some difficulty to work with the application of distributive property when the latest one is found in the context of problem solutions, as well as contents like algebraic sum, study of variables, nonsimilarterms are not in the domain of most of the students.
Acesso aberto (Open Access)
As atitudes em relação à matemática dos professores das séries iniciais
(Universidade Federal do Pará, 2004) TRINDADE, Patrícia de Campos Corrêa; SILVA, Francisco Hermes Santos da; http://lattes.cnpq.br/3912906225739008
A presente pesquisa teve como finalidade verificar a ocorrêncai de atitudes em relação à Matemática de futuros professores dos primeiros anos do Ensino Fundamental que atuarão em escolas no Estado do Pará. O estudo foi realizado em uma universidade pública, no município de Belém. Os sujeitos da pesquisa foram 96 alunos (47 do primeiro semestre e 49 do último semestre). Os instrumentos utizados para a obtenção dos dados relativos aos alunos foram uma escala, do tipo Likert, de atitude em relação à Matemática proposta por Aiken, 1969 revisada por BRITO, 1996; (Anexo I) e um questionário semi-aberto composto de questões sobre o comportamento frente ao aprendizado da Matemática e/ou sobre como enfrentar a responsabilidade de ensinar Matemática nas séries iniciais (Anexo II), cujo objetivo foi obter informações relevantes para o presente estudo. O resultado da análise das atitudes em relação à Matemática constatou que 53 pessoas das 96 têm atitudes mais positivas em relação à Matemática, ou seja, representando 52%, cuja média ficou em 51. Os resultados da análise da escala mostraram um coeficiente de confiabilidade elevado, sendo alfa = 0.9544. A análise do questionário revelou que não há diferença significativa de concepção entre os grupo entre os grupos, 63% dos sujeitos com atitudes positivas e negativas detêm a concepção mecanicista da Matemática e, evidenciou que os sujeitos que apresentam atitudes negativas (futuros professores) não têm um bom desempenho em Matemática.
Acesso aberto (Open Access)
Compreensão de professores de matemática sobre números fracionários
(Universidade Federal do Pará, 2012-08-31) DIAS, Josete Leal; ESPÍRITO SANTO, Adilson Oliveira do; SILVA, Francisco Hermes Santos da; http://lattes.cnpq.br/3912906225739008
This research is a review of its objectives in terms that how mathematics teachers fractional numbers in order to make it a significant knowledge to the student. From the review of the literature on this subject of education I chose to confine this study in two ways: one where endogenous bring the contributions of Kieren (1976) and Nunes et al (2003) including fractional numbers from the part-whole meanings, number, multiplying operator, measure and quotient. These meanings were taken from Vergnaud (1990) as a set of situations that give meaning to the concept of fractional numbers. Another exogenous through the contributions of sociology of knowledge according to Fleck (1976) and cultural mathematics by Alan Bishop (1990). These two routes were selected in order to answer: What teacher`s Mathematics understanding manifested when facing a set of situation involving fractional numbers? The study included twenty-one teachers from public and private with more than three years experience in the sixth year of elementary school. The study involved the application of a diagnostic test with at least two sections for each participant containing fifteen questions involving the meanings of fractional numbers above posts. Data were analyzed from the categories: invariant surgery, the five meanings, communicative dynamics. As a result it was possible to indicate that participating teachers understand fractional numbers from the part-whole meanings and multiplicative operator, and the communication of the Exoteric Circle (the professors) than the Esoteric Circle (academic productions) thereby enhancing the communicative dynamics that by intracoletiva turn does not help the school in general, and pedagogical practices in particular, the development of values such as openness to teaching Mathematics.
Acesso aberto (Open Access)
A comunicação em Matemática na sala de aula: obstáculos de natureza metodológica na educação de alunos surdos
(Universidade Federal do Pará, 2011-04-01) NEVES, Maria Janete Bastos das; SILVA, Francisco Hermes Santos da; http://lattes.cnpq.br/3912906225739008
The fundamental premise of this research is to analyze teaching situations in mathematics with the content of multiplicative problems classified based on Huete and Bravo (2006) through the practice of teachers (both deaf and hearing) with deaf students, searching for indicatives of methodological obstacles that may be present in the process of mathematical communication in teaching situations involving these subjects. As a guiding for the research, we used a theoretical reference that supports the teaching-learning process for deaf children with specific emphasis on the teaching of mathematics which has “LIBRAS” (Brazilian Sign Language) as its the vehicle driving force, we tried to raise some reflections about what conditions must sustain teaching. The research is an exploratory descriptive and was conducted in a Specialized Unit in deaf education. The records were made by filming. Data were analyzed from the perspective of the didactic and pedagogic elements present in the moves of its subjects and that contributed to the obstacles or to the success of the teaching-learning process of content involved. From our analysis, we concluded that the teaching of mathematics to deaf ones requires some skills from the professional involved, namely: a broad mastery of “LIBRAS”, Mathematics, Portuguese and specific teaching strategies.
Acesso aberto (Open Access)
Educação matemática: uma investigação sobre teoria e prática no ensino regular e médio profissionalizante do CEFET- Pará
(Universidade Federal do Pará, 2008-01-18) SILVA FILHO, Joaquim Clemente da; SILVA, Francisco Hermes Santos da; http://lattes.cnpq.br/3912906225739008
This paper was accomplished with the participation of teachers-engineers and students at the CEFET – Pará technical course of Mechanics. It has an extensive discussion about Mathematics learning and its application in the professional course. I begin my studies from four problems which occur frequently in the teaching and learning processes. They are concerning to the students inter-relation with Mathematics Education and its practical applications, in the Mechanics Course. Thus, my main purposes are: analyzing the didactic procedures in relation to pedagogical practice construction process with Mathematics teachers and teachers-engineers who teach at the CEFET Mechanics Course and comprehending some obstacles between theory and practice in Mathematics teaching. I also want to study a little about some teachers-engineers teaching knowledge and the relation that they establish in both didactic knowledge and specific technical-professional knowledge. The data show students complaints about Mathematics classes in the two ways of teaching, which has originated from an obstacles and errors system in this discipline teaching and learning processes, both in “Fundamental” and professional “Médio” teaching. There were three analysis objects: the students ways and problems, what had a basis to comprehend the teachers didactic action, and the relation among the pedagogical knowledge, the professional formation knowledge, and the teachers-engineers teaching practice. We can perceive through the analysis that during his academic formation the engineer develop specific learning in his professional nature and after starting teaching he tends to keep this learning, at this time in a more specific and objective way. It seems that the teacher identity is not the central object to the teachers-engineers; moreover, in the end, we understand that the teaching practice should draw more attention by those teachers. I finish this paper investigating how the teachers-technicians understand the continuous formation in education, suggesting a wider relationship among them and the Mathematics didactic, from a wider attention to an active reflection seeking for a continuous formation in Mathematics Education. Therefore, there will be a wide conciliation of contents, didactic and strategical knowledge.
Acesso aberto (Open Access)
Erros e obstáculos: os conteúdos matemáticos do ensino fundamental no processo de avaliação
(Universidade Federal do Pará, 2007-02-28) MIRANDA, Werverton dos Santos; SILVA, Francisco Hermes Santos da; http://lattes.cnpq.br/3912906225739008
This study presents a brief historical survey on the evaluation definition, teaching and learning obstacles - epistemological and didactic ones – as well as on the students’ errors. The three functions of the evaluation - diagnosis, formative and classificatory - are used in order to distinguish some negative and positive teaching practices in Mathematics. Concerning to the obstacles, specific literature points agreements related with their origin such as: epistemological, linguistics, emotional and didactics. From a historical point of view, the student errors leave a stigma of his/her ineptitude and incapacity. So, it is argued for a didactic instrument of assessment that can assist the students’ learning, in specially considering mathematical issues. The relations between error, evaluation or assessment and didactics obstacle is established to favor the possible contributions that the didactic identification of the errors and obstacles can offer to the improvement of the teaching-learning practice in Mathematics. On the other hand, a scientific study on the performance of the students at 5th to 8th grades was carried out, in Math. So an investigation was done to take in account some data collected from the answers given by four groups of students coming from Basic Education at a public school in Belem City/Para State/Brazil. To facilitate the fulfillment of the task proposal, it was defined as criteria for the analysis of the answers given by the students in some phased tests as the following: in the first one, the answers had been grouped in categories such as: questions without answers, incomplete, right and wrong and the way the subject suggests. In the second phase, the objective was to put in evidence the relations of concepts that contain expressed errors by the students and cause obstacles to learning or didactics obstacles. The results of this research point much more to the great percentage of error in the supposed concepts learned by those students in previous grades accented with what the subjects foreseen for the grade in which he/she is at present. It can be also noticed the great number of questions without answers, raising the suspicion of being one another indication of emerging didactics obstacles to be clarified and studied afterwards.
Acesso aberto (Open Access)
A matemática do sensível pelas mãos do artesão: marcas da aprendizagem matemática e da cultura material dos ceramistas de Icoaraci
(Universidade Federal do Pará, 2013-02-14) FIALHO, Roberto Paulo Bibas; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967; SILVA, Francisco Hermes Santos da; http://lattes.cnpq.br/3912906225739008
This thesis addresses the discussion of mathematical reasoning expressed in the knowledge / craftsmen potters of Municipal District of Icoaraci (Belém/ PA), toward an understanding of cognitive and cultural practice, the contributions to abstract mathematics education - knowledge in the area which includes, especially in mathematics education. This last worked, the thesis aims to analyze the reality of the subject by Conceptual Fields Theory, the mathematical educator Gérard Vergnaud, which develops in line with constructivist studies, education of the psychologist Jean Piaget, enabling approach in everyday practice of the craftsman, its conceptual fields, the possibility of the existence or not of theorems and concepts-in-act, a fact that will verify or not the essence or 'mathematics' of educational studies by mathematicians worked ethnomathematical, educators, mathematical modeling experts, sociologists, mathematicians and archaeologists. The epistemology of mathematics education, philosophical discipline, there is guiding this understanding of mathematical reasoning, mathematics through the sensitive, who finds its origins in ancient Greek ideals through the pythagorean, platonic and aristotelian, extending this view to the mathematics of the present world. Thus, the thesis seeks to explain the manifestation of a mathematical reasoning by the artisan, who in his predominantly do not know and / or does not use academic or formal mathematics, as evidenced in other studies. This presence or absence of mathematical understanding will be found through ethnographic and qualitative approach, under the phenomenological approach, using techniques of observation, field notes, interviews and cultural inventory in order to analyze the existing representations in their work and doing / thinking expressed in this production.
Acesso aberto (Open Access)
A matemática, o quadro de escrever e os formadores de professores de matemática: interpretando relações
(Universidade Federal do Pará, 2006-04-18) SANCHES, Ana Claudia de Melo; SILVA, Francisco Hermes Santos da; http://lattes.cnpq.br/3912906225739008
For a long time the printing board or blackboard was the reference of a traditional education, was only to demonstrate and to symbolize the teaching knowledge teaching knowledge, a time that to the teachers the condition of detainer of knowing perpetuated and transmitter of all knowledge that enjoy, without the least to reflect importance and meanings of the use of the picture in function the collective construction of the knowledge intermediated for the picture to write. To demystify these estimated it was the proposal of this study, a time that if it searched to understand which excellent and differentiated aspects that the professors of mathematics teachers attribute to the use of the picture. The same the time where they need to take care of the perspectives of century XXI. In a focal inquiry we look for to identify together to the narratives of constitution of the professors personal and collective influences in relation to the teaching and to knowledge developed in relation to the use of the picture. Since by some times and in different speeches the picture was remembered as “bulk memory only ” of the construction of the mathematical reasoning. The quarrels carried through here about had been based on data collected through questionnaire interviews, which have as priorities the teaching formation and its relations with the picture to write. Beyond the relevance of the picture to write in the education of the mathematics and the formation of critical and mediating teachers of mathematics.
Acesso aberto (Open Access)
O quadro de escrever como mediador na relação professor-aluno na aula de matemática
(Universidade Federal do Pará, 2006-06-09) RODRIGUES JÚNIOR, Luiz Feliciano; SILVA, Francisco Hermes Santos da; http://lattes.cnpq.br/3912906225739008
From the consulted bibliographical references about the thematic in exposition, it is produced a thought that leads the reader to the meditation concerning the aspects that influence the cognitive mechanism inherent to the teaching and learning process, directed to the learning of mathematics and the blackboard, that is usufructing directly from the psychology of the mathematical education. The study developed in the mathematical education area has presented some aspects that influence the attitudes of the students with relation to the mathematics in accord to the blackboard. This study aims contribution to the students, teachers or educators about the affectivity that the students present on the subject mathematics; therefore, there are information and suggestion about this relation. The same work brings some anxieties about the use of the blackboard, for example: why the student denies going up to the blackboard when the teacher asks him to? Which are the bigger difficulties? Is it the fear, the insecurity, the lack of learning? At last, it is discussed about the important factors that influence directly the attitude of the student exactly when the teacher uses this tool. Therefore, the objective of this study is to present to the mathematics teachers the importance to reflect about the complex affective relation between the student and the mathematics, and also to the mathematics teacher the knowledge of the most used instrument by the teachers in the classroom (the blackboard). The correct use of the blackboard and what this instrument, when used in a wrong way, can cause to the students. It is believed that, with the possession of this information, many teachers will be leaded to a self?evaluation, to a reflection and a change of attitude in favor of a better education for a better society.
Acesso aberto (Open Access)
O quadro de escrever como mediador para construção de relações de autonomia no ambiente de sala de aula
(Universidade Federal do Pará, 2006-02-01) MICCIONE, Jani Selma Morais; SILVA, Francisco Hermes Santos da; http://lattes.cnpq.br/3912906225739008
The blackboard nowadays has been, criticized by those teachers who consider it traditional. However some teachers and pedagogues, including myself, consider that since it is used in a different way, the blackboard has great importance for teaching and learning, mainly for mathematics. This essay is about a study done in a junior high school 7th grade group and its goal is to verify what are the reasons that make students participation on blackboard activities difficult. This study shows that the blackboard isnt, in its material form, a traditional recourse. In its use there are power relations that make the students do not accept to participate in its activities. The discussion happens around the necessity of involving the students and the teacher in interaction activities which channel is the blackboard since it is adequate for mathematics communication between teacher and students and among students.
Acesso aberto (Open Access)
O quadro de escrever como recurso facilitador de interação e aprendizagem dos alunos no processo de avaliação
(Universidade Federal do Pará, 2006-02-01) MICCIONE, Domênico Góes; SILVA, Francisco Hermes Santos da; http://lattes.cnpq.br/3912906225739008
This study the following goals: 1. To investigate the students learning results from an evaluation experience, using the blackboard as a way of making it easier. 2. To use procedures that make the student participation in evaluation activities on the blackboard possible. It was developed in a high school-first-year group from a federal public school of Pará. The results indicate that the blackboard use in an interaction way makes the students learning easier when pedagogy didactic aspects that do not depend on the tendencies in Mathematics Education, such as the diagnosis evaluation, social interaction, didactic contract, error / mistake and the epistemology obstacles are considered. Finally, we conclude that the blackboard must have its meaning established again for the mathematics teacher pedagogy practice.
Acesso aberto (Open Access)
A resolução de problemas aditivos e sua complexidade: a previsão dos professores e a realidade dos alunos
(Universidade Federal do Pará, 2007) COSTA, Nivia Maria Vieira; SILVA, Francisco Hermes Santos da; http://lattes.cnpq.br/3912906225739008
This research dedicated to investigate the resolution of additive problems in initial grades and, especially if the conception of the teachers on the complexity of an additive problem is determinative in the progress of the pupils. To reach this objective, it was developed an exploratory research on the strategies of resolution of problems with students of the cities of Belém, Capanema and Bragança, in 08 4th grade groups, being seven of them from public schools and one from a private school, totalizing 205 students participating of the research. Based on the studies of Huete and Bravo (2006), it was applied, through a questionnaire, 17 additive problems to the students and, according to their progress, the problems were divided as problems of low, medium or high complexity. The evaluation of the teachers about the problems applied to the students was also investigated. The results indicated that, the higher the complexity of a problem for the students, more difficulties the professors have to foresee this complexity, especially because some variables are part of the making of a complex problem. It was concluded that it is necessary to give higher attention to the teaching formation, since the success in the forecasts of an additive problem is related to the teachers with higher academic formation and to the teachers with specific formation in mathematics, and it is urgently necessary to create activities directed to the mathematical language in the classrooms, because, due to the results of the students, it was found a real difficulty in this segment.