Navegando por Autor "DIAS, Josete Leal"

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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)
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.