Navegando por Autor "FERREIRA, Francisco Fialho Guedes"

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Contribuições epistemológicas do cálculo diferencial e integral I para o curso de licenciatura em matemática
(Universidade Federal do Pará, 2021-04-15) FERREIRA, Francisco Fialho Guedes; ROCHA, Maria Lúcia Pessoa Chaves; http://lattes.cnpq.br/4291670232604529; https://orcid.org/0000-0002-8022-2601
This work has as object of research the academic formation in Degree in Mathematics, with focus of study in content of the Differential and Integral Calculus I (DIC-I), for the formation of future teachers of Basic Education of the students from the Federal Institute of Education, Science and Technology of Pará (IFPA). The question that motivated the research was “what way the Differential and Integral Calculus I contribute to formation of future mathematics teachers in Basic Education?” The aim this study is to analyze the epistemological contributions of the DIC-I for the training of students of Degree in Mathematics course for Basic Education. The methodology used in the research was qualitative, based in surveys on the issue addressed in databases, in the SOLO Taxonomy, in the MQ2 Model and in the Collective Subject Discourse, with a view to an analysis on the epistemological contributions of the DIC - I to formation of future mathematics teachers in Basic Education, from the perspective of: student learning; subject contents; and teachers' speech. The search results were systematized as of indicatives pointed out by the researched theses and dissertations, by the elaboration and use of a quantitative/qualitative analytical model MQ2 , by the analysis of questions that interconnect mathematics of Basic Education with DIC -I, and the Discourse Collective Subject developed from the speech of a group of teachers of that discipline. These discussions have their development presented in chapters 2 and 5 of this thesis, whose relevance is in the viability feasibility of check the qualitative / quantitative level of epistemological contribution to formation of future mathematics teachers in Basic Education, which suggest that we have that give a direction for DIC -I, in other words, look at interested in the discipline. To refer answers to the question formulated initially, we confirm the thesis that the DIC-I contributes epistemologically to formation of future mathematics teachers in Basic Education, however, is very importance that some questions are resolved for that this discipline be molded to the interests whose need to learn it.