Navegando por Autor "OLIVEIRA, Marcelo de Sousa"

Agora exibindo 1 - 2 de 2

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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)
A utilização de gestos ostensivos no ensino de conceitos matemáticos : uma investigação à luz da filosofia de Wittgenstein
(Universidade Federal do Pará, 2018-01-22) OLIVEIRA, Marcelo de Sousa; SILVEIRA , Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865; http://orcid.org/0000-0002-3147-9478
In this research I investigate the use of ostensive gestures in the teaching of mathematical concepts. The justifications are based on the possibility of generating subsidies for an understanding of the explanation and understanding of these concepts, through discussions on the construction of the sense in this specific field of knowledge. The search is characterized as theoretical, but, in function of the theoretical reference, I use examples of teaching situations extracted from official curriculum guidelines, textbooks or simply situations formulated to illustrate the discussion, in order to clarify the region of investigation, which constitutes a methodology that has inspiration in Wittgensteinian philosophical therapy. The analysis was based on the philosophy of Ludwig Wittgenstein, for which ostensive gesture is a linguistic instrument that allows us to establish an internal connection between a word and the object to which we point. My analysis points out that the ostensive gesture can favor the understanding of mathematical concepts, insofar as it is configured as a means of presenting linguistic conventions, however, it can also cause misunderstandings when presented in an ambiguous way, which makes it difficult to have an adequate training for the students to master the technique associated with the constitution of the meaning of the concept in question.