Programa de Pós-Graduação em Educação em Ciências e Matemáticas - PPGECM/IEMCI
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2290
O Programa de Pós-Graduação em Educação em Ciências e Matemáticas (PPGECM) faz parte das atividades do Instituto de Educação Matemática e Científica (IEMCI), antigo Núcleo de Pesquisa e Desenvolvimento da Educação Matemática e Científica (NPADC) da Universidade Federal do Pará (UFPA). O PPGECM visa oferecer aos graduados e formadores de professores das áreas de Ciências (Física, Química e Biologia), Matemática, Educação Ambiental e áreas afins, oportunidade de estudos e pesquisas sobre os fundamentos atuais do ensino e pesquisa na área de Ensino de Ciências e Matemáticas (Área 46 da CAPES).
Navegar
Navegando Programa de Pós-Graduação em Educação em Ciências e Matemáticas - PPGECM/IEMCI por CNPq "CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA::ALGEBRA"
Agora exibindo 1 - 4 de 4
- Resultados por página
- Opções de Ordenação
Item Acesso aberto (Open Access) A conversão de registros de representações semióticas no estudo de sistemas de equações algébricas lineares(Universidade Federal do Pará, 2008-06-13) PANTOJA, Lígia Françoise Lemos; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033This work is the proposal of a didactic streak to the teaching of Linear Systems of Algebraic Equations in which sought to establish a connection between the method of substitution and the method of stages through the conversion of records of representation. The aim of the proposal was to check whether the students can complete the connection between the two methods developing the conversion of the method of substitution in the method of characterizing staggering thus, the learning of the subject studied math, according to records of representation theory of semiotics Raimund Duval. The research was conducted with middle school students in a school of public state of the city of Belem and the results pointed to the establishment of a connection between the two methods employed in the process of resolution of systems.Item Acesso aberto (Open Access) A noção de variável de alunos do ensino fundamental(Universidade Federal do Pará, 2014-05-05) MIRANDA, Tatiana Lopes de; QUARESMA, João Cláudio Brandemberg; http://lattes.cnpq.br/3873561463033176The present study deals with the algebraic school education, having as main objective the search for a description of the concept of variable, by solving problems for students who are in elementary school. There was variable notions that appear in the teaching and learning of school algebra process that allowed to answer the following questions: What are the elements that constitute the variable notions are perceived by students in order to provide them with a greater understanding of school algebra? How to identify these elements in the school environment allows us to propose a description for algebra in elementary school? To achieve the objective, the research was divided into two phases. In the first phase of the study, was adopted as a methodological approach to bibliographic search, based on historical research into the development of algebra and its teaching in the context of mathematics education, in order to study the evolution of the concept of algebra and variable along the story and identify the notions of variable described in the research area of mathematics education. Among the theoretical frameworks are worked Tabak (2004), Wussing (1998), Boyer (2012), Kieran (1989), Usiskin (1995), Ursini and Trigueros (2003), among others. Based on reference chosen was structured fieldwork, which constituted the second phase of the study, which it presented as a diagnostic tool for data collection three questionnaires, each one composed of 10 questions, which were applied for 65 students who attended the 9th year of primary school in three public schools in the city of Belém (PA). The questionnaires helped identify the notions of variable and the elements of these notions present in the classroom. The results show that students have not mastered all the concepts of variable that were classified in our theoretical framework. It was found that the notion of variable as unknown, it shows greater role for students, however, realizes that what constitutes this and other notions concerning the handling, symbolization and interpretation, represent obstacles to understanding the thinking and language of algebra.Item Acesso aberto (Open Access) O processo de (re)construção e gestão de organizações matemáticas e didáticas no estudo de funções logarítmicas mediado pelos ambientes papel e lápis e informatizado(Universidade Federal do Pará, 2014-05-15) SILVA, George Christ Caraveo da; SILVA, Reginaldo da; http://lattes.cnpq.br/5156504609198449; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798The aim of this narrative research was to investigate the process of (re)construction and management of Mathematics and Didactic Organizations in the study of logarithmic functions seeked by two environments. This process is, according to the Internal Didactic Transposition, divided into two parts. In the first, characterized by the construction of the text Know, it is exposed the factors that influenced the construction of the Didactic Organization of my proposal; the second, scored by putting into action these Praxeologies , thus building Mathematics Organization in which I reflect on the Didactic Organization and seek to rebuild it. I conducted a study related to logarithmic functions , with students of the last year of high school from a private school , which consisted in facing a task in two environments : the paper and pencil and computerized . Analyzing the results I realized the computerized environment, by providing the interaction of students with the computational model of logarithmic functions, promoted on one hand, favorable conditions for learning and the other generated restrictions, problems that indicated the need to (re)constructions of Mathematics and Didactic Organizations. The theory that allowed my analysis were the Anthropological Theory of Didactics, more precisely around the notions of Internal Didactic Transposition, Praxeologies, Conditions and Restrictions.Item Acesso aberto (Open Access) A Terapia de Wittgenstein e o ensino de Álgebra(Universidade Federal do Pará, 2016-12-07) TEIXEIRA JUNIOR, Valdomiro Pinheiro; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865This research is based on Wittgenstein’s therapy proposed for an analysis of algebra teaching. We presented here philosophical traditional conceptions in educational theories that relate to the essentialist and referential conceptions, among which the piagetian constructivism. Wittgenstein's therapy is opposed to Platonic essentialism and to the referential conception of language. This philosophy points to the conventional nature of our foundations, including the philosophical traditions, here extended to educational theories. In this sense, we bring the epistemology of the use of Arley Moreno as Wittgenstein’s therapy contribution to understanding how is the knowledge of where we seek to formulate some theoretical assumptions of learning. We conducted an epistemological analysis about algebra, where we show its evolution and its relation to the way of thinking their teaching. The algebra is constructed as a language, and thus presents the grammatical features in the sense Wittgensteinian. From the theoretical framework presented undertake an analysis of texts and documents: 102 dissertations and theses between 2006 and 2015, four prominent references, official documents from the PCN and five textbooks, highlighting in all these the algebra teaching and the theoretical framework followed. The essentialist and referential conceptions are present in the construction of algebraic knowledge in the course of history, and therefore, in his teaching, presenting in the form of educational theories that seek extralinguistic fundamentals to explain how is knowledge. The Wittgenstein’s philosophical therapy can contribute presenting the confusion caused by such philosophical foundations of historical algebra construction, as well as its teaching, as it has a non-essentialist character and believes that is the language the source of production of meanings. We aim to perform an analysis based on Wittgenstein's therapy, to understand these philosophical foundations, which cause confusion, the possible paths of research and, consequently, the teaching of algebra, and thus present pedagogical possibilities. We intend to present not only the confusions and their consequences, but the possibilities offered by the Wittgenstein’s therapy, for the understanding of theoretical conceptions in use in education, seeking to bring, then, possibilities of research and teaching of school algebra. From the epistemology of use, algebra can be understood as having a grammar, and thus, it is autonomous, arbitrary and enables internal relations of meaning. The autonomy of the student is given from the knowledge of rules and their uses in various situations. The student starts from a given point not predivible a priori, the "bid" in the language game involving algebra, including applying rules to other types of unfamiliar situations and not due to a priori knowledge of the content.