Navegando por Assunto "Analytical geometry"

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História para o ensino de geometria analítica nas produções de história da matemática do Brasil
(Universidade Federal do Pará, 2020-02-10) MARQUES, Rubens Matheus dos Santos; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602
This research refers to the history of analytic geometry in the productions of History of Mathematics in Brazil, so this research is research type research. For the methodological development we base on the epistemological assumptions of Gamboa (2012), so that it subsidizes the analysis of each identified production according to the research objective that concerns the proposed activities for the teaching of analytical geometry in the research productions centered on its historical and methodological aspects, for its use in mathematics classes exposed in the Brazilian productions of History of Mathematics, within the scope of postgraduate dissertation and thesis level, event annals, education journals and short course books offered by SBHMat in SNHM. To guide the research, we consider the following question: What approaches and contributions emerge for the teaching of analytic geometry in the production of History of Mathematics in Brazil? As results we identified thirty-seven works referring to the history of analytical geometry classified in the research trends in History of Mathematics, namely; History and Epistemology of Mathematics (HEpM), History of Mathematical Education (HEdM) and History for Teaching Mathematics (HEnM) Thus, sixteen productions were identified in relation to the master's level scientific production, twelve related to the works published in the annals of events, three in the journals of the area and finally six short course books were identified. From this finding we elaborate referrals for teachers of basic education from the information contained in the productions classified in HEnM in order to reveal how the approaches presented in the research can be worked in line with the textbook.
Acesso aberto (Open Access)
O material manipulável no ensino e aprendizagem das noções básicas de geometria analítica a um aluno com cegueira
(Universidade Federal do Pará, 2017-04-26) CARDOSO, Lucélia Valda de Matos; SALES, Elielson Ribeiro; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
The present study aimed to investigate the use of manipulative material (built together with the student) as a resource to the teaching-learning process in Basics of Analytical Geometry to a student with acquired blindness. A part of the research (application of the activities) took place in 4 months and consisted of a period of observation, application of interviews and verification of the content worked. The research had the qualitative approach and used as a methodology the case study, in each developed activity, we propose problems that were solved with the aid of the manipulable material, in order to understand what the contributions of this resource to the process of teaching and learning the Basics of Analytical Geometry to students with blindness. In this sense, the research is being developed in a public school established in Mosqueiro (district of Belém / PA) in the neighborhood of Carananduba, involving only a blind student of the third year of high school, night shift. The results obtained by the research demonstrated that the use of the manipulative material contributed to the learning and understanding of the mathematical concepts of the Basics of Analytical Geometry after familiarization with the manipulable material. Thus, the analysis of the data showed that there was a significant contribution in the understanding of the mathematical concepts, which was provided by the strengthening of the interaction and the construction of the manipulable material.
Acesso aberto (Open Access)
Os momentos didáticos e a avaliação formativa
(Universidade Federal do Pará, 2019-11-19) BRITTO, Victor Hugo Chacon; ANDRADE, Roberto Carlos Dantas; http://lattes.cnpq.br/9805475836230257; https://orcid.org/ 0000-0003-4231-1539; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033; https://orcid.org/0000-0002-9228-2337
This overview research references to the problematics of scholar evaluations in mathematics, presuming this as a matter of the teaching staff with mathematics in basic studies. The confrontation of the problem in the context of formative evaluation in the way that the knowledge can be built in the interweaving of triad teaching-learning-evaluation, considering as conditions and restrictions resulting of the knowledge and institutions that it lives. that way it was insert in the Research Epistemological Program in mathematics’ didactics, more precisely in Anthropologic Theory of Didactic, which the didactic moments articulated with presumptions of formative evaluation enabled proposing a model’s evaluation named as Formative Evaluation Didactic-Mathematic. This structure establish itself as answer to the questioning: in what way the professor can realize a formative evaluation relative to the mathematic knowledge taught in class, in the sense of evaluate the learning in the schooling? therefore it was developed a Path of Study and Research, which resulted in systems aids around those it was represented the Path of Study and Research on a Community of Educational Practice what motivated the experience of the evaluative model as educational technique with the students in the class room, through development of a tasks system to the study of analytical geometry. The praxeological analyses in growing difficult was assumed as reference to analyse the productions arising of community of practices and class room, in what it was emphasize the crucial moments of evaluation, the communications and feedbacks in the perspective of regulation of study’s process in confrontation of tasks and techniques types.