Navegando por Assunto "Conhecimento matemático"

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Articulação entre conhecimentos matemático e didático do professor
(Universidade Federal do Pará, 2018-09-03) COSTA, Alcirley Rodrigues; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
This paper deals with the knowledge relation between the mathematical and didactic of teachers who underwent the selective process of the Graduate Program in Education in Science and Mathematics at the master's level of the Federal University of Pará. With the pretension of investigating how teachers candidates to the academic masters associate specific knowledge of mathematics, added to their practice, to the knowledge of the Mathematics Education Area. It is a qualitative research based on the Theories Anthropological Didactics (TAD) and Anthropological Theory of the Relationship of Knowing and Learning (TARSA). The results show that the articulation between these two theories can reveal the relations between the knowledge treated here.
Acesso aberto (Open Access)
O conhecimento matemático-didático do professor do multisseriado: análise praxeológica
(Universidade Federal do Pará, 2013-05-03) SILVA, Reginaldo da; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033
This research investigates the construction of mathematical praxeologies held by a teacher in a multigrade class, fourth and fifth years of elementary education in a Municipal Public school from the Espirito Santo Community, belonging to the City of Santa Maria do Pará. This paper demonstrates, through the transposition of mathematical praxeologies of the didactic books from the serial classes to the multigrade classes, the values of the epistemological and institutional variables that conform the milieux of the teacher in the Internal Didactic Transposition, in view of conditions and restrictions on teaching in multisseriate institution. This transposition of praxeologies that occurs in the multigrade classes environment is identified as a teacher problem, when the epistemological dimension added, constitutes beneath the frame of the Anthropological Theory of Didactics in didactic problem. This research is qualitative in nature, an ethnographic approach adapted to education in line with Lüdke and Andrew. The analyzes show the values of variables and the relationship between them in the reconstruction of mathematical praxeologies in the "text to know" and the management of these in the classroom, but also show the reflection of the teacher in the first phase of Internal Didactic Transposition, on the second phase of Internal Didactic Transposition and vice versa. The analyses are constructed based on elements of the Anthropological Theory of Didactics and teaching on praxeology model, which constitutes an important element in the analysis to identify the values of the epistemological and institutional variables that shape the milieux of the subject teacher of the research in the two phases of Internal didactic Transposition, the evidence of didactic problem and the feedback that occurs between these blocks of variables and their values, which shows the construction of mathematical knowledge-didactic of the teacher.