Navegando por Assunto "Degree in mathematics"

Agora exibindo 1 - 2 de 2

Acesso aberto (Open Access)
Os cursos de licenciatura em matemática das universidades em Belém do Pará: da criação à consolidação
(Universidade Federal do Pará, 2021-12-07) LIRA, Alailson Silva de; MENDES, Maria José de Freitas; http://lattes.cnpq.br/4608940740054670
This research aims historically contribute to the course of degree in mathematics from universities in Belem. The purpose of this is to describe the processes that led to the creation of degree courses in Mathematics, Federal University of Pará (UFPA), State University Pará (UEPA) and University of Amazonia (UNAMA) and the changes in their curriculum structures. For the development of research, we adopt the historical research as a methodological theoretical basis using taxonomic criteria and historical field Aróstegui (2006) and Barros (2005). Furthermore, written sources were analyzed, located in the archives of these educational institutions, theses, dissertations and papers that were related to the topic discussed. To reach our goal, it was necessary to go through the history of the teaching of mathematics and the first mathematics courses in Brazil, since the changes in the first degree and Brazilian society reflected in the surveyed institutions and courses in their curriculum structures. Considering the multiplicity of possible interpretations and investigator bias in responses sought, through the documents decided to consider as proposed questions, tried to compose a first story that presents the three courses together. Furthermore, this research is justified given the social, historical construction and preservation of the Bachelor's Degree in Mathematics for the metropolitan area of Belém. As result of this study, we consider the curricular changes in the courses studied in Bethlehem, were due to taxes government through educational legislation and positions taken by the institutions in relation to society of Pará. Still, none of the courses would distanced from their origins, each contributing in its own way to the development of mathematics education and teacher education in the state and the Amazon Region
Acesso aberto (Open Access)
Saberes docentes na licenciatura em matemática acerca do ensino de derivada
(Universidade Federal do Pará, 2016-03-28) PAULO, Stephany Glaucia de Oliveira; BRANDEMBERG, João Cláudio; http://lattes.cnpq.br/3873561463033176; https://orcid.org/0000-0001-8848-3550
This work is developed from the qualitative research that aims to identify the Knowledge Teachers present in the Degree in Mathematics and teaching Derivative. The study involves five teachers who teach or have taught at the Calculus I course for the degree in Mathematics of the Pará State University and / or the Federal University of Pará, which seeks to answer the following question: what teaching knowledge present in the degree in Mathematics and teaching Derivative? This study is divided into two stages, the first is the application of a questionnaire containing eighteen questions about teacher training and performance in education derivative, the second is the interview which contains five questions concerning the professional career of the teacher since his graduation and six questions relating to teacher design in relation to the Derivative of education in degree in Mathematics. Later built a new interview script, which contains seven questions on teaching Derivative two about the difficulty of Derivative learning and four purpose of training, experience and the course curriculum. In the historical study of the development of derivative, we based the work of Haveroth (2013), Pires (2004), Bardi (2008), Carvalho (2007) and Baroni and Otero-Garcia (2014). In bibliographical study on the Derivative of education in the Degree in Mathematics, based in Dall'Anese (2000), Santos and Matos (2012) and Traldi Junior (2007) and on the teaching knowledge in Tardif (2014) and Pimenta (1996). Based on the analysis of the interviews, we made some considerations: we realize that this knowledge’s are closely linked to one another, knowledge that these are the training, the experience, discipline and curriculum.