Navegando por Assunto "Epistemological model of reference"

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Geometria analítica nos livros didáticos: uma análise do modelo epistemológicos dominante para o ensino de cônicas no ensino médio
(Universidade Federal do Pará, 2023-08-04) BORGES, Thays de Souza; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
The objective of this work is to carry out an investigation into high school books from public schools in Pará, in order to identify the dominant epistemological model in exposing the content of analytical geometry, in particular, the study of the geometry of conics, taking it yves chevallard's (1999) anthropological theory of didactics (TAD) and the reference epistemological models developed by Benito (2019), in his doctoral thesis, were used as reference. The adopted methodology was the bibliographical qualitative research. The choice of books was made according to their acquisition in the public network and based on the National Textbook Program (2020). We also seek to carry out a survey of scientific studies, such as those of: Macena (2007), Oliveira (2011), Siqueira (2016) and Jesus (2017), to understand how the learning of conic figures develops in High School . Regarding the performed analyses, we identified that although there is a distinction between the authors' predilection regarding which geometry to work on teaching and learning conics, analytical geometry stands out in relation to synthetic geometry. It is thus concluded that the content on Conics still receives a very algebraic treatment in basic education.
Acesso aberto (Open Access)
Resolução de equações do 1º grau: um modelo epistemológico de referência
(Universidade Federal do Pará, 2017-06-21) ALMEIDA, Maysa da Silva Leite; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033; https://orcid.org/0000-0002-9228-2337
This work deals with the solving first degree equations as a school practice and was developed through a path of study and research (PSR). The course of this investigation led us to the encounter of four historically distinct praxeologies, whose analyzes evidenced the need for the conception of an epistemological model of reference (EMR). We then sought to construct an answer to the problem of conception of EMR that would allow the construction of new didactic-mathematical organizations for the teaching of the object in question, according to a mathematical intelligibility. As a partial answer to the problem, the EMR presented here has as a mathematical foundation the algebraic structures of the fields, especially the field of the integer numbers modulus p.