Navegando por Assunto "Geometria analítica"

Agora exibindo 1 - 7 de 7

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As dificuldades relacionadas à aprendizagem do conceito de vetor à luz da teoria dos registros de representação semiótica
(Universidade Federal do Pará, 2010-10-15) PATRÍCIO, Rafael Silva; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865
This work was developed in order to contribute to teaching and Analytic Geometry for learning in higher education. To accomplish this we rely on the theoretical framework of Raymond Duval - With the theory of the semiotic representation registers - in classes exhibitions, classroom activities and the exploration of a greater number of Vector representations of mathematical object. Our goal was to identify and analyze the difficulties in production and processing representations of the vectors that characterize the learning of loopholes concept of that object. The research subjects were students of a in Mathematics at the University of Pará - UEPA, Regional Center of the Lower Tocantins - NURBAT located in Moju - PA. The research was divided into stages, where at first, the group witnessed lectures focused on the study of vectors, exploiting the various representations of the object as well as basic operations, the second stage the resolution list of exercises (activities 1 and 2), with questions taken from the discipline and recommended reading individual assessment. Finally the analysis of the resolutions made by subjects. The instruments of data collection included questions of representation of vector algebra in the records, and figural language natural as well as conversions between these records. After analyzing resolutions, they were grouped by categories including: confusion between point coordinates and vector coordinates, difficulty in application of the rule of the parallelogram, difficulty in identifying vectors equal and records involving the conversion between geometric registration. By final aim of the tests where students feel more difficulties according to the peculiarities of the resolutions presented and they also suggest the possibility of continuing the research on it object.
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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.
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Interconexões envolvendo história das cônicas e o GeoGebra para o Ensino.
(Universidade Federal do Pará, 2025-02-27) SÁNCHEZ SÁNCHEZ, Ivonne Coromoto; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872
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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.
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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.
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A noção de tarefa fundamental como dispositivo didático para um percurso de formação de professores: o caso da geometria analítica
(Universidade Federal do Pará, 2012-12-13) ANDRADE, Roberto Carlos Dantas; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033; https://orcid.org/0000-0002-9228-2337
This research addresses the praxeological problem of the math teacher and the teaching profession from the perspective of teacher education through the confrontation of the phenomenon of disconnection between themes, sectors and areas of study of mathematics in primary school. It is part of the Epistemological Research Program in Didactics of mathematics, more precisely in the context of Anthropological Theory of Didactics, whose subsidies allow us to propose the concept of Fundamental Tasks based on the study of types of effective tasks which is capable of articulating and justifying other tasks, constituting a starting point and convergence between these and other tasks concerning the reconstructions of mathematical organizations for the study and teaching in basic education. In this sense, we set the following question: in what way a route search and research involving Fundamental Tasks can be a device methodological formation of teachers? In response to this question, from the experience in a Community of Teachers‟ Practices in a public school, with the study of Plane Analytic Geometry, under specific institutional conditions and restrictions, which point to Fundamental Tasks as a didactic device capable of triggering and encouraging to face the problem of disarticulation, as well as providing a pathway for Studies and Research as a Way of Continuing Education of mathematics teachers in the effective exercise of the profession.
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Tarefas fundamentais no fazer matemático escolar: organização matemática para o ensino da geometria analítica
(Universidade Federal do Pará, 2013-04) GUERRA, Renato Borges; ANDRADE, Roberto Carlos Dantas
This essay is part of a research held at the Scientific and Mathematical Education Institute, in Federal University of Pará (UFPA), in which we make a reflection over the tasks for the study of the Plane Analytical Geometry contained in didatics text books adopted in Highschool (Medium Educational Level) in order to identify the relationship among them aiming to determine more inclusive tasks, called by us as “fundamental tasks” which, related to one another, are the base for the solution of other tasks. And, based on this kind of task, propose a new mathematical organization that may contribute to the teachers’ mathematicaldidatics organization as to allow a “school mathematics practice” characterized by a justified and understandable practice. This is accomplished having the Didatics Antropological Theory as a reference.