Navegando por Assunto "Geometry teaching"

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Acesso aberto (Open Access)
Uma linguagem geométrica singular refletida no Códice Atlântico de Leonardo da Vinci: contribuições para a geometria escola
(Universidade Federal do Pará, 2021-02-26) MARTINS, Jeová Pereira; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602
Mathematics teaching in Basic Education requires special attention from teachers and researchers in the field of Mathematics Education, because one of its functions is the student’s integral education as far as the mathematics’ knowledge needed for teaching. This thesis points out possibilities for this formation process in Basic Education and aims to establish relationships between the elements of geometry as reflected in Leonardo da Vinci’s Codex Atlanticus and the elements of school level geometry. It is a qualitative research whose focus were Leonardo da Vinci’s drawings and notes contained in the Codex Atlanticus, where we searched for geometry objects with which we could establish relationships with school level geometry. The information gathered was dealt with based on a study of the Codex’s 602 pages, of which 13 were analyzed according to semiotic principles and to the reading of mathematical images as defined by Santaella (2005, 2012, 2018). The results of this analysis show that the drawings and notes contained in Leonardo da Vinci’s Codex Atlanticus present elements related to school level geometry which can be mobilized in teaching processes based on the problematization of these elements, materialized in teaching activities and investigation projects that may become didactical subsidies to be incorporated by mathematics’ teachers in the teaching of geometry in Basic Education.
Acesso aberto (Open Access)
Saberes geométricos mobilizados na formação continuada de professores dos anos iniciais
(Universidade Federal do Pará, 2019-04-02) CARVALHO, Patrícia Raquel Santana de; ALMEIDA, Talita Carvalho Silva de; http://lattes.cnpq.br/6247156526483924; https://orcid.org/0000-0001-5206-4354
The present work has as objective to investigate knowledge that needs to be mobilized in a continuous formation in geometry for teachers of the initial years of elementary school. The interest in investigating this teaching is justified, among other factors, by the importance of geometric concepts in the construction of knowledge in several areas of knowledge. The thematic approach was based on the methodology of the bibliographic research, because it allows to know in which level the scientific productions, such as articles, dissertations, books, besides official documents, on the object in question. For this, it was outlined as a guiding question of the research: What knowledge need to be mobilized in a continuing formation in geometry by teachers of the initial years of elementary school? The theoretical reference was established in Pavanello's investigations on the historical abandonment of the teaching of geometry by Imbernón on the conceptions of the continued formation of teachers and with Shulman on teacher knowledge. From this study it was possible to verify that the geometry teaching in the continuous formation of teachers of the initial years, presents / displays lapsed. Considering the insignificant number of researches developed in these aspects, thus contributing, with a high degree of teachers with deficient geometric knowledge, rooted in a fragility practice and full of gaps, from the incomprehension of these concepts to the applicability of their contents in the literacy cycle . Faced with such perception, a set of activities on geometric solids was constructed in order to contribute to the resolution of the lag of this teaching.