Navegando por Assunto "Internal didactic transposition"

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Acesso aberto (Open Access)
Criações didáticas: um estudo sobre os materiais didáticos alternativos em pesquisas em nível de mestrado e doutorado no brasil no período de 2010 a 2020
(Universidade Federal do Pará, 2022-10-27) DUARTE, Wellington Evangelista; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
The present thesis has by objective analyze the relationships of internal didactic transposition in the didactic creations involving alternative teaching materials as a teaching and learning resource in research at master's and doctoral levels in Brazil from 2010 to 2020. To achieve this objective, we rely on the theoretical aspect of internal didactic transposition and didactic creations, having as a guiding question "can alternative didactic materials evidence didactic creations susceptible to the institutionalization of knowledge from a process of internal didactic transposition?" he research methodology used was qualitative meta-analysis, with the production of data being carried out in two national repositories: in the Brazilian Digital Library of Theses and Dissertations and in the Theses Bank of the Coordination for the Improvement of Higher Education Personnel, in which the research in which the materials were used from a teaching practice in the early years of elementary school. From our analyses, we emphasize that it is possible to evidence a didactic creation from manipulative activities, as long as this text of knowledge is able to contemplate some particularities so that this use leads the student to meet his construction with knowledge, and even if the teacher manages to implement its text of knowledge in the two moments of TDI, causing the didactic creation, this movement alone does not guarantee the institutionalization of the knowledge involved in the proposed activity, as it permeates the way the material is conceived as a didactic tool by the teacher to teach a given mathematical object . Therefore, it is worth mentioning that the use of any material requires didactic intention, because without defined objectives, there is no guarantee of learning.
Acesso aberto (Open Access)
A prática de ensino como uma trajetória de formação docente do professor de matemática
(Universidade Federal do Pará, 2017-04-04) MESQUITA, Flávio Nazareno Araújo; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033; https://orcid.org/0000-0002-9228-2337
This research tries to problematize the practice of teaching with an given object of internal didactic transcription of execution of this practice by the teacher. Thus, there is questioning if this process leads to the construction of a trajectory of teacher training on a given school mathematician. An affirmative answer is constructed from a course of studies and research on the theoretical support of the anthropological theory of education, considering the teaching of resolutions of equations of the second degree. The construction of this trajectory is the methodology of the research that is embodied in a course of study and personal investigation of the teacher who seeks in the confrontation of his training problem to build or access the necessary mathematical school infrastructure that answers his questions. This infrastructure is given by the understanding of a epistemological model of reference by the teacher that is translated into his personal epistemological model of reference for the study of the resolution of equations of the second degree embodied in task systems that articulate several objects of school mathematics.