Navegando por Assunto "Linguagem e educação"

Agora exibindo 1 - 3 de 3

Acesso aberto (Open Access)
Os instrumentos formativos no processo de ensino/aprendizagem da escrita
(Universidade Federal do Pará, 2012) LAMEIRA, Renata dos Santos; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146
Acesso aberto (Open Access)
Interpretação e comunicação em ambientes de aprendizagem gerados pelo processo de modelagem matemática
(Universidade Federal do Pará, 2010-03-30) OLIVEIRA, Marcelo de Sousa; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071
This research aimed to observe, understand and describe the production of meaning through the interactions between students themselves, or with the teacher to develop mathematical modeling projects. The investigation was performed in a class of fifth graders of an Elementary School and Middle Federal Network for Education in the city of Belem do Para A participant observation technique was mainly used for collecting data, which were recorded by daily field, video-and audio recordings of lessons in capitated groups of students when they developed the proposed activities, thus providing the methodology adopted. Thus, the research, a qualitative, was characterized as a research participant. The theoretical framework that supported the research was composed predominantly of mathematics philosophy of Ludwig Wittgenstein, who understands the language game as a way of life, emphasizing that the application of rules and their senses are part of the game, the concept of residual Gilles-Gaston Granger, which refers to the meanings that are beyond the formal mathematical texts, ie those aspects that escaped the meshes of linguistics, the concept of critical mathematics education, which refers to the political aspects of mathematics education and brings to debate, issues related to the theme power, which reflect the interactions among individuals in the cognitive act, establishing communication patterns, besides the authors dealing with the mathematical modeling in education. The analysis points to the production possibilities of learning environments appropriate to forward a communication pattern that plays its primary role in the teaching-learning: communication through speech or language games.
Acesso aberto (Open Access)
Matemática e linguagem: um enfoque na conversão da língua natural para a linguagem matemática
(Universidade Federal do Pará, 2009-03-27) FEIO, Evandro dos Santos Paiva; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865
This research aimed to identify and analyze which possible difficulties that come from the language students face in the conversion from natural language to mathematical language. The investigation was carried out during the school year of 2008 in high school groups of two public schools in the city of Belém, where information has been collected through mathematics registers produced by the students through tests and assessments performed every two months. To assist such investigation, the ideas of Raymond Duval were used as a theoretical reference about the theory of the mathematics registers of semiotics representation; the concept of meaning connected to the philosophy of language according to Wittgenstein; also some considerations by Gottlob Frege about the distinction between meaning and reference and other ones by the philosopher Gilles-Gaston Granger concerning the problems of meaning and the formal aspect of mathematical language. The analyses of the information collected during the period of investigation revealed that, in the students’ perspective, the conversion of natural language to mathematical language faces four types of difficulties: the first one has pointed out the fact that there are, in each record of representation of the same mathematical objective, different contents to be mobilized; the second one has shown that the students fail when they perform the conversion of natural language to mathematical language, when they do not interpret correctly the mathematical rules implied in the proposition of a situation problem; the third one has appeared from the fact that there are, in the text of a situation problem, words that the students do not understand the meaning of or may have an ambiguity of senses; the fourth one has appeared from the fact that the students do not understand the mathematical meaning of the letters used in the problem situations.