Navegando por Assunto "Wittgenstein’s philosophy"

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A compreensão de expressões algébricas sob a perspectiva da filosofia de Wittgenstein
(Universidade Federal do Pará, 2017-08-25) BARATA, Rouziclayde Castelo; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865; http://orcid.org/0000-0002-3147-9478
This research aimed to investigate the students’ difficulties when it comes to developing mathematical rules in the classroom context, which the main emphasis were on discussions about language, based on Wittgenstein's philosophy of language, highlighting the importance of the language, mathematics and knowledge. Its main objective was to investigate the difficulties related to the learning of school algebra, especially in algebraic expressions. For this, it presented a discussion about following rules, see-how, natural/mathematical language translation, working on meanings and some math fundamentals which are mainly approached by the Austrian philosopher in his work Philosophical Investigations.As methodology, this research was developed with 24 elementary school students from the State Network in the city of Castanhal – PA. We attended the classes of algebraic expressions in order to motice some difficulties related to language and some difficulties by the students because of that language. In order to collect the data, we applied a questionnaire containing four questions and the resolution of exercises distributed in five annexes that provided us a perception of the confusions during their resolution. From the answers and observations, we mainly notice students do not master the techniques required to follow the mathematical rules fundamental to the correct development of remarkable products and factoring. The contents of algebra are usually considered obstacles to learning, since they involve other ways of dealing and operating with the mathematical objects involved. From this result, we emphasize the importance of the teacher's performance, since the students cannot discover the mathematical rules, but they need to be shown and explained.
Acesso aberto (Open Access)
O sentido das regras no ensino de frações
(Universidade Federal do Pará, 2020-02-28) BARBOSA, Marcel de Almeida; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865; http://orcid.org/0000-0002-3147-9478
The research aimed to discuss how teachers apply mathematical rules to the concept of fraction, based principally on wittgensteinian concepts, to follow rules, focusing on operations of addition, subtraction, multiplication and division of fractions. According to Wittgenstein's Philosophy of Language, following rules is a praxis, what constitutes the rule is its collective use, constant practice. The methodology had a qualitative approach, from the data collection through a questionnaire, as well as support in bibliographic data. Research in mathematics education, as we will see, points out that students have many difficulties in dealing with both the concept of fraction as well as with operations involving this concept, as well as that their teaching is geared to the mechanized use of rules. As the mathematical language is governed by rules, it is possible for a teacher to teach them, not through doubts, but through certainties. (WITTGENSTEIN, 1996). The research showed that the participating teachers, who teach mathematics in the early years, have doubts about the application of mathematical rules, such as the rules involving the operations with fractions, as well as conceptual errors that can corroborate for teaching with deficits in the basic education.