Sequência didática envolvendo modelagem matemática de transformações gasosas: concepção, execução e análise de resultados orientadas pela noção de conciliação de metas

• Ano de defesa: 2020
• Autor(a) principal: Filho, Bazilicio Manoel
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Conciliação de metas; Situações didáticas; Modelagem matemática; Registros de representação semiótica; Transformações gasosas
• Link de acesso: https://repositorio.animaeducacao.com.br/handle/ANIMA/3353

In this thesis, we analyze the conception, execution, and results of a didactic sequence thought as a plan of intentional action towards the collaborative conciliation of the goal of mathematically modeling gas transformations. To conceive it, we synergistically mobilize theoretical concepts of registers of semiotic representations, mathematical modeling, and didactic situations in the context of mathematical education, and theoretical concepts of relevance and goal-conciliation in the context of language sciences. We organized the sequence in three contexts dedicated to isovolumetric, isobaric, and isothermal transformations, each one containing a contextualization stage and an experimental stage followed by questions that led the students’ action in the different phases of mathematical modeling and milieu levels. We carried out the study with twenty students of the second year of the technical course of integrated high school level in chemistry from the Federal Institute of Santa Catarina (IFSC) at Criciúma divided into four teams. Conceiving mathematical modeling as an a-didactic situation or as an a-didactic dimension in terms of the theory of didactic situations, the evidence suggests that the mobilization of different registers of semiotic representation in the teaching and learning process of mathematical objects improved the design and execution of the didactic sequence from the teacher’s point of view and favored actions and feedback along the stages of mathematical modeling from the students’ point of view. Furthermore, respecting contributions of relevance theory, the evidence points out that the goal-conciliation-theoretic abductive-deductive architecture allowed to conceive, execute and validate the didactic sequence (methodological dimension) and to describe and explain how students select and articulate the different inputs in the elaboration of a mathematical model (epistemological dimension).