Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Cataneo, Vanessa Isabel |
| Orientador(a): |
Não Informado pela instituição |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Não Informado pela instituição
|
| Programa de Pós-Graduação: |
Não Informado pela instituição
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
|
| Palavras-chave em Português: |
|
| Link de acesso: |
https://repositorio.animaeducacao.com.br/handle/ANIMA/3235
|
Resumo: |
I verified in this thesis – from goal-conciliation, relevance and registers of semiotic representation theoretic notions, and through activities that require the conversion of representations mediated by GeoGebra software in cell phones – the increasing of the conceptual understanding of first-degree linear systems. So, I elaborated a didactic sequence, applied it with 8th-grade students from Samuel Sandrini Elementary School in Orleans (SC), and evaluated it in terms of the pertinence of the association of theories, and of the mediation of the application. The results suggest that the conscious and planned individual use application in the classroom, as a support for the systems graphics interpretation and classification, contributed to the students’ interest and productivity, enabling the conversion of representations and helping the treatment. In addition, the study suggests pieces of evidence to understand how plans of intentional action toward goal self and/or hetero-conciliation superordinates relevant balances of cognitive costs and benefits, that superordinates the cognitive operations of identifying significant units, treatment, and conversion of semiotic representations, suggesting a methodology to elaborate and to evaluate educational interventions. |
