Relações entre concepções sobre a natureza do conhecimento matemático, propostas didáticas e concepções de ensino em dissertações em educação matemática do PPGEDUCEM da PUCRS

• Ano de defesa: 2013
• Autor(a) principal: Agne, Luciano Sant’ana
• Orientador(a): Harres, João Batista Siqueira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul; Porto Alegre
• Palavras-chave em Português: Concepção matemática; Concepções de ensino; Educar pela Pesquisa; Propostas didáticas; EDUCAÇÃO; ENSINO - PESQUISAS; PEDAGOGIA; MATEMÁTICA - ENSINO
• Link de acesso: http://hdl.handle.net/10923/3056

This study has analysed the connections between the conceptions about the nature of mathematical knowledge, teaching plans and the conceptions about teaching found in Masters in Mathematical Education researches. Studies which featured classroom research based on the theory of Education Through Research were selected. Thirteen Master’s dissertations from the PUCRS Master Degree Program in Science and Mathematics Education have been analyzed through a qualitative and interpretive approach. The Discoursive Textual Analysis was used to data analysis. Three aspects were considered: teaching plans used in classroom activities, conceptions of the nature of mathematical knowledge, and the underlying conceptions of teaching. As a theoretical framework, conceptions about the nature of mathematical knowledge were analyzed according to the categories philosophical “realism” and “antirealism” as Hacking (1983), Manno (1973) and Del Vecchio Jr. (2010). The conceptions of teaching were analyzed according to the assumptions of Teach For Search. The results show that the teaching of Math based on Education Through Research helped the learning of mathematical concepts, allowing for the construction of that knowledge. It was also noticed that, despite the use of teaching plans based on research in the classroom, the studies analyzed show an absolutistic conception of mathematical knowledge.