Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Goma, Jane Lopes de Souza |
| Orientador(a): |
Manrique, Ana Lúcia |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação Matemática
|
| Departamento: |
Faculdade de Ciências Exatas e Tecnologia
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tede2.pucsp.br/handle/handle/22865
|
Resumo: |
The aim of this research was to investigate the mathematical written communication of future teachers of the Early Years of Elementary School in relation to algebraic thinking, through tasks aiming at the development of this thinking. As a research question we propose: In the development of a sequence of questions, what reveals the mathematical written communication of future teachers of the Early Years of Elementary School in relation to algebraic thinking? The materials chosen for analysis and interpretation are the records written by teachers participating in a workshop. The proposed sequence of questions involved two tasks. The choice of both tasks is due to the fact that it does not necessarily require the participant to present an algebraic symbolic language. The tasks were proposed in order to favor moments of autonomy and creativity to solve them. It is worth remembering that in the proposal we brought it was necessary to read, interpret and find a way to possible resolutions, which we generally request the use of the written record. For data organization and interpretation, we employed procedures in the light of Content Analysis, which is a qualitative research modality. Taking into account the adopted theoretical framework, we hope to identify the participants' performance levels in relation to the four dimensions of written mathematical communication: Clarity, Rationale, Logic and Depth. Regarding the Clarity dimension of mathematical written communication, there was a higher concentration at the medium level, indicating that although most records presented some coherence in thinking and organization of ideas, we did not identify a clear mathematical written communication, remaining only in context. of the task regarding the Rationale dimension, we consider that the records did not present formalized ideas, although we identified that even within the context of the tasks, some records have correct grounds’ the Logic dimension, we consider that the records, as well as in the Grounding dimension, had predominant concentrations in the low and medium levels, because they present a superficial or imprecise logical organization, which makes any understanding of the logic adopted unfeasible. Concerning the Depth of Mathematical Written Communication, we consider that there is nothing in the records that indicates a high level in this dimension of mathematical written communication. The data revealed that future teachers generally cannot accurately express algebraic constructs to explain certain situations, sometimes in the context of the tasks themselves they have no domain |
