Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Pontes, Julio Silva de
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| Orientador(a): |
Campos, Celso Ribeiro
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação Matemática
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| Departamento: |
Faculdade de Ciências Exatas e Tecnologia
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/24529
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Resumo: |
This dissertation aims to describe and systematize the categories of knowledge needed for the teaching and learning of elementary space geometry during workshops with elementary school educators who teach mathematics in the city of Angra dos Reis. The general objective of this research project is to identify the types of geometric knowledge considered by teachers who work with children in the early years of elementary school when working with spatial figures. To recognize what those possible strategies might be, this paper has performed the analysis of policy documents, mathematics elementary school curriculum, the mathematical knowledge of both teachers and students, and the practice of school mathematics in the elementary school context. The research also contemplates case studies to portray the ways teachers assemble this knowledge. These methodologies served as the basis for the investigation on the first phase of didactic engineering, supported by the approaches on study processes of mathematical knowledge necessary for teaching. Therefore, we seek to organize the collected data through the use of results by regular categories, as well as the development of the activities proposed during the workshops. The study takes in consideration the different phases of geometric thought model, the ideas regarding the contribution of imagery to thought during the manipulation of real or virtual physical objects, and the use of the use of figures as a representation of a geometrical situation. The results prove the importance of problem solving, ethnomathematics and the history of mathematics as important categories in the mobilization of technological and pedagogical knowledge concerning elementary spatial geometry content. It was also observed some shortage of this knowledge, the need for digital technologies, the necessity to promote workshops in the early years of elementary school for these purposes, and the creation of elementary spatial geometry tasks in Portuguese to be made available for the Geogebra community |
