Detalhes bibliográficos
| Ano de defesa: |
2003 |
| Autor(a) principal: |
Veiga, Márcia Stochi |
| Orientador(a): |
Maranhão, Maria Cristina Souza de Albuquerque |
| 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: |
Educação
|
| País: |
BR
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tede2.pucsp.br/handle/handle/11191
|
Resumo: |
The aim of this research was to analise the interpretation made by the students in the 8th grade from Elementary school, who had studied the Thales' Theorem but didn't study the division of segments procedure in equal parts, based on the this Theorem. Following the DUVAL's Theory, a sequence of tasks was elaborated, containing question regarding to the resulting figures of the division of segments procedure, based on the Thales ' Theorem. That sequence as applied to the students during individual sessions through clinical interviews based on tasks. The students were as ked about what they had visualized about the lengths making use of the visualization or instruments for length measure, which were available or even justify their interpretations through proprieties. The answers analyses, obtained through the interviews enabled us to observe the different types of understandings, related to those figures and also related to the comparison among the length of the existing segments in the figures. The students, who had been interviewed, in the majority of the presented situations, made use of the visualization during the comparison among the length of the existing segments in figures and, most of time, found that the visualization process was enough to justify their interpretations |
