Um estudo das atividades propostas em um curso de licenciatura em matemática, na disciplina de introdução ao cálculo diferencial e integral, na modalidade a distância

• Ano de defesa: 2011
• Autor(a) principal: Alves, Antonio Fernando Silveira
• Orientador(a): Traldi Júnior, Armando
• 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: Educação a distância; Formação de professores de matemática; Atividades de exploração; Atividades de investigação
• Palavras-chave em Inglês: Distance education; Mathematics teacher s formation; Exploration activities; Investigation activities
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://tede2.pucsp.br/handle/handle/10857

This study had as objective to verify if the activities proposed for the subject Differential and Integral Calculus of a Bachelor Mathematics Degree in a Distance Education Course render the use of different learning strategies, such as investigation, problems solving and exercises. We also aimed at verifying which are the questions and doubts sent by the students to the teachers, as well as the reference these teachers give to these questions. To do so, we analyzed the activities proposed to the future teachers during Differential and Integral Calculus subject. We also used as analysis documents the virtual interactions originated from the use of Discussion Forum tool. To handle the analysis, we used Ponte (2003) theoretical model, which defines 4 kinds of tasks: i) exercises; ii) problems; iii) exploration; iv) investigations. We used qualitative research as methodology, carried out through the case study of a São Paulo s private Superior Education Institution. Data analyses revealed the prevalence of exercises activities in relation to solving problems and exploration activities. Investigative activities were not found. We concluded that virtual interactions were focused in doubts which were categorized as technical doubts . Among the mathematical doubts we noticed that they were concentrated in polynomial, modular, rational and greatest integer functions and the study of trigonometric functions, especially on sine and cosine values for angles higher than 90º. In relation to the doubts sent to the professors, we found that there was a balance between the direct answers sent to the students doubts and the ones which led to an investigative process. At the end of the performed study it was possible to create a "guide" containing examples of Differential and Integral Calculus activities exploring the exercises situations, problems, exploration and investigations