Detalhes bibliográficos
| Ano de defesa: |
2014 |
| Autor(a) principal: |
Vogado, Gilberto Emanoel Reis
 |
| Orientador(a): |
Silva, Benedito Antonio da |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| 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/11017
|
Resumo: |
This research, a qualitative one, was developed from concerns experienced in higher education teaching, when faced with situations that led us to think about the methods used for teaching and learning Differential and Integral Calculus. Against this background, and from experience in teaching this discipline, at Universidade do Estado do Pará - UEPA, we developed the following research question: How is the process of introducing the concept of Integral for students in mathematics, using the methodology of problem solving, from the perspective of basic aspects in mathematical activity, according Fischbein? Subsequently, we developed the objectives of this research: Investigate the strategic performance in mathematics undergraduates when undergoing problem solving through a teaching sequence that targets the process of introducing the concept of Integral and, Identify these strategies written individual manipulation and / or simultaneous to the basic aspects of mathematical activities, according Fischbein, namely: intuition, algorithm and formal. Theoretical framework were used ideas related to Teaching Learning - Assessment Mathematics Teaching through problem solving of de Onuchic e Allevato (2004), and the three categories of Fischbein (1993), which are present in all mathematical activity: intuition, algorithm and formal. As already mentioned the research is qualitative, presented as instruments to draw up a teaching sequence that have been applied in a period of May 15 to June 2, 2014, with 16 double participants, the meetings an average of 4 hours, but the analyzes were effected in three double degree course students in mathematics at a public university of Pará state with the help of the software GeoGebra, we believe that the computational elements are excellent teaching resources and contribute to the learning of mathematical concepts. It was observed also that the group discussion is of elementary importance and brings great contributions to the learning of the concept of Integral, considering that becomes viable reflection of the way that we want to go, because the planned activities were discussed by double giving autonomy to the same, realize a breakthrough in that the meetings were going on where students mostly were more motivated and participants during the implementation of activity, this reinforces what Onuchic (1999) and Pinto (2010) say about the teaching methodology and learning mathematics through problem solving that contribute to creating a learning environment for the development of activities, leaving students to use their own ideas and not simply following guidelines, making them believe in their abilities |
