Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Paschoal, Carlos Willians
 |
| Orientador(a): |
Bianchini, Barbara Lutaif |
| 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: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/19417
|
Resumo: |
This research had as aim investigates how and if the Mathematical Model can be a facilitator of teaching Probability of Exponential Distribution to engineering. We had as an aim answer the follow question: Will Mathematical Model be a favorable teaching methodology to learn Probability of Exponential Distribution in an engineering course? We Used the methodology, Mathematical Model, as described by Bassanezi (2004), Biembengut and Hein (2008), Almeida, Silva and Vertuan (2012), and others who showed the steps to create activities sequence. The theoretical framework was based on the Theory of Didactic Situations from Brousseau (2008), Silva (2008), Freitas (2008), and Teixeira and Passos (2013), which was organized in parallel with the Mathematical Model and the Theory of Didactic Situations based on the work of Dias and Santo (2014), the intention was built an analysis grid to analyze the activities sequence. This sequence was applied to 2º year students from Chemistry Production Engineering from a private institution at São Paulo state. It was realized two meetings, one to organize the experiment and other to obtain the mathematical model from Exponential Distribution. From the data collected we realized its validation in the source problem and in questions from the didactic book proposed in the amendment. This sequence was divided in four activities, which steps of mathematical model, typology of didactics situations and the means structures were identified and analyzed in each of them. This analysis found that the steps foreseen were met, but the students did not achieve a general model, therefore it was needed a step of institutionalization on the validation step. The use of the model was assimilated by the participants’ students who understood the methodology as helpful and motivating. They were able to apply the Exponential Distribution in other problems from didactic books. This research was limited to analyze how the Exponential Distribution can be taught by the Mathematical Model methodology, presenting as future perspective the possibility of reproduction the activity in several topics that include teaching random variable beyond the surveys from types of state of art or metaanalysis about what was researched on the topic |
