Detalhes bibliográficos
| Ano de defesa: |
2007 |
| Autor(a) principal: |
Saldanha, Maria Sueli Gomes |
| 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/11194
|
Resumo: |
The purpose of this research, done according to the qualitative approach, was to analyze the teaching-learning process, involving the teacher, the student and the mathematical knowledge in the solving of problems, focusing on inequalities and logarithmic inequations. In order to reach this goal, six didactic situations were elaborated, based on the dialectic notion tool-object of the researcher Régina Douady. These same notions were used in the data analysis. The target-public was constituted by students and a teacher-researcher from the 10th grade of a private school in the city of São Paulo. The main instruments used in the data collection were recordings on tape of the dialogues among the teacher-researcher and the group of students, dialogues among teacher-researcher and classmatesgroup and the written work of the students in the solving of the proposed problems. The conclusion obtained was the approach developed by the proposed didactic sequence that favored the learning of inequalities and logarithmic inequations and, also, made possible to reflect about the teaching practice of the teacherresearcher |
