Detalhes bibliográficos
| Ano de defesa: |
2001 |
| Autor(a) principal: |
Mesquita, Mônica Maria Borges
 |
| 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: |
|
| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/11219
|
Resumo: |
The present paper shows a study on the solving of adding problems with 32 pre-school students (5 to 7 years old) in a public school from São Bernardo do Campo, São Paulo state, Brazil, in 1999. It shows that the solving of adding problems depends on overcounting, which depends on memorization of the natural numerical sequence from a certain number different of 1. It shows, too, a organization of Vergnaud s cathegorization problems in a teaching sequence, showing that this organization interferes with the solving strategy. The teaching sequence bases itself in some theoretical concepts from the Mathematics Didaticism, in special the ones developed by Douady. The teaching sequence point out and analysing the importance of the social context, as well as the social interactions in the cognitive development of the student. It approaches, too, the role of the teacher/researcher in the building and managering of a interactive area. This paper has the intention of discussing about the political, social and cognitive dimensions of the pre-school, defining more clearly the role of the preschool in society and, the after, its limitations of action |
