Uma engenharia didática para explorar o aspecto de processo dinâmico presente nos algoritmos

• Ano de defesa: 2010
• Autor(a) principal: Martins, Custódio Thomaz Kerry
• Orientador(a): Bianchini, Barbara Lutaif
• 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: Aprendizagem de algoritmos; Processo dinâmico; Engenharia didática; Algoritmos; Ciencia da computacao > Estudo e ensino; Programacao (Computadores); Didatica
• Palavras-chave em Inglês: Algorithms learning; Dinamic process; Didactic engineering
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://tede2.pucsp.br/handle/handle/11452

The research was planned through the design and implementation of a four activities sequence, for small student groups, beginning a Bachelor of Computer Science course. This sequence of activities has been through two trials, the first in the second half of 2008 and second in the second half of 2009. The interest focus is the disciplines learning process in introduction to algorithms and programming, contained in the higher education courses curriculum as Computer Science and Engineering. This research aims to investigate how students produce the perception and the dynamic aspects knowledge, belonging to algorithms, and the reflection of this domain in the algorithms understanding activities and development. The Semiotic Representations Records theory (Duval, 2008), the Tool-Object Dialectic ideas (Maranhão, 2008) and the Didactic Engineering notion (Artigue, 2009), compose the main theoretical-methodological contributions to research. This is a qualitative research, with axis in a Didactic Engineering, composed of a four activities sequence. The domain of the concept of dynamic process, and the use of this notion, were revealed in the speech, gestures and written records of students. The observations and analysis showed that the work with the activities, promoted the understanding and mastery of the algorithms dynamic process notions, which contributed to the development learning of algorithms and programs