Detalhes bibliográficos
| Ano de defesa: |
2003 |
| Autor(a) principal: |
Leme, Jayme do Carmo Macedo |
| Orientador(a): |
Igliori, Sonia Barbosa Camargo |
| 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: |
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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/11166
|
Resumo: |
This research aims to investigate possible causes for the difficulties associated with conceptual understandings of the notion of the derivative. We use the theoretical perspective of Sfard (1991), in which she proposes that abstract notions can be conceived in two fundamentally different ways: structurally as objects, and operationally as processes. The transition from a "process" conception to an "object" conception involves negotiating the stages of interiorization, condensation and reification. The research was developed through an analysis of textbooks, chosen according to criteria related to the approach to Calculus as well as the specific content addressing the derivative. The analyses enabled the identification of the following causes: the inherent difficulties the development of scientific thinking; the privileging of symbolic representations of the derivative found in textbooks; and the lack of activities, discussions or exercises that enable the students to reach the reification stage |
