Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Beyer, Fernanda Leite Lopes
 |
| Orientador(a): |
Silva, Maria José Ferreira da |
| 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 Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/21721
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Resumo: |
The objective of this study was to map the contributions, approaches and trends of the researches in Mathematics Education elaborated between 1997 and 2016 in Brazil that analyzed the processes of teaching and learning of multiplicative structures from the conceptions of Conceptual Field and Multiplicative Field proposed by Vergnaud . It is a mapping that seeks to inventory, systematize and evaluate scientific production in this area of knowledge. Thus, thirty-two studies (six theses and twenty-six dissertations) were found, which were categorized into three distinct axes of analysis: student axis, composed of researches that had an approach regarding the learning process; axis Professor, formed by the research that focused on the teaching knowledge required for teaching, in initial or continuing teacher training and the Material axis, formed by the researches that studied the approach of the Multiplicative Field in official documents and / or didactic materials. After the files and reviews of the works, it was possible to verify some challenges and tendencies regarding the teaching and learning of Multiplicative Field. With the mapping carried out, we observed in the research results that the misconceptions present in the students are also present in the conceptions of teacher education, because there is a belief of continuity between the additive field and the multiplicative field. We have also identified that the Guides, National Curriculum Parameters and didactic materials suggest the teaching of the concepts inherent to the Multiplicative Conceptual Field, but do not present enough mathematical and didactic organizations to build students' knowledge |
