Detalhes bibliográficos
| Ano de defesa: |
2009 |
| Autor(a) principal: |
Beltrão, Maria Eli Puga
 |
| Orientador(a): |
Igliori, Sonia Barbosa Camargo |
| Banca de defesa: |
Não Informado pela instituição |
| 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: |
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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/11394
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Resumo: |
This theses aims at the research of the use of Modelling and Applications as Mathematics teaching approach. The investigation consists of two main directional points: theoretical and empirical. The first was developed by the study of documents which provide historical data, data about the creation and development of Undergraduate Degree Courses majoring in Technology, recent national and international research results, as well as enable such a kind of organization overview of the national research made from 2006 to 2008, complementing Silveira´s (2007) work, which provided an organized overview of the research made from 1976 to 2005. These studies exemplified the strength of Modelling and Applications as a study line at Mathematics Education, as well as its potentials at teaching. The empirical research aims at the implementation of Modelling and Applications as an approach at teaching Calculus classes at an Undergraduate Degree in Food Technology at a College in the State of São Paulo. The methodological procedures for this research were qualitative, being the investigator the main instrument, by adopting the participant observations strategy. The collected data indicated that the use of Modelling and Applications as a teaching approach should be adapted according to the target audience and the institutions where the course is applied. Taking into considerations these conclusions, it is introduced a work strategy based on phases, not necessarily excluding ones, however two of them must be preparatory featured ones. This feature enabled the involvement of the students in the process. The data also revealed that it is possible to use Modelling and Applications and break the conditioned institutional behavior if the students believe in the process and realize the relation between Mathematics and their daily work and life interests. Finally, this data also showed how necessary it is to break the pre-established didactics based on habits and pre-conceptions which reinforce the idea that Mathematics is disconnected from people s reality |
