Detalhes bibliográficos
| Ano de defesa: |
2014 |
| Autor(a) principal: |
Salgado, Maria do Carmo
 |
| Orientador(a): |
Pires, Celia Maria Carolino |
| 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
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação Matemática
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| Departamento: |
Educação
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| País: |
BR
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| 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/10999
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Resumo: |
Our research aims to identify and analyze the different meanings that the terms Literacy and Mathematics Literacy appear in the Mathematics Education literature. From these notions, we aimed to: identify their presence in prescribed curricula and curricular materials presented; identify competences related to the use of numerical concepts and skills focusing on some critical capacity regarding its use; characterizing content and basic procedures that have involved the ability to use mathematical knowledge and procedures in real contexts. This study is guided by the following question-guideline: What are the skills numerical concepts presented by the graduating students of Basic Education? Seeking to answer it, we have organized our research in two complementary phases. At first we have conducted an exploratory study involving literature review and document analysis. The documents analyzed were from the National Curriculum Parameters II Elementary Education and Secondary Education, as well as two collections of textbooks referring to these two levels of education. In the second phase, we have developed a semi-structured interview guide. The subjects in this phase consisted of High School students from São Paulo district. For the understanding of the terms Literacy and Mathematics Literacy and their presence in the curriculum for Primary and Secondary Education, we have taken as reference the work of researchers such as: D'Ambrosio, Ole Skovsmose, Merrilyn Goos, Vince Geiger and Shelley Dole, João Pedro da Ponte, Lynn Arthur Steen and Joaquín Giménez. From these studies, we have concluded that although the approaches of different authors have specific nuances, they have common elements in order to translate into skills to be developed/enhanced by humans. Upon review of the documents, we have noticed that, when proposing and defending proposals titled as Mathematics literacy, numeracy, literacy, among others, the authors of textbooks have addressed learning situations that little have converged with the concepts presented. We have identified through interviews that most students can perceive the presence of Mathematics and some of its concepts in their daily lives. In relation to the numerical competence situations, it was found that generally students solve problems using mathematical operations but concerning the critical capacity of students, we have observed some uncertainty on making process decision in solving the proposed situations |
