Detalhes bibliográficos
| Ano de defesa: |
2000 |
| Autor(a) principal: |
Haruna, Nancy Cury Andraus |
| Orientador(a): |
Ag Almouloud, Saddo |
| 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: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tede2.pucsp.br/handle/handle/11143
|
Resumo: |
The aim of this research was to analyse how the understanding of Thales Theorem concept is processed by the students of the last year of the fundamental teaching, raising the didactic and epistemological obstacles, the variants of the situation and to check if the use of computer facilitates the overcoming of obstacles or it offers other ones. We based on the study of the variants of the didactic situation suggested by Guy Brousseau and the work of the psychologist Raymond Duval about the registers of semiotic representation and the intellectual learning which associates the semiotic with the aspects of cognition and perception. Our preliminary studies showed the teaching-learning problems are related to the form of expression and they involve the perception, meanings and context concepts. We asked the following question: "How to elaborate a teaching sequence which could be offered the students to their understanding of Thales Theorem, observing all those aspects?", and we tried to answer it based on the hypothesis below: 1. we suggested problem-situation in natural language and used Cabri software, not allowing the pattern images formation, and we worked with perceptive variabilities; 2. we organized three points of view through a semantic net, which is related to Thales Theorem meanings, and when we worked with problem situations of applications, this notion gets a greater meaning to the students, and it makes possible the use of the theorem, in other similar situations. To confirm our hypothesis, we elaborated and applied a didactic sequence to 8th grade students, and after two months at the end of this application, we did a post-evaluation at this group, and to another who had studied the theorem without using the computer. To end, we made a qualitative and quantitative post-evaluation analysis raising some discussions. We conclude the hypothesis seem to be pertinent: the development of activities based on the semantic net suggested and the problem situations given in natural language using Cabri approached Thales theorem in its global meaning, working the perceptive variabilities, not the prototypical images. One of the problems which still persist was related to the calculation of the measure formed in a parallel. And we suspected that the point of view between the conservation of the abscissas and the dilatation was a knowledge obstacle |
