Detalhes bibliográficos
| Ano de defesa: |
2007 |
| Autor(a) principal: |
Fortes, Renata Martins |
| Orientador(a): |
Healy, Siobhan Victoria |
| 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/11132
|
Resumo: |
This study aims to investigate the impact of a robotic environment on the strategies and representations used by students in the interpretation of distance-time graphs. It adopted a methodology based on Design Experiments (Kelly and Lesh, 2000), that is a cyclical process of reflections upon learning and teaching. A constructionist conception, following Seymour Papert (1994), informed the design of the research activities, which were intended to involve students in the creation of innovative solution strategies in the face of challenging problems. Difficulties related to the interpretation of graphs as described in the researches of Beichner (1994), Murphy (1999) and Brown and Crowder (2006) were identified, along with conflicts, such as those discussed by Arzarello e Robutti (2004), Parnafes e Disessa (2004) e Simpson, Hoyles e Noss (2006), experienced within computational environments. For the research activities, we used robotic materials of LEGO Education and the software Robolab was used by students to program the LEGO models they constructed. The activities were realized with one class of 8th grade middle-school students and one class of students from the 1st year of high school in a private school in the city of São Bernardo do Campo in the state of São Paulo. Analyses indicated that the difficulties related to the interpretation of graphs raised in other studies also emerge when students interact in a robotic environment. However, the results also suggest that work with robots, the opportunities to make connections between diverse mathematical representations. Especially the activities involving the construction of their own velocity radar contributed to the overcoming of some of these difficulties, particular as far as the students from the 1st year of high school were concerned |
