Detalhes bibliográficos
| Ano de defesa: |
2010 |
| Autor(a) principal: |
Hamazaki, Adriana Clara
 |
| Orientador(a): |
Maranhão, Maria Cristina Souza de Albuquerque |
| 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/10821
|
Resumo: |
For this investigation, an analysis was conducted of the learning situation involving logarithmic equations and inequations proposed in the 2009 edition of the Teacher s Book for the third term of the first grade of high school (10th grade) in the state of São Paulo, Brazil. The primary theoretical framework consisted of studies by Fiorentini, Miorim, and Miguel (1993) and Fiorentini, Fernandes, and Cristóvão (2005) on aspects of algebraic thinking, Ursini et al. (2005) on variables, Ribeiro (2007) on the multimeanings of equations, and Figueiredo (2007) on difficulties in elementary Algebra. The investigation sought to answer the following research question: What aspects of the algebraic thinking related to logarithmic equations and inequations emerge from the analysis of the Teacher s Book for the third term of the first year of high school? A qualitative analysis of documents using the content analysis method based on Laville and Dionne (1999) was applied to the solutions proposed in the Teacher's Book for exercises comprising the so-called Learning Situation 4. These exercises were found to elicit ten out of thirteen characterizers of algebraic thinking, facilitating the development of this type of reasoning |
