Mapas conceituais digitais como estratégia para o desenvolvimento da metacognição no estudo de funções

• Ano de defesa: 2009
• Autor(a) principal: Magalhães, André Ricardo
• Orientador(a): Ag Almouloud, Saddo
• 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: Ambientes tecnológicos; Funções; Mapas conceituais; Teoria das situações didáticas; Funcoes (Matematica) > Estudo e ensino; Mapeamentos (Matematica); Metacognicao
• Palavras-chave em Inglês: Concept maps; Functions; Metacognition; Technological environments; Theory of the didactical situations
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://tede2.pucsp.br/handle/handle/11436

The purpose of this thesis was to analyze if the cognitive work generated by the use f concept maps helps the development of metacognitive strategies by the students. Particularly, this essay analyzed how the students entering a course in Computer Sciences mobilize metacognitive strategies while using digital concept maps. Thus, this research intended to answer the following question: To what measure the concept digital maps can become instruments to help the metacognitive development of the students while studying mathematical functions? As a methodology, the presumptions of Didactic Engineering by Artigue (1996) were used. The theoretical panel for research was based on the Theory of Didactical Situations by Brousseau (2008) for the elaboration of the activities, in the studies about metacognition and the metacognitive strategies treated by Flavell (1999), and in the studies of the concept maps by Novak (1984) and Moreira (2006). The activities related to the content of the affine function were developed in a computerized environment with situations chosen that benefited the investigation by the student. The data analysis collected in the experience enabled to state that the use of the digital concept maps together with the Theory of Didactical Situations allowed the students to mobilize metacognitive strategies in the building of these maps. The results indicate that metacognition is used in the creation moments of a concept map, and that, the reflexive and regulatory characteristics that the metacognitive strategies enable the student might influence positively in the learning process