Detalhes bibliográficos
| Ano de defesa: |
2015 |
| Autor(a) principal: |
Pereira, Luis Carlos
 |
| Orientador(a): |
Igliori, Sonia Barbosa Camargo |
| 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: |
Faculdade de Ciências Exatas e Tecnologia
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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/11049
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Resumo: |
The work is part of researches that aims the use of Mathematical Modeling as a strategy of teaching. A proposal of Mathematical Modeling is herein presented; it was developed along with the first-year high school students from EJA (Teens and Adults Education Program) in which the modeling was used as a teaching strategy. This proposal aims to investigate the Mathematical Modeling prospective, trying to identify which are the positive aspects for teaching Mathematics to this audience. This qualitative study shows a modeling activity for teaching Quadratic Function threads; it was developed by means of participant observation, being that the data were collected from contextualized activities using templates. As a reference, theoretical conceptions of modeling from Dionísio Burak & Maria Eli Puga Beltrão, as well as learning theory from David Paul Ausubel were used. The modeling activity was developed using as basis, the functions notions and flat figures areas, aiming a significant learning. As a result, it was observed that using Mathematical Modeling in EJA program is promising, however it needs to overcome barriers such as didactic contract and class management, for it is not an easy task, once it requires a differentiated approach, both from teacher and students around the growing production. In this context, we highlighted that the participation and interest from students are essentials before this methodology, and that the Modeling allows students to establish a relation between the learned content and real situations, thus favoring their protagonisms during the knowledge acquisition process |
