Um sistema baseado em conhecimento com interface em língua natural para o ensino de transformações geométricas

• Ano de defesa: 2009
• Autor(a) principal: Miranda, Gina Magali Horvath
• Orientador(a): Ag Almouloud, Saddo
• 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: Processamento de línguas naturais; Geometria das transformações; Matematica > Estudo e ensino; Processamento da linguagem natural (Computacao); Transformacoes (Matematica)
• Palavras-chave em Inglês: Natural language processing; Transformational geometry
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://tede2.pucsp.br/handle/handle/11387

Our research subject is to develop a computational tool using NLP methods (Natural Language Processing) and insert didactics sequences on the field of Transformational Geometry on that tool, using as support the Theory of Didactical Situations in Mathematics, by Guy Brousseau and Registers of the Semiotics Representation, by Raymond Duval. The technological advances and the increasing interest in technology by the students make a perfect scenery to build a tool to help the proccess of teaching and learning in the context of mathematical education. The research is going to be developed based on the didactics engeneering principles, which one of its functions is to analyze didactics situations in the Theory of Didactical Situations in Mathematics. To develop the computational system we used ontological semantics, which supports, among others, applications such as translation and information extraction. We do not believe that the simple use of a computational tool can provide the learning, but that tool, associated with activities carefully constructed and supported by theories such as Brousseau s and Duval s, whose dedicate to the study of phenomena that intervene with the process of teaching and learning of the mathematics, we observe that our hypothesis is viable, since the students, whose did not possess knowledge of straight line segment, at the end of the use of the tool and appropriate didactics sequences were capable of giving the correct order to a demonstration from phrases already written