Detalhes bibliográficos
| Ano de defesa: |
2007 |
| Autor(a) principal: |
Silva Filho, Alvesmar Ferreira da |
| 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/11500
|
Resumo: |
The aim of this study was to involve a group of mathematics teachers from the same school in the development of a teaching sequence related to quadrilaterals and their properties. Inspired by the aims of the project AProvaMe (Argumentation and proof in school mathematics), a collaborative group was organised in the school where the teacher-researcher works, with the intention of creating a space within which teachers could engage in discussions about the theme of the research: the teaching and learning of proof. Before initiating the reunions of the group, a first version of the teaching sequence was conceived to serve as a focus for the discussions. The design of the activities of the sequence was informed by the work of Parsysz about the teaching of geometry in general and, more specifically, aspects related to justifying and proving were based in the perspectives about types of proof and their functions of Balacheff and De Villiers. With the sequence in hand, two teachers were invited to compose, together with the teacher-researcher, a collaborative group within which to work through, discuss and, where necessary, modify the proposed activities. On the basis of the initial survey of the conceptions of the teachers about prova and its teaching, it was identified that the area of the curriculum is not one woth which they are well familiar or comfortable and, in particular, both the teachers indicated that they expect their students only to understand arguments of a pragmatic and not a conceptual nature.. Given this fact, perhaps the most significant contribution of their participation in the collaborative group meetings was the oportunity to reflect upon possible teaching strategies that might help smooth the passage from pragmatic to conceptual proofs |
