Detalhes bibliográficos
| Ano de defesa: |
2012 |
| Autor(a) principal: |
Merlini, Vera Lucia
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| Orientador(a): |
Magina, Sandra Maria Pinto |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| 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: |
Educação
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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/10912
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Resumo: |
The objective of this work is to investigate the contributions and limits that a formation process, with corporate dimension, promotes to reflection on and about the teaching practice of an elementary school teacher, in the Multiplicative Conceptual Field, and its theoretical support to the Conceptual Fields Theory (VERGNAUD; 1998, 2008). This research develops a case study based on three specific aspects of a Grade three teacher of an Elementary School: (i) her formation process at her subgroup G3 (per grade) with other school teachers; (ii) her teaching practice during a class where situations related to the Multiplicative Conceptual Field developed by the G3 were applied; and (iii) a semistructured interview conducted with the teacher immediately after the class referred above. The data collected were analyzed according to the following criteria: (a) the diagnoses collected; (b) the expansion of the theoretical and practical knowledge according to her experience and reflection; (c) the resignification of the teacher s conceptions about the Multiplicative Conceptual Field and about her teaching strategies. The results show the contributions and limitations from three points of view: didactic the conception that students´ learning can be developed on a sharing basis; however, the discussions about the sharing situations have been insufficient; conceptual the development of the ability to categorize situations according to the ideas presented in the Multiplicative Conceptual Field, as opposed to the development of a partitive division, mistakenly stating that it was a quotitive division; cognitive the necessity of leading the student to understand the situation as a whole, not linking the solving strategy to any key word; however, the students have not been provided with situations that approached the quotitive division model, that would allow other cognitive solution forms. These results lead us to conclude that knowledge expansion in the Multiplicative Conceptual Field occurred in the teacher; however, it is possible that the major limitation has been the restricted timing in the formation process |
