Detalhes bibliográficos
| Ano de defesa: |
2008 |
| Autor(a) principal: |
Carvalho, César Augusto Sverberi
 |
| Orientador(a): |
Machado, Silvia Dias Alcântara |
| 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
|
| 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/11321
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Resumo: |
This work presents a qualitative research which is guided by the objective of investigating whether if it s possible to create conditions so that High School students generalise terms of arithmetic progressions and, if so, whether this generalization allows students to build a formula of general term of this type of sequence. The relevance of this research is justified by the importance of the work with observation and generalization of patterns, identified by researchers like Mason (1996), Lee (1996) and Vale and Pimentel (2005) as a resource to students express algebraic thinking and create algebraic expressions, giving sense to the use of symbols. For methodological procedures, there were used stages of Didactic Engineering, described by Artigue (1996), to develop, implement and analyze a didactic sequence for the students of the Grade 10. The analysis about the present resolutions in the protocols and the recordings that were made during some sessions indicated that many of the students succeeded in generalizing terms, but that didn t allow some of them to use formal algebraic notation to represent the generality |
