Detalhes bibliográficos
| Ano de defesa: |
2007 |
| Autor(a) principal: |
Silva, Umberto Almeida
 |
| Orientador(a): |
Bianchini, Barbara Lutaif |
| 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/11271
|
Resumo: |
The purpose of this work is to investigate the approach of function adopted in current didactic books of the Basic Education, seeking to verify which are the strategies that the authors of these books use to present the notion of function, if the relation discrete/continuous is evident in the construction of graphs, and if the conversion between the registers graphical and algebraic occurs in both senses. In order to do this, we carried out a qualitative analysis among five current didactic books of the basic education. We chose the didactic book as the primary data source for our inquiry, among the various written registers of knowledge, because it is one of the most important instruments mobilized in the teaching and learning process in Brazilian educational scene. The research is based on the theory of the semiotic representation registers by Raymond Duval, stressing the importance of visual variables identification in the sketch of curves, in the conversion between graphical and algebraic registers. Obtained results show that most of analyzed books adopts the construction of the function concept and the exploration of the relation of dependence between largenesses by problems resolution as the starting point. Another important aspect that we observe in analyzed books is the care with the context and the interdisciplinary. In the majority of books, many activities show significant situations that value social behavior and the connections with other areas of knowledge. On the other hand, we evidence that, in the majority of analyzed books, the continuous/discrete relation is not satisfactorily explicited. It was also observed that, in the majority of books, the conversion between graphical and algebraic registers does not occur in both directions, and that pertinent visual variables are generally not taken in account, in the sketch of graphs |
