Detalhes bibliográficos
| Ano de defesa: |
2005 |
| Autor(a) principal: |
Santos, Aparecido dos |
| Orientador(a): |
Magina, Sandra Maria Pinto |
| 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: |
|
| 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/11116
|
Resumo: |
The aim of this work was to understand the state conceptions in which lies the fraction concept of Primary Education teachers. This research intended to answer the following question: is it possible to recognise the conceptions of teachers who teach to the First and Second Stage (Primary teachers) and Third Stage (Math specialists) of Primary Education in relation to the fraction s concept? In this case, we carried out a diagnostic analysis with 67 Primary Education teachers, distributed in 7 State-public schools of São Paulo City. This field research was divided into two stages: primary, the teachers made up 6 fraction s problems by themselves and, finally, they had to solve their own problems. The data colecting procedures provided us two different analysis based on the problem principles and their solving strategies. The results showed a trend of fraction s worth in relation to the multiplying operator meaning in the problem making between Primary and Math teachers. Data already pointed that there is a procedure aspect worth set of techniques and rules applying (algorithm) in the solving problem among the mentioned groups. These evidences lead us to conclude that there is no relevant difference between Primary and Math teachers conceptions in relation to the making-solving problems and their different meanings. Considering the characteristics and specificity of its formation, it s possible that the fraction s concept becomes explicit in the making-solving problems carrying noticeable influences of those ones built in the Primary Education |
