Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Nifoci, Renata Ercília Mendes
 |
| Orientador(a): |
Manrique, Ana Lúcia
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| 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: |
Faculdade de Ciências Exatas e Tecnologia
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| País: |
Brasil
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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://repositorio.pucsp.br/jspui/handle/handle/26032
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Resumo: |
This work aimed to identify the knowledge of kindergarten and the Brazilian equivalent to elementary school teachers in formation about numeral systems. Considering this, the guiding questions of this work was: What contents and curriculum knowledge do teachers in formation must have about the decimal number system? To answer it, the PCK (Pedagogical Content Knowledge), by Lee Shulman, was approached. It was also presented a study about the Egyptian, Roman and Hindu-Arabic number systems, as well as an analysis of the official Brazilian curricular documents - PCN and BNCC – and the presentation of the graduation courses’ regulamentation, specially in the Pedagogy field. Twenty-six students subscribed to the Pedagogy course took part on this research, answering to an electronic form. The analysis were done through the Bardin’s Content Analysis methodology. As a result, this research highlighted meaningful points: the future pedagogues showed knowledge about the official documents; meanwhile, it is necessary for them to get in touch with the theoretical approach of other numeral systems, apart from the Hindu-Arabic; additionally, the importance a set of knowledge that teachers should have, as pointed out by Shulman, in order to the junior students being truly able to learn the numeral systems |
