Detalhes bibliográficos
| Ano de defesa: |
2006 |
| Autor(a) principal: |
Canova, Raquel Factori |
| 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: |
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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/11093
|
Resumo: |
This work had the goal to identify and analyse the teachers` beliefs, conceptions and competences who work in First and Second cycles of Ensino Fundamental with the concept of decimal and vulgar fraction. It was proposed in this study to answer the following question of research: What is the understanding that the teachers of First and Second cycles of Ensino Fundamental present with the relation to decimal and vulgar fraction? To answer this question, first we built a theoretical support based in Vergnaud`s, Nunes`, and Pontes` ideas. Then we elaborated an investigable instrument with twenty nine questions subdivided in four parts: (1) outline; (2) beliefs; (3) conceptions and (4) competences. This instrument was applied to fifty one teachers of First and Second cycles of Ensino Fundamental, distributed to three schools of Municipal Net of Osasco City. At the second moment, we accomplished clinical interviews with 10% of the sample. The analyses of the data was also divided in the same four parts that made the instrument. We utilized the theoretical classification proposed by Nunes and others (2003) and we considered the variants of quantity (continuous and discreet) and representation (iconic or not) besides the invariants of concept (order and equivalence). The results showed the teachers` beliefs are not influenced by their teaching practice, what it is not true to the concepts. These were more restricted among the teachers of the First cycle (meant part-whole in continuous quantity not iconic) than teachers of the Second cycle (they explored more variants, being these nearer of those found in didactic books). As to competence, we verified that there was not an equitable performance among the five fraction meanings and the variants. These evidences led us to conclude there is the need to enlarge these teachers`conceptual background about fraction |
