Aprendizagem da geometria : a etnomatemática como método de ensino

Detalhes bibliográficos
Ano de defesa: 2014
Autor(a) principal: Velho, Eliane Maria Hoffmann lattes
Orientador(a): Lara, Isabel Cristina Machado de lattes
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
Programa de Pós-Graduação: Programa de Pós-Graduação em Educação em Ciências e Matemática
Departamento: Faculdade de Fíca
País: BR
Palavras-chave em Português:
Área do conhecimento CNPq:
Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/3466
Resumo: This dissertation, developed by the Program of Post-Graduate Education in Science and Mathematics, from Pontifical Catholic University in Rio Grande do Sul , presents a research that aims to analyze the contributions of Ethno mathematics as a method of teaching to learning Geometry. Methodologically, Mapping is used in educational research and, in this special case, it has been divided itself into four Maps. The identification Map particularizes the object of investigation and defines justification, outlined questions, goals and methodological research procedures. The theoretical Map exposes the supportive literature, referring to the three theoretical perspectives that consolidate this study: Culture, Ethno mathematics, and Mathematical Modeling as well as a mapping of academic productions, dissertations, and theses on the topic of research. In the Field Map the school community and a woodwork professional, who has a know how in Ethno mathematics, are presented, and also a delineation of the planning of the teaching process with its occurrences as regards their development, in a class of 24 students from the Seventh Grade of Primary School in a Public School in the city of Gramado, in Rio Grande do Sul. The analysis Map brings together the confluence of both, the theoretical and the field Map. It is composed from the full description of nine meetings, totaling 21 classes, as well as through reports and prototypes designed by students. Through the analysis of the collected data there is evidence that Ethno mathematics is applicable in classroom as a method, favoring the teachings of Mathematics from the interpretation, construction and verbalization of what is being studied, resulting in a significant learning process and critical in nature amid sociocultural interaction.