Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Madruga, Zulma Elizabete de Freitas
 |
| Orientador(a): |
Lima, Valderez Marina do Rosário
|
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| 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 Física
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede2.pucrs.br/tede2/handle/tede/7048
|
Resumo: |
This research aimed to understand in which ways people express their creative processes, comparatively analyzing the nexus to mathematical modeling. It was observed - through interviews with ten professionals collaborating with this research: a carnivalesque, a costume designer, a sculptor, a choreographer, a composer, a designer ―nail art‖, an architect, a fashion designer, a researcher in the field of humanities and researcher in the field of exact sciences -that their creative procedures are closely linked. It was found ways to apply mathematical modeling as a teaching practice through "learn with modeling," in the quest for developing creativity and communication with different groups in order to enrich student's culture and environment. The applied methodology in this research was ―Educational Research Mapping‖ (Biembengut, 2008), which was divided into four steps: 1) Identification Map - which contains the research goals, justification and methodological procedures; 2) Theoretical Map - the research theoretical foundation presenting basic concepts and definitions about mental models, mathematical modeling and creative processes; 3) Field Map - reporting the work done, professionals interviewed narratives and data collected through observations, 4) Analysis Map - in which data is interpreted, showing how research general and specific objectives were achieved. The results present the following categories: Intention - theme selection and development; Projection - familiarization with the subject, searching for support - when the first mental models begin to emerge in creator‘s mind; Creation - development of the first sketches and further creation of the 'product'/model; Production – model validation and evaluation. By means of the overall analysis and conclusions from this research, it is suggested ways to apply "learning with modeling" as a didactic alternative for all grades and field. |
