Detalhes bibliográficos
| Ano de defesa: |
2013 |
| Autor(a) principal: |
Homen, Priscila Maggi
 |
| Orientador(a): |
Viali, Lorí
|
| 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/3456
|
Resumo: |
This research aimed to examine the conceptions of teachers in the first years of elementary school about teaching geometry and how they influence their teaching practices. The work is grounded in the post-constructivist theory, which is based on authors such as Piaget, Vygotsky, Wallon, Pain, Vergnaud, Grossi, Dienes and involves geometry, their teaching and teacher formation. The methodology was qualitative, with pre-and post-interview, questionnaire, field diaries, written reflections and material produced in the meetings of the study group as instruments of data collection. This in turn consisted of six teachers from public schools in the cities of Porto Alegre and Gravataí, Rio Grande do Sul. Data were analyzed by the process of discursive textual analysis, from which emerged the categories, in line with the scope of this work. From this study it was found that teachers, even with little knowledge of geometry and its teaching, has its work based on a theory and, in some cases, it resembles the postconstructivism. Teachers who participated in the survey believe that everyone can learn and therefore seek a professional qualification, especially in groups of studies in which the exchange of knowledge enable cognitive enrichment, plus practical subsidies. |
