Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Silva, Carla Martins da
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| Orientador(a): |
Muller, Thaísa Jacintho
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| 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
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação em Ciências e Matemática
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| Departamento: |
Escola de Ciências
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| 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/8111
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Resumo: |
This study has as aim to comprehend how contextualized activities, by means of education and research, and guided by the Conceptual Fields Theory can contribute to the student learning in Mathematics teaching. Took part in the research ten teachers who teach Mathematics in middle, high school and college; and, they were selected in public and private schools and at PPGDUCEM – located in the city of Porto Alegre, in Rio Grande do Sul state – RS, also participated in the research twenty-six students of the 8th grade of elementary school of a private school in the city of Porto Alegre. For the data collect, it was used as instruments: questionnaires answered by teachers and students, a daily map in which the students registered their activities and a field diary whereby the researcher took notes his observations. The answers given by the teachers and by the students were analyzed through a qualitative method, via Discursive Textual Analysis, connecting categories a priori and emerging subcategories. The theoretical input used as the basis of this study were related to authors like Vigotsky (1998), Vergnaud (1990), Moran (2000), Demo (2000), D’Ambrosio (2014), Machado (2014), among others. For the rationale of the analysis, it was used the results of Demo’s studies (2000) about the assumptions of teaching by research. The analysis had three categories a priori, among them: reconstructive questioning, everyday attitude survey and competence constitution. Stem from these categories, it was possible to describe the collected data analysis, emerging, this way, into subcategories. It was possible, either, to affirm that problem solving is the most used strategy to teach mathematics and, focusing on technology, teachers still choose much older softwares such as Geogebra and Graphmath. The teacher perceives the Mathematics teaching articulated with contextualized activities involving technology as part of people’s everyday lives. Therefore, it was noticed that students find difficulties in solving contextualized activities, although it is confirmed, through this study, that web research eases the learning processes, the learners cannot identify the Mathematics knowledge used in this kind of task. |
