A produção de sentidos e significados matemáticos por estudantes do último ciclo do ensino fundamental por meio da leitura da obra "O homem que calculava"

• Ano de defesa: 2012
• Autor(a) principal: Paez, Gisele Romano
• Orientador(a): Sousa, Maria do Carmo de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• País: BR
• Palavras-chave em Português: Matemática - estudo e ensino (Ensino Fundamental); Significado e sentido; Leitura; Tahan, Malba, 1895-1974; Educação; Produção de sentidos e significados; Leitura em aulas de matemática; O homem que calculava
• Palavras-chave em Inglês: Production of meaning and meanings; Reading lessons mathematics
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/2695

This research aims to analyze the production of meanings that were articulated by students of grades of elementary school , while reading the book : " The Man Who Counted ." Thus , based on the assumption that reading literary texts in mathematics classes can instigate the imagination nurture the production of meaning not only to mathematics in everyday situations as experienced by students . Therefore , if selected for this study the work of Malba Tahan . It is driven by the following research question : what are the meanings mathematicians that can be produced by students of 8th and 9th grades of elementary school , a public school in the city of São Carlos , the state of São Paulo , from reading the stories of the book " the Man who Counted ?" . It is based primarily on studies of Lev Vygotsky , for the study of the production of meaning and meaning from the word , Bento de Jesus Caraga and George Ifrah , for the production of meanings to mathematical content through the history of mathematics . And is qualitative . Data were built in ten encounters were videotaped and analysis category was defined retrospectively . The analysis was made from a unit of meaning , descriptive - analytical nature of the role of the written and spoken word in the production of meanings for the mathematical content . As a result one can point out that the reading of literary texts in mathematics classes exceed the production of meaning in mathematics , arousing sense to everyday practices through relationships made between school subjects , not just math , and life . It was also possible to detect the difficulty of specific symbolic representation of mathematics especially in situations requiring a fractional representation of the situation , allowing us to ask: to what extent the way we teach mathematics with its own representation is being appropriated by the student as a way of interpreting the world ?