A organização do ensino de cálculo diferencial e integral na perspectiva da teoria da formação por etapas das ações mentais de Galperin

• Ano de defesa: 2016
• Autor(a) principal: Bezerra, Nilra Jane Filgueira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Exatas e da Terra (ICET); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM
• Palavras-chave em Português: Educação matemática; Ensino de cálculo; Resolução de problemas; Teoria da formação por etapas das ações mentais; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Mathmatics education; Calculation learning; Problems solving; Formation theory by mental actions stages
• Link de acesso: http://ri.ufmt.br/handle/1/5219

This research presents results of a studie wich aim was to investigate if the organization of calculation teaching based on the assumptions of Formation Theory by Galperin’s Mental Actions Stages, promotes apprenticeship of Limit, Derivada and Integral concepts on students of Mathmatics Graduation of the Federal Institute of Roraima. Therefore the question: witch contributions the organization of Calculation teaching on the perspective of Formation Theory by Mental Action Stages, brings to the concepts of Limits, Derivada and Integral apprenticeship to the Mathmatics graduation students of the Federal Institute of Roraima-IFRR? guided this investigation. Based on the theorical contributions provided by the historical and cultural approach of psychology and, particularly, of the Formation Theory by Mental Action Stages, the thesis, mainly supported on the ideas of P. Ya. Galperin, emphasizes the origin and contents of the mental process, approach the relationship between the Differential and Integral Calculation teaching and the use of the problems solving strategy to the concepts of Limit, Derivada and Integral studie, attending the stages of conceptual assimilation process offered by Galperin. As the methodological processes, this research was developed by the perspective of qualitative approach, from a pedagogical intervention with graduate students in mathmatics on the Calculation I and Calculation II subjects in Federal Institute of Education, Science and Technology of Roraima – IFRR. This intervention made possible the production of data that were recorded through videos, audios, activities performed by the students, plus a field diary that described the student’s apprenticeship movement from notes made at the classroom. The analysis process was developed by the interpretation of speech, script, acting in the activity and student’s actions during classes. The result indicate that is possible obtain the degree of generalization and the degree of concepts conscience developed in the Differential and Integral Calculation teaching through problems solving and directed by the teaching organization, according to the stages propposed by Galperin in his theory. However, it’s important to note that one of the coefficients that influenced the student’s performance, was the relatively small number of subjects that were part of the research.