Sentidos subjetivos da aprendizagem da Matemática de uma turma de licenciandos em Química de MT

• Ano de defesa: 2015
• Autor(a) principal: Silva, Ivo Pereira da
• 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; Subjetividade; Contextualização; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Education mathematics; Subjectivity; Contextualization
• Link de acesso: http://ri.ufmt.br/handle/1/5181

The idea of developing a study of the subjective senses of learning emerged, considering that society is at a time when technological advances happen very quickly, they change both ecologically and socially and affect the work of teachers, especially those who teach Through Mathematics. Therefore, this research sought to answer the following question: "What subjective senses, in relation to learning, are produced by the undergraduate students in Chemistry, while working the contents through Mathematical Modeling in the discipline Fundamentals of Elementary Mathematics? " And the aim of the research was to "understand the subjective senses in relation to learning that are produced by the students in the tensions created by working the contents of the discipline Fundamentals of Elementary Mathematics through Mathematical Modeling." The study was, developed, from the singular case study of five students (four female), of the Licentiate in Chemistry course in a Mathematics in Service discipline, following the criteria of Constructive-Interpretative Qualitative Research, which is oriented by epistemology, which is based on the historical-cultural theory of Subjectivity. The production of information occurred through the diagnosis of the student, subject, of the research, the conversation, the open questionnaire, the phrase construction, the writing of reports of the activities developed and the history of life. Following the procedures of qualitative constructive-interpretive research we obtained results that allowed us to defend the thesis that "The teaching of Mathematics contextualized in the degree course in Chemistry contributes to the configuration of positive subjective senses of students in relation to learning favoring their motivation to learn And teaching mathematics".