Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Dicetti, Tanara da Silva |
| Orientador(a): |
Pretto, Valdir |
| Banca de defesa: |
Flores, Marcia Viaro,
Porta, Leonardo Dalla |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Franciscana
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino de Ciências e Matemática
|
| Departamento: |
Ensino de Ciências e Matemática
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1038
|
Resumo: |
This research aimed to investigate what knowledge for teaching is identified in the resolutions of activities related to inequalities, presented by a group of Mathematics teachers. For this, the theoretical framework on the theory of mathematical knowledge was used for the teaching of Deborah Loewenberg Ball, Mark Hoover Thames, Geoffrey Phelps. We also bring some conceptions in relation to Algebra and Algebraic Thinking. In addition, we have included in our research a brief characterization of inequalities, as well as an analysis of textbooks. The research was carried out with a group of mathematics teachers. The methodological conception of this research is classified as a qualitative approach, as it allows an interpretation of the results rich in particularities. The data collection was carried out by means of two questionnaires, one of which was developed in Google Form with the objective of knowing the profile of the teacher and the initial conceptions about teaching inequalities, and the other, sent via e-mail, was developed with activities on inequalities, with the objective of verifying what are the mathematical knowledge for the teaching of inequalities that the teachers mobilize. The data analysis process was carried out through categories defined by the researcher based on mathematical knowledge for the teaching of Ball, Thames, Phelps (2008). With the results obtained, we consider that teachers, in general, were successful in developing activities on inequalities, and it was possible to verify their strengths and weaknesses with regard to their teaching, as well as the manifestation of mathematical knowledge for them. We also understand that the work developed favors the observation of the fragility of teachers in some knowledge for teaching inequality, opening space for new research that involves / proposes training - initial and / or continued -, with regard to different algebraic approaches. |
