RESOLUÇÃO DE PROBLEMAS NO ENSINO DE PORCENTAGEM: EM BUSCA DE UMA COMPREENSÃO PEDAGÓGICA A PARTIR DOS PROCESSOS REGULADORES GERAIS DA TEORIA DE ROBBIE CASE

• Ano de defesa: 2008
• Autor(a) principal: Figueiredo, Fabiane Fischer
• Orientador(a): Isaia, Silvia Maria de Aguiar
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Franciscana
• Programa de Pós-Graduação: Mestrado Profissionalizante em Ensino de Física e Matemática
• Departamento: Ensino de Matemática
• País: BR
• Palavras-chave em Português: Resolução de problemas; Ensino de porcentagem; Processos reguladores gerais; Compreensão pedagógica.
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/164; http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/424

This work has as the central theme of investigation the resolution of percentage problems, using as the explanation basis the general regulator process of Robbie Case cognitive theory. Aiming that, we have searched answers in a fifth grade group from the Elementary School. In order to go deeper into this theme, subsidies related: to the teaching and learning process; math intending to work with percentage; as well as the resolution of math problems and the resolution of problems from the Robbie Case Theory were considered. The methodological approach used was the qualitative type and as instrument of collect: class diary, interviews and protocols, with the purpose of making possible the observation of how the students have used the general regulator process to solve problems involving percentage. The recognition of such process have helped the teacher understand how the students process math problems, subsiding, in this way, the planning of its pedagogical practice. Analyzing the collected data and establishing a link with the theoretic fundament, was possible to recognize that the notion of percentage acquired a new meaning for the student when it was approached through the resolution of problems, due to the valorization of its preview know ledges, internalized mental schemes and its daily experiences. The recognition of the general regulator process of the Case Theory made possible a pedagogical comprehension by the teacher, in so far as it has identified the mutual regulation and the imitation as the most widespread process by the students and also subsiding the use of the process of resolution of problems and exploration. It 8 means, the understanding that the hierarchic integration of the general regulator process have constructively contributed for the resolution of the given problems and for the storing of the percentage notion by each student.