Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Denardi, Vânia Bolzan |
| Orientador(a): |
Bisognin, Eleni |
| Banca de defesa: |
Sant'Ana, Alvino Alves,
Mariani, Rita de Cássia Pistóia,
Scremin, Greice,
Bisognin, Vanilde |
| Tipo de documento: |
Tese
|
| 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/723
|
Resumo: |
This study was developed in the Graduate Program in Teaching Science and Mathematics of the Franciscan University (UFN), in the research line "Teaching and Learning in Science and Mathematics". It was sought to investigate contributions of semiotic representations for the understanding of mathematical concepts necessary for the learning of Differential and Integral I Calculus. The participants of the research were sixteen undergraduate students in the degree course in Mathematics, enrolled in the discipline of Elementary Mathematics of the Federal University of Santa Maria. The research of qualitative and exploratory nature, of the case study type, had Didactic Engineering as methodology of research and teaching. The theoretical contributions are anchored in Theory of Records of Semiotic Representation. In a preliminary study, official documents were analyzed on the initial formation of teachers in Brazil, Pedagogical Projects of Mathematics Degree courses in Rio Grande do Sul and four "Pre-Calculus" books, indicated in these courses. In addition, a diagnostic evaluation was applied, which resulted in large gaps in basic education. After the preliminary analyzes, a teaching sequence was elaborated and applied, whose activities address basic contents of mathematics, necessary for the monitoring of the discipline of Calculus I. In the execution of the proposed activities, the students, distributed in six groups, mobilized different representation registers. The GegoGebra software has sometimes been used. The analysis of empirical data, which were collected through student productions and field diary annotations, was performed based on the triple analysis suggested by Duval (2011) and in comparison, with the a priori analysis. Through the analysis performed, it can be inferred that the semiotic representations mobilized during the resolution of the activities contributed to: a greater dominance in the establishment of relations between the algebraic and graphic representations of functions, a better readiness and interpretation of graphs, advances in relation to factorization and simplification of expressions, advances in the resolution of inequalities, the understanding of the characterization of the affine, quadratic and exponential functions, the comprehension of the concept of domain and its implications in the function graph, understanding the function concept, as well as the understanding of intuitive notion of limit. |
