Educação on-line na Universidade: o processo de ensinar e aprender cálculo na era das tecnologias digitais

• Ano de defesa: 2010
• Autor(a) principal: Costa, Patrícia Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Educação; Ciências Humanas; UFU
• Palavras-chave em Português: Educação on-line; Cálculo diferencial e integral; Modelagem matemática; Ensino auxiliado por computador; Cálculo diferencial; Matemática - Estudo e ensino; On-line education; 1st level differential and integral calculus; Mathematic modeling; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/13814

In this research, we analyzed the development of a collective and cooperative effort involving teachers and graduate and undergraduate of the Federal University at Uberlândia. This effort was that of forming a Virtual Learning Environment applied to teaching and learning processes in the study of a 1st course of Differential and Integral Calculus. In planning this effort, working with projects was organized considering the development of activities that enable an integration of educative moments in classrooms, in computer labs and a Virtual Learning Environment. The production of data was improved little by little along the three years of research. The analysis of this data was undertaken according to the organization of the axes: I The process of producing collective teacher knowledge from an on-line education point of view in the University and II The construction and the use of a VTE in teaching and learning environments for university Calculus. The improvement of Information and Communication Technologies enabled the development of on-line Education in a University. In this study, we came to understand that collective work was a strategy that supported the development of this complex educational practice. Analyzing the practice of constituting Virtual Learning Environment in university level, we came to understand the challenge of producing teacher knowledge related to interactivity and interaction.