Uma abordagem didático-pedagógica do cálculo diferencial e integral I na formação de professores de matemática

Detalhes bibliográficos
Ano de defesa: 2015
Autor(a) principal: Diogo, Maria das Graças Viana de Sousa [UNESP]
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Tese
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Estadual Paulista (Unesp)
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: http://hdl.handle.net/11449/132240
http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/13-11-2015/000853954.pdf
Resumo: The process of teaching of Differential and Integral Calculus I has a great complexity corroborated by a rigorous abstraction aggregated to the epistemological aspect that embraces this discipline. This abstraction confuses the understanding of their mathematical concepts and promotes thus a failure of student's movement and evasion with superlative índices, when compared to failure rates of other disciplines. This research describes na investigation scenario created by some theoretical and methodological dimensions, which are presented in two interrelated perspectives, namely: Formative Process of Teachers of Mathematics and Epistemological Aspects of Differential and Integral Calculus I. It purpose to: highlight the dimensions involved in processes of teaching Differential and Integral Calculus I, in the formation of mathematics teachers. This research was motivated by the following question: What are the practices dimensions of the Differential and Integral Calculus I teachers, in the perspective of the Aspects Epistemological and Didactic - Pedagogical in the context of mathematics teachers formation? This research is focused by the fundamentals of qualitative research. The methodological procedures are based on some concepts of Content Analysis. The data were collected through semi-structured interviews with mathematics educators. The context units were formed by the essence of the evidences of the declarations or statements of these educators. In movement to go and turn the interviews and context units were formed to registry units. Continuing the movement of research, we take convergences and divergences of the registry units, ando so built thirteen Main Themes and repeating the same movement, we highlight two categories of análise. Category 1 - Formative Processo f teachers of Mathematics - and Category 2 - Epistemological Aspects of the Differential and Integral Calculus I. The Main Themes: Didactic Resource - ICT; ...