Detalhes bibliográficos
| Ano de defesa: |
2005 |
| Autor(a) principal: |
SILVA JÚNIOR, Clóvis Gomes da
 |
| Orientador(a): |
SANTOS, Marcelo Câmara dos |
| Banca de defesa: |
SANTOS, Marcelo Câmara dos,
REGNIER, Jean-Calude,
BELFORT, Elizabeth,
MENEZES, Josinalva Estácio |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino das Ciências
|
| Departamento: |
Departamento de Educação
|
| 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.tede2.ufrpe.br:8080/tede2/handle/tede2/5820
|
Resumo: |
In this work, we studied the usage, the adoption, and the Mathematics didatic book criteria of adoption with the teacher’s action of the elementary and secondary education. We checked some specific criteria: the text of knowledge and its presentation and the editorial; the teacher’s access to the informations about the book, in case of the PNLD and the contact with divulgers of the publishers. For that, we gave a statistical treatment and used in the building of this sequence the CHIC program, wich helped us in the inclusive and cohesive approaches among the variables. But, before we did this approach, we took a way to the literature on the Mathematics didatic book and the time, describing the fuction of that book in the History. So, we couldn’t forget checking the structure of that book and see what the fuction of the editorial was, doing a historical approach. Accordingly, when we talk about the structure of the Mathematics didatic book, we couldn’t forget talking about the didatic transposition as a tool for the building of the book. After the theoretical and methodological grounding, we procceded with three types of analysis: the first one was quantitative with emphasis on the incidences by variables; the second one, approaching the relation of dependence among the variables; and the third one, investigating the cohesion among groups of variables. At last, we analysed each one of the Mathematics didatic book criteria of adoption. Such analysis, point toward a distinction between the criteria used by the teachers of the elementary education and the ones of the secondary education |
