Detalhes bibliográficos
| Ano de defesa: |
2011 |
| Autor(a) principal: |
SOUZA, Carla Maria Pinto de
 |
| Orientador(a): |
LIMA, Anna Paula de Avelar Brito |
| Banca de defesa: |
ARAÚJO, Abraão Juvêncio de,
SANTIAGO, Mônica Maria Lins,
NASCIMENTO, Ross Alves do |
| 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: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5817
|
Resumo: |
This study aimed to investigate how a teacher negotiates the contract with teaching students in the 2nd year of high school, in the implementation of a didactic sequence previously established for the teaching of Arithmetic Progression (AP). The didactic sequence was designed considering the type of didactic situations proposed by Brousseau (action, formulation, validation and institutionalization). Thus, the activities aimed at teaching sequence that enable your application to be performed according to a didactic contract type approximation, which is one in which value is an active student in constructing knowledge. The observed results showed that although we proposed a sequence to be applied as a kind of didactic contract approximate; negotiations, renegotiations and breaks the rules of the didactic contract were made during the development of the sequence. We believe that these breaches of the rules were motivated by previous marks of didactic contract, or implicit and explicit rules by which teacher and students were accustomed. |
