Avaliação dos efeitos de uma sequência didática na concepção de ensino-aprendizagem e na construção do conceito de homotetia em licenciandos de matemática.

• Ano de defesa: 2005
• Autor(a) principal: ANDRADE, Vladimir Lira Veras Xavier de
• Orientador(a): BASTOS, Heloisa Flora Brasil Nóbrega
• Banca de defesa: BELLEMAIN, Franck, DEZOTTI, Cláudia Helena, 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: Professor; Geometria; Construtivismo; Homotetia; Didática; Ensino de matemática
• Palavras-chave em Inglês: Didactic
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/6018

In this work, we study the effects of a didactic sequence, based on principIes held by Brousseau's theory of didactic situations, on the construction ofthe concept ofhomothety and on the conception of teaching and learning held by mathematics student teachers. The didactic sequence was applied in Geometric Drawing, a discipline offered in the 6th semester of mathematics teacher education course at Universidade Federal Rural de Pernambuco (UFRPE). As a methodology, we elaborated a qualitative research based on didactic engineering, composed by four stages: preliminary analyses, conception and analysis a priori,experimentation and analysis a posteriori and validation.To construct the sequence we used a software of dynamic geometry (Tabulae) and instruments oftraditional drawings (compasses, ruler etc). The results indicate that the pedagogic proposa! used in the sequence was considered more stimulant to learning than the traditional method, what led to changes on the traditional teaching-Iearning conception towards a constructivist conception. We also verified that students didn't know the homothety concept. During the sequence they were able to identify interfigural besides intrafigural relationships present in the homothety as well as to apply them in the construction of homothetic figures. Unlike other methodologies in which concepts are memorized and soon forgotten, the results indicate tl1at in this case concepts were built gradually and significantly incorporated by students.