Detalhes bibliográficos
| Ano de defesa: |
2012 |
| Autor(a) principal: |
SOUZA, Joseane Maria da Silva
 |
| Orientador(a): |
SANTIAGO, Mônica Maria Lins |
| Banca de defesa: |
ARAÚJO, Abraão Juvêncio de,
NASCIMENTO, Ross Alves do,
LIMA, Anna Paula de Avelar Brito |
| 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/tede2/7498
|
Resumo: |
This study aimed to examine the extent to which a sequence of classes, present in the material gestating ProgramII, favored the learning of basic algebraic concept sinan adult education class, stage IV. Furthermore, the study sought to identify what types of activities addressed by the algebraic program contributed to students' learning of adult education.The study was conducted with student saged 18-60 years,of both sexes, a school o fpublic schools in Pernambuco. Was usedas a research toolfield diaryand collectedall the records made by students during the application of the following classes. At first, he realized that students responded well to the previously established models, as well as solving equations using the"equity method" and through"method of hiding." When it comes to problem situations, students mostly, or creates solving strategies that do notre a chanappropriate solution, or simpl ydo not respondto the problem. There search analysis was performed using two diagnostic tests, aninitialand a final. The results showedan improvement when compared diagnostic tests, but is not sufficient tolead to the conclusion of an advance level oflearning of these students. |
