Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-05-29T12:05:12Z No. of bitstreams: 1 valtercostafernandesjunior.pdf: 2769677 bytes, checksum: b4f02621c7dc7125c40dbf871a94503e (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-05-29T19:18:34Z (GMT) No. of bitstreams: 1 valtercostafernandesjunior.pdf: 2769677 bytes, checksum: b4f02621c7dc7125c40dbf871a94503e (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-05-29T19:19:04Z (GMT) No. of bitstreams: 1 valtercostafernandesjunior.pdf: 2769677 bytes, checksum: b4f02621c7dc7125c40dbf871a94503e (MD5) / Made available in DSpace on 2017-05-29T19:19:04Z (GMT). No. of bitstreams: 1 valtercostafernandesjunior.pdf: 2769677 bytes, checksum: b4f02621c7dc7125c40dbf871a94503e (MD5) Previous issue date: 2014-10-30 / Este trabalho introduz, primeiramente, uma reflexão a respeito da forma como a disciplina Análise vem sendo trabalhada há algum tempo. Para esta reflexão trazemos em nossa revisão de literatura pesquisas envolvendo o processo de ensino-aprendizagem nessa disciplina. Como referencial teórico adotado, apresentamos trabalhos sobre a teoria de Imagens de Conceito e Definição de Conceito que se encontram na linha de pesquisa do Pensamento Matemático Avançado. Conjuntamente, apresentaremos uma pesquisa de campo que teve como objetivo verificar e analisar as modificações nas imagens de conceito de alunos de um curso de Licenciatura em Matemática durante a aplicação de atividades de ensino sobre sequências de números reais, na perspectiva da disciplina Análise. Através de uma análise qualitativa, pudemos refletir sobre a aplicação das atividades de ensino - reflexão esta que leva em conta todo o processo e até mesmo a postura dos alunos frente às atividades. Outros pontos abordados neste trabalho foram as reações e impressões dos alunos ante a esta disciplina e o modo como eles lidam com a formalização dos conteúdos, que é o objetivo principal da mesma e o que a diferencia da disciplina de Cálculo. Nossa proposta teve como objetivo deixar os alunos pensarem nas questões e construírem os resultados, onde as intervenções feitas pelo pesquisador objetivavam orientá-los no processo de resolução ou em um momento extremo, para depois de já terem esgotado as discussões e orientações, apresentá-los o resultado. Desse modo, pretendemos explorar as várias representações que um objeto matemático pode assumir. Sendo assim, buscamos durante a realização das atividades sugerir e incentivar os mesmos a utilizarem as representações gráficas (reta numérica ou plano cartesiano), para que pudessem relacioná-las com as representações algébricas. Além do objetivo de relacionar as duas representações ditas acima, buscamos proporcionar um ambiente favorável ao entendimento das demonstrações formais, que normalmente é decorada pelos alunos. / This paper introduces a debate about the way the subject Analysis has been developed for some time now, using researches involving the teaching and learning process to make this discussion. Studies about the theory of Concept Imagens and Concept Definition, both found in the Advanced Mathematical Thinking line of research, will be used as theoretical background. A field work will be also presented, aiming to verify and analyze the changes in the concept images of Licentiateship in Mathematics students, during an application of teaching activities over sequences of real numbers, on the Analysis perspective. Through a qualitative analysis, a reflection on the implementation of educational activities could be performed, considering the whole process and even the attitude of students at facing the activities. Other points discussed in this study were the reactions and impressions of students when facing this subject and how they deal with the formalization of contents, which is perhaps the main purpose of it and what distincts Analysis from the Calculus subject. The principal proposal aimed is to let students think about the issues involved and build results on their own. The interventions made by the researcher intended to guide them in the resolution process or in an extreme point, after having already exhausted their discussions and orientations, to present them the results. Thus, we intend to explore the various representations that a mathematical object can take. Therefore, we seek during the realization of activities suggest to students and encourage them to use the graphical representations (number line or coordinate plane), so they could relate them to algebraic representations. In addition to this previous objective, we strive to provide a favorable environment for the understanding of formal statements, which is usually memorized by the students.

The purpose of the thesis is to explore excellence in Enquiry-Based Learning (EBL), its philosophical underpinnings, pedagogical implications and possibilities. How pedagogic devices can be used to encourage tutors' reflections on EBL, and is concerned with producing and sharing knowledge in relation facilitating student-centred teaching and learning practices. The study is in the tradition of practitioner research, where my role was that of an educational developer at the Centre for Excellence in Enquiry-based Learning. It is centred around the development of EBL models as pedagogic instruments to facilitate tutors' reflections on their practice. The thesis investigates how to facilitate the incorporation of more student-centred approaches into tutors' practice in a UK university through employing EBL models as a tool for reflection, how these models were introduced to tutors, and the findings from the process. A critical action research approach was undertaken for the educational development practitioner research journey. The primary methods of data collection consisted of interviews with students and tutors, and data obtained during individual reflections and group discussions in a series of workshops that involved tutors studying EBL models. Thirty-one tutors were involved in these workshops and interviews where they quantitatively and qualitatively explored multiple dimensions of teaching and learning. Content analysis of the results was conducted on the data with an emphasis on dilemma analysis to gain insights into tutors' decisions about their practice, and an empirical abductive strategy was employed to inform the development of new EBL models. In the course of the action research phases two new EBL models were iteratively developed informed by the literature and stakeholders. Finally, a new Student Involvement in Learning and Teaching Model was proposed, empirically abducted from student narratives derived from photo-elicited interviews. This Model constituted the development of a new conceptual framework for thinking about EBL within the context of broader teaching and learning practice. This study articulates new student involvement dimensions which conveyed the nature of power within the proximal processes of teaching and learning. The thesis contributes towards the practice of educational development by documenting both the process and outcomes of introducing EBL and learning and teaching models to tutors as reflective instruments, and by proposing a new perspective on excellence in EBL where student involvement is enhanced when reciprocal power relationships exist in the proximal processes between tutors and students. Tutor decisions were framed as a series of dilemmas created by external contextual influences (the University social micro, meso, exo and macro-systems); and internal factors (the tutors' personal force-resource characteristics) which affected tutors' reported actual and espoused ideal practice. The data demonstrated that most tutors espoused including more EBL, but they preferred an incremental change in their practice.