Submitted by PPG Educa??o em Ci?ncias e Matem?tica (educem-pg@pucrs.br) on 2018-05-29T13:31:10Z No. of bitstreams: 1 DISSERTA??O CATALOGADA entrega final2-Carla-Martins-homologada.pdf: 1650701 bytes, checksum: 92dac14ddfd0ea1498ad9e72bb282a05 (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-06-07T13:21:01Z (GMT) No. of bitstreams: 1 DISSERTA??O CATALOGADA entrega final2-Carla-Martins-homologada.pdf: 1650701 bytes, checksum: 92dac14ddfd0ea1498ad9e72bb282a05 (MD5) / Made available in DSpace on 2018-06-07T13:33:45Z (GMT). No. of bitstreams: 1 DISSERTA??O CATALOGADA entrega final2-Carla-Martins-homologada.pdf: 1650701 bytes, checksum: 92dac14ddfd0ea1498ad9e72bb282a05 (MD5) Previous issue date: 2018-03-02 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This study has as aim to comprehend how contextualized activities, by means of education and research, and guided by the Conceptual Fields Theory can contribute to the student learning in Mathematics teaching. Took part in the research ten teachers who teach Mathematics in middle, high school and college; and, they were selected in public and private schools and at PPGDUCEM ? located in the city of Porto Alegre, in Rio Grande do Sul state ? RS, also participated in the research twenty-six students of the 8th grade of elementary school of a private school in the city of Porto Alegre. For the data collect, it was used as instruments: questionnaires answered by teachers and students, a daily map in which the students registered their activities and a field diary whereby the researcher took notes his observations. The answers given by the teachers and by the students were analyzed through a qualitative method, via Discursive Textual Analysis, connecting categories a priori and emerging subcategories. The theoretical input used as the basis of this study were related to authors like Vigotsky (1998), Vergnaud (1990), Moran (2000), Demo (2000), D?Ambrosio (2014), Machado (2014), among others. For the rationale of the analysis, it was used the results of Demo?s studies (2000) about the assumptions of teaching by research. The analysis had three categories a priori, among them: reconstructive questioning, everyday attitude survey and competence constitution. Stem from these categories, it was possible to describe the collected data analysis, emerging, this way, into subcategories. It was possible, either, to affirm that problem solving is the most used strategy to teach mathematics and, focusing on technology, teachers still choose much older softwares such as Geogebra and Graphmath. The teacher perceives the Mathematics teaching articulated with contextualized activities involving technology as part of people?s everyday lives. Therefore, it was noticed that students find difficulties in solving contextualized activities, although it is confirmed, through this study, that web research eases the learning processes, the learners cannot identify the Mathematics knowledge used in this kind of task. / Esta pesquisa tem como objetivo compreender como as atividades contextualizadas, por meio da educa??o pela pesquisa, e guiadas pela Teoria dos Campos Conceituais podem contribuir para a aprendizagem dos estudantes no ensino da Matem?tica. Participaram da pesquisa dez professores que ensinam Matem?tica nos anos finais do ensino fundamental, m?dio e superior; selecionados em escolas p?blicas, privadas e no PPGDUCEM - da cidade de Porto Alegre, localizada no Estado do Rio Grande do Sul ? RS, tamb?m participaram da pesquisa 26 estudantes do 8? ano do ensino fundamental de uma escola privada da cidade de Porto Alegre. Para coleta de dados, foram utilizados como instrumentos: question?rios respondidos pelos professores e pelos estudantes, um mapa di?rio no qual os estudantes registravam suas atividades e um di?rio de campo em que o pesquisador anotava suas observa??es. As respostas dadas pelos professores e pelos estudantes foram analisadas atrav?s de m?todo qualitativo, por meio de An?lise Textual Discursiva, relacionando categorias ? priori e subcategorias emergentes. Os aportes te?ricos que embasaram este estudo foram autores como Vigotsky (1998), Vergnaud (1990), Moran (2000), Demo (2000), D?Ambrosio (2014), Machado (2014), entre outros. Para a fundamenta??o da an?lise, foram utilizados os resultados dos estudos de Demo (2000) acerca dos pressupostos da proposta sobre o educar pela pesquisa. A an?lise dos dados teve tr?s categorias ? priori, dentre elas: questionamento reconstrutivo, pesquisa de atitude cotidiana e forma??o da compet?ncia. A partir dessas categorias, foi poss?vel descrever a an?lise dos dados coletados, emergindo, assim, em subcategorias. Foi poss?vel, tamb?m, afirmar que a resolu??o de problemas ? a estrat?gia mais utilizada para ensinar Matem?tica e, se tratando da tecnologia, professores ainda optam por softwares bastante antigos como Geogebra e Graphmath. O docente percebe o ensino da Matem?tica articulado com atividades contextualizadas envolvendo as tecnologias como uma parte do dia a dia das pessoas. Dessa forma, p?de-se notar que os estudantes encontram dificuldades na resolu??o de atividades contextualizadas, embora se confirme, por meio desse estudo, que a pesquisa na web facilita a aprendizagem, os alunos n?o conseguem identificar os conhecimentos Matem?ticos utilizados nesse tipo de tarefa.