Thesis (Ph. D.)--Princeton University, 1930.

Thesis (Ph. D.)--Princeton University, 1930.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (Ph.D.)--University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (March 1, 2007) Vita. Includes bibliographical references.

Thesis (M. Phil.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 123-125).

Thesis (M. Phil.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-01-15T13:40:37Z No. of bitstreams: 1 deborabordonalsenraoliveira.pdf: 8837673 bytes, checksum: 76ee6274d3cb8e2f92f4edb643523823 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-01-29T11:11:39Z (GMT) No. of bitstreams: 1 deborabordonalsenraoliveira.pdf: 8837673 bytes, checksum: 76ee6274d3cb8e2f92f4edb643523823 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-01-29T11:11:48Z (GMT) No. of bitstreams: 1 deborabordonalsenraoliveira.pdf: 8837673 bytes, checksum: 76ee6274d3cb8e2f92f4edb643523823 (MD5) / Made available in DSpace on 2018-01-29T11:11:48Z (GMT). No. of bitstreams: 1 deborabordonalsenraoliveira.pdf: 8837673 bytes, checksum: 76ee6274d3cb8e2f92f4edb643523823 (MD5) Previous issue date: 2017-08-23 / O presente estudo investigou como o conhecimento Geométrico-Matemático é constituído por meio de uma metodologia investigativa e colaborativa empreendendo olhar à Geometria das Transformações (GT), trazida como uma geometria não elementar (isto é, a geometria usual de nossa prática curricular) por observar relações e invariâncias nas transformações das figuras, e não em sua estrutura específica. Para tal, fomos a campo para vivenciar o fenômeno de alunos de uma licenciatura em Matemática praticarem ações e pensamentos sobre atividades desenhadas, e compreender essa experiência. Como os sujeitos vivenciaram as atividades que preparamos, no espaço investigativo e colaborativo, é o viés da nossa pesquisa. Chegamos a resultados significativos que nos mostram que a GT é uma Geometria afim a softwares de geometria dinâmica. Também ficou evidenciado o potencial contribuinte de grupos colaborativos, que comungam com um espírito de abertura pedagógica ao diálogo, para constituição de conhecimentos peculiares e significativos, em distinção aos modos tradicionais de se construir o conhecimento geométrico. As convergências dos sentidos que fizeram nossa pesquisa, agrupadas em diversos modos, são os registros de nossa compreensão de que o conhecimento matemático produzido num grupo é tributário de vários aspectos: de como se vive o diálogo científico, de como se acessa recursos, de como se convive com outros e de como os horizontes se abrem segundo uma intenção pedagógica. / This study investigated how the Geometric-Mathematical knowledge is made of an investigative and collaborative methodology. We undertook seeing the Geometry of Transformations (GT) coming up as a non-elementary geometry (that is, the usual geometry in our curricular practice) since it sees relationships and invariances in the transformations of figures instead of in their specific structure. In order to do so, we went to the field to live the phenomenon in the form of undergraduate Mathematics Teaching students practicing actions and thoughts on the designed activities and tried to understand this experience. The bias of our research is the way the subjects experienced the prepared activities in the investigative and collaborative space. We achieved significant results that show that GT is a Geometry related to dynamic geometry softwares. We also evidenced the potential of the contribution of collaborative group which commune with a spirit of pedagogical opening to dialogue in order to make up peculiar and significant knowledges, in spite of the traditional ways of building geometric knowledge. The convergences of meanings in our research, grouped in many modes, are the records of our comprehension that the mathematical knowledge built within a group is tributary to various aspects: of how to experience the scientific dialogue, how to coexist with others and how horizons are open according to a pedagogical intent.