A presente tese teve como objetivo central investigar o processo de apropriação de conceitos matemáticos por professores do Ensino Fundamental em atividade de aprendizagem, em que se deu destaque ao conceito de medida. Foi desenvolvida na Faculdade de Educação da Universidade de São Paulo (FEUSP) e teve como campo empírico a formação continuada proporcionada pelo Projeto Observatório da Educação (OBEDUC) que, no nosso entender apresentou a estrutura funcional da \'atividade\' (LEONTIEV, 1978; 2010). Nessa formação, os sujeitos envolvidos, desenvolveram a prática do diálogo e a troca de informações em tarefas coletivas a partir de ações formativas propostas pelo referido projeto, sobretudo as Atividades Orientadoras de Ensino (AOE). O referido projeto teve o propósito de conscientizar seus integrantes, professores e alunos em geral, da necessidade de se ter um ensino organizado a partir do desenvolvimento de AOE. Essas atividades partem de situações desencadeadoras de aprendizagem, semelhantes às vivenciadas pelo homem no processo de criação dos conceitos matemáticos, a fim de que seja propiciado aos alunos a apropriação do conhecimento matemático historicamente acumulado como um instrumental para que esses sujeitos possam ter uma compreensão mais elaborada da realidade. Desse modo, esta investigação problematiza o fenômeno investigado neste estudo - a apropriação de conceitos matemáticos , a partir da seguinte questão central: O que revelam as ações proporcionadas pelo Projeto OBEDUC, no desenvolvimento coletivo de atividades de ensino, sobre a apropriação de conceitos matemáticos na aprendizagem da docência? Assim, como forma de apreensão do fenômeno, recorremos aos pressupostos do Materialismo Histórico e Dialético (MHD), preconizado por Karl Marx e, para a produção de dados, os instrumentos: videogravações dos encontros formativos; observações de campo realizadas durante os encontros formativos e seminários; Atividades Orientadoras de Ensino (AOE) desenvolvidas e aplicadas no espaço de aprendizagem criado pelo Projeto OBEDUC e sessão reflexiva. Com base no desenvolvimento das ações formadoras proporcionadas pelo mencionado projeto, mediadas pelos professores-pesquisadores, buscamos indícios reveladores da apropriação de conceitos matemáticos, ao se considerar o lógico histórico do conceito. Para atingir esse objetivo, ainda, aplicamos os procedimentos analíticos: a ideia de unidades de análise (VIGOTSKI, 2009) e de episódios de aprendizagem compostos por cenas (MOURA; LORENZATO, 2001; MOURA, 2013). De maneira conclusiva, a análise dos dados forneceu-nos indícios da manifestação de que as ações formativas propostas pelo Projeto OBEDUC, de modo particular as AOE, no desenvolvimento coletivo de atividades de ensino, mediadas pelo processo de reflexão, impactaram na organização do ensino em Matemática. Em decorrência disso, ao tomarem consciência da importância da teoria, os professores, sujeitos desta pesquisa, passaram a agir de forma intencional frente aos desafios postos pela atividade pedagógica, o que implicou na apropriação de conceitos matemáticos. / This thesis had as main objective to investigate the process of appropriation of mathematical concepts for elementary school teachers in learning activity, in which it was highlighted the concept of measurement, based on the theoretical principles of the Historical-Cultural Theory and activity Theory. It was developed at the Faculty of Education, University of São Paulo (FEUSP) and had as empirical field the continuing education provided by the Education Observatory Project (OBEDUC) which, in our view, presented the functional structure of the \'activity\' (LEONTIEV, 1978; 2010). For this training, the involved subjects developed the practice of dialogue and exchange of information on collective tasks from training actions proposed by this project, especially the Teaching Advisers Activities (AOE). This project aimed to educate its members, teachers and students in general, the need to have an organized education from the development of AOE. These activities start from triggering learning situations similar to those experienced by humans in the creation process of mathematical concepts, in order to afford the students the acquisition of mathematical knowledge, historically accumulated as an instrumental for these students to have a more elaborate understanding of reality. Thus, this research discusses the phenomenon investigated in this study - the appropriation of mathematical concepts - from the following central question: What the actions provided by OBEDUC Project reveal in collective development of teaching activities, on the appropriation of mathematical concepts in teacher learning? That said, as a way to arrest the phenomenon, we turned into the assumptions of Historical and Dialectical Materialism (MHD) favored by Karl Marx and, for data production, tools like: video recordings of the formation meetings; Field observations made during the formative meetings and seminars; Guiding activities of education (AOE) developed and applied in the learning space created by OBEDUC Design and reflective session. Based on the development of training actions provided by the project, mediated by researcher teachers, we seek for evidence of ownership of mathematical concepts when considering the historical logic of the concept. To achieve this goal, also, we applied analytical procedures: the view from units of analysis (VYGOTSKY, 2009) and episodes of learning composed by scenes (MOURA; LORENZATO, 2001; MOURA, 2013). Conclusively, the data analysis provided us with evidence from the manifestation of the training activities proposed by OBEDUC Project, particularly the AOE, the collective development of educational activities mediated by the reflection process, impacted on the organization of teaching in Mathematics. As a result, when they become aware of the importance of the theory, the teachers, subjects in this study, have to act intentionally forward to the challenges posed by pedagogical activity, which resulted in the appropriation of mathematical concepts.

Στην εργασία αυτή γίνεται προσπάθεια για μια εκτενή διερεύνηση των σύγχρονων εργαλείων που χρησιμοποιούνται για την εξ αποστάσεως διδασκαλία των μαθηματικών. Αρχικά παρουσιάζονται οι διάφορες μορφές διδασκαλίας και μάθησης, έτσι όπως αυτές προκύπτουν από τους διαφορετικούς ρόλους επικοινωνίας μεταξύ των εκπαιδευτικών, των μαθητών, των περιεχομένων και των μέσων διδασκαλίας. Οι μορφές αυτές είναι οι δασκαλοκεντρικές-μετωπικές, οι μαθητοκεντρικές, οι μεικτές και οι ομαδοκεντρικές. Στη συνέχεια παρουσιάζονται κάποιες νεότερες αντιλήψεις για τη μάθηση, όπως είναι η διερευνητική μάθηση και η μέθοδος project, καθώς και τα πλεονεκτήματά τους έναντι των παλαιότερων μορφών διδασκαλίας. Στην επόμενη ενότητα παρουσιάζεται ο τρόπος που οι νέες τεχνολογίες της πληροφορίας και της επικοινωνίας (ΤΠΕ) χρησιμοποιούνται ως μέθοδοι διερευνητικής μάθησης, επηρεάζοντας τη μαθηματική εκπαίδευση. Οι σύγχρονες τεχνολογίες προσφέρουν στους μαθητές δυνατότητες για μάθηση μέσα από ένα παιγνιώδη τρόπο, ενώ μπορούν ταυτόχρονα να βοηθήσουν τους μαθητές να αναπτύξουν ανώτερη μαθηματική σκέψη. Το συντριπτικό ποσοστό των παραπάνω εφαρμογών και λογισμικών ΤΠΕ αφορά λογισμικό που κυρίως χρησιμοποιείται μέσα στην τάξη. Οι νέες τάσεις όμως ευνοούν τη λεγόμενη εξ αποστάσεως εκπαίδευση (distance learning) με χρήση ηλεκτρονικών μέσων και τεχνολογιών ΤΠΕ. Αν θέλαμε να περιγράψουμε απλώς την εξ αποστάσεως εκπαίδευση, θα λέγαμε ότι πρόκειται για μια εκπαιδευτική διαδικασία όπου ο διδασκόμενος βρίσκεται σε φυσική απόσταση από το διδάσκοντα και τον εκπαιδευτικό φορέα. Ωστόσο οφείλουμε να δώσουμε κι έναν επιπλέον, παιδαγωγικής διάστασης ορισμό: η εκπαίδευση που διδάσκει το μαθητή πώς να μαθαίνει μόνος του και πώς να λειτουργεί αυτόνομα προς μια ευεργετική πορεία αυτομάθησης και γνώσης. Η επόμενη ενότητα αναφέρεται στο Web. Το Web έχει συνεισφέρει αρκετά τα τελευταία χρόνια στην εξ αποστάσεως εκπαίδευση. Η ανεξαρτησία από την τάξη και από κάποια συγκεκριμένη πλατφόρμα λογισμικού, η διαθεσιμότητα εργαλείων για τη δημιουργία μαθημάτων στο Web, η φθηνή και αποδοτική αποθήκευση και διανομή του υλικού των μαθημάτων, υπερσύνδεσμοι σε προτεινόμενες σελίδες και υλικό, οι ψηφιακές βιβλιοθήκες και διάφορες άλλες πηγές αποτελούν μερικά από τα πλεονεκτήματα που προσφέρει η βασισμένη στο Web εκπαίδευση. Η εξ αποστάσεως εκπαίδευση μέσω διαδικτύου έχει πλέον κάνει αισθητή την παρουσία της στη Δευτεροβάθμια και κυρίως στην Τριτοβάθμια Εκπαίδευση. Δεδομένης της αναποτελεσματικότητας της χρήση των δικτυακών τόπων (λόγω του κόστος κατασκευής και συντήρησης που απαιτούν σε ότι αφορά οικονομικές αλλά και ανθρώπινες πηγές) αναπτύχθηκαν τα συστήματα διαχείρισης περιεχομένου και τάξεων, τα οποία υποστηρίζουν εφαρμογές δημιουργίας και διαχείρισης εκπαιδευτικού υλικού. Τα περισσότερα από αυτά τα οποία είναι και ευρέως χρησιμοποιούμενα αποτελούν εφαρμογές ανοιχτού κώδικα, γεγονός που ισχυροποιεί την επιλογή χρήσης τους. Ορισμένα από τα συστήματα διαχείρισης που αναφέρονται είναι το Moodle, το eFront, το open eClass και το Lams. Η επόμενη ενότητα αναφέρεται στα χαρακτηριστικά ενός εκπαιδευτικού υλικού για την εξ αποστάσεως διδασκαλία του και τα κριτήρια αξιολόγησης του διδακτικού υλικού της εξ αποστάσεως εκπαίδευσης. Ως συνέπεια των παραπάνω, χρησιμοποιήθηκε το δυναμικό περιβάλλον γεωμετρίας Geogebra για την παραγωγή εκπαιδευτικού υλικού. Έπειτα ακολουθεί μια ενότητα το περιεχόμενο της οποίας ασχολείται με την διδασκαλία των τριγωνομετρικών αριθμών οξείας γωνίας και ένα σενάριο για την εξ αποστάσεως διδασκαλία τους, το οποίο τοποθετήθηκε στο εργαλείο διαχείρισης LAMS (Learning Activity Management System) ώστε να είναι προσβάσιμο μέσω διαδικτύου, παρουσιάζοντας με τον τρόπο αυτό την απτή πραγματικότητα της εξ αποστάσεως εκπαίδευσης. / This paper attempts a comprehensive exploration of modern tools used for distance teaching of mathematics. Originally presented in various forms of teaching and learning, as reflected by the different roles of communication between teachers, students, content and methods of teaching . These forms are teacher-centered-frontal, the student-centered, the mixed and omadokentrikes. Here are some newer ideas about learning, such as exploratory learning and the method of project, and their advantages over older forms of teaching. The next section presents the way the new information and communication technologies (ICTs) are used as methods of exploratory learning, affecting mathematics education. Modern technologies offer students opportunities to learn through a playful way and same time can help students develop higher mathematical thinking. The overwhelming proportion of these applications and software for ICT software is mainly used in the classroom. New trends, however, favor the so-called distance education (distance learning) using electronic media and ICT. If we were to simply describe the distance education, we would say that this is an educational process where the student is in physical proximity to the teacher and the educational institution. But we must also give an additional, pedagogical dimension definition: training that teaches the student how to learn for themselves and how to operate autonomously in a beneficial way self-learning and knowledge. The next section discusses the Web. The Web has contributed to several recent years in distance education. Independence from the classroom and a particular software platform, the availability of tools to create courses on the Web, the cheap and efficient storage and distribution of course material, hyperlinks to pages and proposed materials, digital libraries and other sources are few the advantages of Web-based education. Distance education via the Internet has now made its presence felt in secondary and especially tertiary education. Given the inefficiency of the use of websites (due to construction costs and maintenance required in terms of financial and human resources) developed content management systems and classes that support applications for creating and managing learning materials. Most of them which is a widely used open source applications, which strengthens the option to use them. Some of the management systems are listed in Moodle, the eFront, the open eClass and the Lams. The next section refers to features of an educational material for distance teaching and evaluation criteria of teaching material for distance learning. As a consequence, used a dynamic geometry environment Geogebra to produce educational material. Then follows a section whose content deals with the teaching of trigonometric numbers acute angle and a scenario for distance teaching, which was placed in administration tool LAMS (Learning Activity Management System) to be accessible via the Internet, showing the Thus the reality of distance education.

Submitted by Aelson Maciera (aelsoncm@terra.com.br) on 2017-04-05T18:19:09Z No. of bitstreams: 1 DissPP.pdf: 5168619 bytes, checksum: c702ea3445a7b26549ead045757dde6b (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-04-19T13:47:59Z (GMT) No. of bitstreams: 1 DissPP.pdf: 5168619 bytes, checksum: c702ea3445a7b26549ead045757dde6b (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-04-19T13:48:07Z (GMT) No. of bitstreams: 1 DissPP.pdf: 5168619 bytes, checksum: c702ea3445a7b26549ead045757dde6b (MD5) / Made available in DSpace on 2017-04-19T13:53:27Z (GMT). No. of bitstreams: 1 DissPP.pdf: 5168619 bytes, checksum: c702ea3445a7b26549ead045757dde6b (MD5) Previous issue date: 2016-10-27 / Não recebi financiamento / The present study had as reference the Teaching Activity and Being Learning Situation aimed at internalizing of theoretical knowledge through the action and reflection (both the kids and the researcher) in the search for the solution of problem situations, with the intention to give children the need of appropriation of concepts, worrying about the "Genesis of the concept" (MOURA et al., 2010). The investigative procedure type taken as reference using a Teaching Guiding Activity (TGA) through Being Learning Situations (BLS). It sought to check if the game when used under the historical-cultural approach, triggers learning some own concepts to addition and subtraction operations. It to do so was considered the games CUBRA A SOMA and FECHE A CAIXA. The study consisted of five Teaching Activities with each game, totaling ten activities, during the months of October to December, in the year 2015, in a State school located in the city of São Carlos, in the State of São Paulo. The eight children were selected by the teacher of the class, four considered with more skills in calculus and four considered with less skills in calculus. The procedures included: a) request for authorization of School Unit for realization of this study; b) submission of the study to the Ethics Committee; c) filling a questionnaire for parents/guardians of the eight participating students of this study and the informed consent; d) use of the game CUBRA A SOMA, as activities for the appropriation of addition; e) using the FECHE A CAIXA how activities for the appropriation of addition and subtraction; f) resolution of problem situations involving addition and subtraction; g) footage of children in 10 classes in which were developed the teaching activities and some audio recordings; g) analysis and discuss of data obtained with the footage and audio recordings with the assumption the concepts of cultural-historical approach, the question of study and objectives. The results indicated that the mediations, associated with the motivation of children, during the Teaching Activity can provide the development. Whereas that the children do not generalize and do not internalize the concepts same way, though to be mediated by the same person (the researcher), we found that the knowledge related to the concepts of addition and subtraction were appropriate at different levels. / O presente estudo teve como referência a Atividade Orientadora de Ensino (AOE) e a Situação Desencadeadora de Aprendizagem (SDA), visando à internalização de conhecimentos teóricos por meio da ação e reflexão (tanto das crianças quanto da pesquisadora), na busca pela solução de situações-problema, com a intenção de proporcionar às crianças a necessidade de apropriação de conceitos, preocupando-se com a ―gênese do conceito‖ (MOURA et al., 2010). O procedimento investigativo tomou como referência o uso de uma Atividade Orientadora de Ensino (AOE), por meio de Situações Desencadeadoras de Aprendizagem (SDAs). Procurou-se verificar se o jogo, quando utilizado sob a abordagem histórico-cultural, desencadeia a aprendizagem de alguns conceitos inerentes às operações de adição e subtração. Para tanto, consideraram-se os jogos CUBRA A SOMA e FECHE A CAIXA. O estudo consistiu em cinco Atividades de Ensino com cada jogo, durante os meses de outubro a dezembro, no ano de 2015, em uma escola estadual localizada no munícipio de São Carlos, no estado de São Paulo. As oito crianças participantes foram selecionadas pela professora da turma, sendo quatro consideradas com mais habilidades em cálculo e quatro, com menos habilidades em cálculo. Os procedimentos incluíram: a) solicitação de autorização da Unidade Escolar para realização desse estudo; b) submissão do estudo ao Comitê de Ética; c) preenchimento de questionário pelos pais/responsáveis dos oito alunos participantes desse estudo e do Termo de Consentimento Livre e Esclarecido; d) uso do jogo CUBRA A SOMA, como atividade para a apropriação da adição; e) uso do jogo FECHE A CAIXA, como atividade para a apropriação da adição e da subtração; f) resolução de situações-problema envolvendo a adição e a subtração; g) filmagem das crianças nas 10 aulas em que foram desenvolvidas as atividades de ensino e algumas gravações de áudio; h) análise e discussão dos dados obtidos, com as filmagens e gravações de áudio, tendo como pressuposto conceitos da abordagem histórico-cultural, a questão de estudo e os objetivos. Os resultados indicaram que as mediações, associadas à motivação das crianças, durante a Atividade Orientadora de Ensino (AOE), podem proporcionar o desenvolvimento das funções psíquicas superiores. Considerando que as crianças não generalizam e não internalizam os conceitos da mesma maneira, apesar de serem mediadas pela mesma pessoa (a pesquisadora), constatamos que os conhecimentos relacionados aos conceitos da adição e subtração foram apropriados em diferentes níveis.

Made available in DSpace on 2014-12-17T14:52:58Z (GMT). No. of bitstreams: 1 ValdemirGC.pdf: 2448196 bytes, checksum: 82e7f1e6e1da1d41d23cad9cee9744a6 (MD5) Previous issue date: 2006-05-19 / This research carried through an ergonomic study of the rank of learning activity of a IES, was applied a questionnaire with ergonomic pointers structuralized in scale to intervalar of semantic differential of 0 the 10, in 290 pupils with ages between 18 and 52 years distributed for 5 courses in 9 classrooms, the sample was of the simple random probabilist type. The used statistical techniques had been the descriptive analysis and the analysis of clusters through statistica software 5,0 considering p ? 0,0500. Involving the following 0 variable: Layout; Colors; Acoustics; Illumination; Temperature; Position; Didactic furniture, and Equipment. The gotten results point to consider that the layout of the rooms, the perception of acoustic comfort, the position of the pupils and the furniture of the searched classrooms had been the condicionantes that had been more distinguished negative how much to the perception of comfort of the user. The the 91,5 NPS varied of 57,9 dB(A) values above of recommended for classrooms in accordance with NBR 10152; NR 15; NR 17; It would carry n? 3214/1978, of the Ministry of the Work and searched literature. The Illumination registered interval of 139 the 966 Lux, values are of the limits of interval recommended for classrooms according to NBR 5413 and NR 17. The thermal temperature registered interval of 24? 25,9?C; URA 41,6 79.1% and the 0.1 air speed 1,0 m/s, values above of recommended for classrooms according to NBR the 6401 and NR 17. The research still suggests that it would have associations between pains in the body the positions of the pupils and the furniture of the classrooms. The results suggest research especially add for the conditions thermal and acoustics of the classrooms / Este pesquisa realizou um estudo ergon?mico do posto de atividade discente de uma IES, foi aplicado um question?rio com indicadores ergon?micos estruturado em escala intervalar de diferencial sem?ntico de 0 a 10, em 290 alunos com idades entre 18 e 52 anos distribu?dos por 5 cursos em 9 salas de aula, a amostra foi do tipo probabil?stica aleat?ria simples. As t?cnicas estat?sticas empregadas foram a an?lise descritiva e a an?lise de clusters atrav?s do software statistica 5.0 considerando p ? 0,0500. Envolvendo as seguintes vari?veis: Layout; Cores; Ac?stica; Ilumina??o; Temperatura; Postura; Mobili?rio, e Equipamentos did?ticos. Os resultados obtidos apontam para considerar que o layout das salas, a percep??o de conforto ac?stico, a postura dos alunos e o mobili?rio das salas de aula pesquisadas foram as condicionantes que mais se destacaram negativamente quanto ? percep??o de conforto do usu?rio. O NPS variou de 57,9 a 91,5 dB(A) valores acima do recomendado para salas de aula de acordo com a NBR 10152; NR 15; NR 17; Portaria n? 3214/1978, do Minist?rio do Trabalho e a literatura pesquisada. A Ilumina??o registrou intervalo de 139 a 966 Lux, valores fora dos limites de intervalo recomendado para salas de aula segundo a NBR 5413 e NR 17. A temperatura t?rmica registrou intervalo de 24? a 25,9?C; a URA 41,6 a 79,1% e a velocidade do ar 0,1 a 1,0 m/s, valores acima do recomendado para salas de aula segundo a NBR 6401 e NR 17. A pesquisa sugere ainda que haveria associa??es entre dores no corpo a posturas dos alunos e o mobili?rio das salas de aula. Os resultados sugerem pesquisas adicionais especialmente para as condi??es t?rmica e ac?stica das salas de aulaEste pesquisa realizou um estudo ergon?mico do posto de atividade discente de uma IES, foi aplicado um question?rio com indicadores ergon?micos estruturado em escala intervalar de diferencial sem?ntico de 0 a 10, em 290 alunos com idades entre 18 e 52 anos distribu?dos por 5 cursos em 9 salas de aula, a amostra foi do tipo probabil?stica aleat?ria simples. As t?cnicas estat?sticas empregadas foram a an?lise descritiva e a an?lise de clusters atrav?s do software statistica 5.0 considerando p ? 0,0500. Envolvendo as seguintes vari?veis: Layout; Cores; Ac?stica; Ilumina??o; Temperatura; Postura; Mobili?rio, e Equipamentos did?ticos. Os resultados obtidos apontam para considerar que o layout das salas, a percep??o de conforto ac?stico, a postura dos alunos e o mobili?rio das salas de aula pesquisadas foram as condicionantes que mais se destacaram negativamente quanto ? percep??o de conforto do usu?rio. O NPS variou de 57,9 a 91,5 dB(A) valores acima do recomendado para salas de aula de acordo com a NBR 10152; NR 15; NR 17; Portaria n? 3214/1978, do Minist?rio do Trabalho e a literatura pesquisada. A Ilumina??o registrou intervalo de 139 a 966 Lux, valores fora dos limites de intervalo recomendado para salas de aula segundo a NBR 5413 e NR 17. A temperatura t?rmica registrou intervalo de 24? a 25,9?C; a URA 41,6 a 79,1% e a velocidade do ar 0,1 a 1,0 m/s, valores acima do recomendado para salas de aula segundo a NBR 6401 e NR 17. A pesquisa sugere ainda que haveria associa??es entre dores no corpo a posturas dos alunos e o mobili?rio das salas de aula. Os resultados sugerem pesquisas adicionais especialmente para as condi??es t?rmica e ac?stica das salas de aula

Nos últimos anos aumentou o número de pesquisas que abordam aspectos epistemológicos no ensino de ciências, destacando a ideia de que este não deve se preocupar somente com a aquisição de conceitos, mas também deve possibilitar que os alunos se apropriem das práticas epistêmicas da ciência, favorecendo assim a Alfabetização Científica. As páginas que se seguem apresentam um estudo de caso qualitativo planejado e realizado para compreender como se dá o engajamento dos alunos em práticas epistêmicas da cultura científica. Nosso principal objetivo foi analisar as práticas de inscrição realizadas pelos alunos e suas relações com a produção de explicações e argumentos durante uma atividade investigativa sobre crescimento populacional de Lemna sp. Os dados da pesquisa foram coletados durante as aulas de biologia em duas classes do primeiro ano do ensino médio (alunos com idades entre 15 e 16 anos) de uma escola pública estadual da cidade de São Paulo. A análise da sequência didática e dos relatórios produzidos pelos alunos nos forneceu evidências de que as práticas epistêmicas experimentadas pelos alunos ao longo da atividade de investigação diferem a depender do tipo de dado coletado por eles, se de acordo com o modelo explicativo já conhecido ou diferente do previsto pelo modelo. Além disso, nossa análise evidenciou que o contexto de investigação constitui-se como importante repertório interpretativo das inscrições literárias produzidas pelos alunos, favorecendo a construção de explicações com garantia nos dados coletados. O contexto de investigação também se mostrou relevante na construção de argumentos, uma vez que a maioria das justificativas utilizadas era de natureza empírica, especialmente nos relatórios dos alunos que trabalharam com dados não previstos pelo modelo explicativo. Assim, após análise da sequência didática e dos relatórios produzidos pelos alunos, encontramos evidências de que a atividade de investigação propiciou oportunidades de engajamento em práticas epistêmicas da cultura científica, especialmente aquelas relacionadas à produção e intrepretação de inscrições literárias, o que favoreceu o processo de construção de explicações e argumentos, práticas fundamentais na produção do conhecimento científico. / In recent years increased the number of researches on epistemological aspects in science teaching, emphasizing the idea that this shouldn\'t be concerned only with the acquisition of concepts, but should also enable students to take ownership of epistemic practices of science, favoring so the Scientific Literacy. Here, is presented a qualitative case study planned and conducted to understand how is the engagement of students in epistemic practices of scientific culture. Our aim was to analyze the application of practices carried out by students and their relationship with the production of explanations and arguments during an investigative activity on growth of Lemna sp population. The data were collected during biology classes from high school classes in a public high school, São Paulo city, Brazil (students aged: 15 to 16 years). The analysis of the inquiry-based learning activity and reports produced by the students provided us with evidence that the epistemic practices experienced by the students during the research activity differ depending on the data type collected by them, in accordance with the explanatory model already known by students or different predicted by these model. In addition, our analysis showed that the research context constitutes an important interpretive repertoire of literary inscriptions produced by the students, favoring the construction of explanations to assure the data collected. The research context was also relevant in the construction of arguments, since most of the justifications used was empirical, especially, in the reports of the students who worked with data not provided by the explanatory model. So after a review of inquiry-based learning activity and reports produced by the students, we found evidence that this inquiry-based learning activity led engagement opportunities in epistemic practices of scientific culture, especially those related to production and interpretation of literary inscriptions, which favored the process of construction of explanations and arguments, fundamental issues for the production of scientific knowledge.

A presente tese teve como objetivo central investigar o processo de apropriação de conceitos matemáticos por professores do Ensino Fundamental em atividade de aprendizagem, em que se deu destaque ao conceito de medida. Foi desenvolvida na Faculdade de Educação da Universidade de São Paulo (FEUSP) e teve como campo empírico a formação continuada proporcionada pelo Projeto Observatório da Educação (OBEDUC) que, no nosso entender apresentou a estrutura funcional da \'atividade\' (LEONTIEV, 1978; 2010). Nessa formação, os sujeitos envolvidos, desenvolveram a prática do diálogo e a troca de informações em tarefas coletivas a partir de ações formativas propostas pelo referido projeto, sobretudo as Atividades Orientadoras de Ensino (AOE). O referido projeto teve o propósito de conscientizar seus integrantes, professores e alunos em geral, da necessidade de se ter um ensino organizado a partir do desenvolvimento de AOE. Essas atividades partem de situações desencadeadoras de aprendizagem, semelhantes às vivenciadas pelo homem no processo de criação dos conceitos matemáticos, a fim de que seja propiciado aos alunos a apropriação do conhecimento matemático historicamente acumulado como um instrumental para que esses sujeitos possam ter uma compreensão mais elaborada da realidade. Desse modo, esta investigação problematiza o fenômeno investigado neste estudo - a apropriação de conceitos matemáticos , a partir da seguinte questão central: O que revelam as ações proporcionadas pelo Projeto OBEDUC, no desenvolvimento coletivo de atividades de ensino, sobre a apropriação de conceitos matemáticos na aprendizagem da docência? Assim, como forma de apreensão do fenômeno, recorremos aos pressupostos do Materialismo Histórico e Dialético (MHD), preconizado por Karl Marx e, para a produção de dados, os instrumentos: videogravações dos encontros formativos; observações de campo realizadas durante os encontros formativos e seminários; Atividades Orientadoras de Ensino (AOE) desenvolvidas e aplicadas no espaço de aprendizagem criado pelo Projeto OBEDUC e sessão reflexiva. Com base no desenvolvimento das ações formadoras proporcionadas pelo mencionado projeto, mediadas pelos professores-pesquisadores, buscamos indícios reveladores da apropriação de conceitos matemáticos, ao se considerar o lógico histórico do conceito. Para atingir esse objetivo, ainda, aplicamos os procedimentos analíticos: a ideia de unidades de análise (VIGOTSKI, 2009) e de episódios de aprendizagem compostos por cenas (MOURA; LORENZATO, 2001; MOURA, 2013). De maneira conclusiva, a análise dos dados forneceu-nos indícios da manifestação de que as ações formativas propostas pelo Projeto OBEDUC, de modo particular as AOE, no desenvolvimento coletivo de atividades de ensino, mediadas pelo processo de reflexão, impactaram na organização do ensino em Matemática. Em decorrência disso, ao tomarem consciência da importância da teoria, os professores, sujeitos desta pesquisa, passaram a agir de forma intencional frente aos desafios postos pela atividade pedagógica, o que implicou na apropriação de conceitos matemáticos. / This thesis had as main objective to investigate the process of appropriation of mathematical concepts for elementary school teachers in learning activity, in which it was highlighted the concept of measurement, based on the theoretical principles of the Historical-Cultural Theory and activity Theory. It was developed at the Faculty of Education, University of São Paulo (FEUSP) and had as empirical field the continuing education provided by the Education Observatory Project (OBEDUC) which, in our view, presented the functional structure of the \'activity\' (LEONTIEV, 1978; 2010). For this training, the involved subjects developed the practice of dialogue and exchange of information on collective tasks from training actions proposed by this project, especially the Teaching Advisers Activities (AOE). This project aimed to educate its members, teachers and students in general, the need to have an organized education from the development of AOE. These activities start from triggering learning situations similar to those experienced by humans in the creation process of mathematical concepts, in order to afford the students the acquisition of mathematical knowledge, historically accumulated as an instrumental for these students to have a more elaborate understanding of reality. Thus, this research discusses the phenomenon investigated in this study - the appropriation of mathematical concepts - from the following central question: What the actions provided by OBEDUC Project reveal in collective development of teaching activities, on the appropriation of mathematical concepts in teacher learning? That said, as a way to arrest the phenomenon, we turned into the assumptions of Historical and Dialectical Materialism (MHD) favored by Karl Marx and, for data production, tools like: video recordings of the formation meetings; Field observations made during the formative meetings and seminars; Guiding activities of education (AOE) developed and applied in the learning space created by OBEDUC Design and reflective session. Based on the development of training actions provided by the project, mediated by researcher teachers, we seek for evidence of ownership of mathematical concepts when considering the historical logic of the concept. To achieve this goal, also, we applied analytical procedures: the view from units of analysis (VYGOTSKY, 2009) and episodes of learning composed by scenes (MOURA; LORENZATO, 2001; MOURA, 2013). Conclusively, the data analysis provided us with evidence from the manifestation of the training activities proposed by OBEDUC Project, particularly the AOE, the collective development of educational activities mediated by the reflection process, impacted on the organization of teaching in Mathematics. As a result, when they become aware of the importance of the theory, the teachers, subjects in this study, have to act intentionally forward to the challenges posed by pedagogical activity, which resulted in the appropriation of mathematical concepts.

Current Ambient Intelligence and Intelligent Environment research focuses on the interpretation of a subject’s behaviour at the activity level by logging the Activity of Daily Living (ADL) such as eating, cooking, etc. In general, the sensors employed (e.g. PIR sensors, contact sensors) provide low resolution information. Meanwhile, the expansion of ubiquitous computing allows researchers to gather additional information from different types of sensor which is possible to improve activity analysis. Based on the previous research about sitting posture detection, this research attempts to further analyses human sitting activity. The aim of this research is to use non-intrusive low cost pressure sensor embedded chair system to recognize a subject’s activity by using their detected postures. There are three steps for this research, the first step is to find a hardware solution for low cost sitting posture detection, second step is to find a suitable strategy of sitting posture detection and the last step is to correlate the time-ordered sitting posture sequences with sitting activity. The author initiated a prototype type of sensing system called IntelliChair for sitting posture detection. Two experiments are proceeded in order to determine the hardware architecture of IntelliChair system. The prototype looks at the sensor selection and integration of various sensor and indicates the best for a low cost, non-intrusive system. Subsequently, this research implements signal process theory to explore the frequency feature of sitting posture, for the purpose of determining a suitable sampling rate for IntelliChair system. For second and third step, ten subjects are recruited for the sitting posture data and sitting activity data collection. The former dataset is collected byasking subjects to perform certain pre-defined sitting postures on IntelliChair and it is used for posture recognition experiment. The latter dataset is collected by asking the subjects to perform their normal sitting activity routine on IntelliChair for four hours, and the dataset is used for activity modelling and recognition experiment. For the posture recognition experiment, two Support Vector Machine (SVM) based classifiers are trained (one for spine postures and the other one for leg postures), and their performance evaluated. Hidden Markov Model is utilized for sitting activity modelling and recognition in order to establish the selected sitting activities from sitting posture sequences.2. After experimenting with possible sensors, Force Sensing Resistor (FSR) is selected as the pressure sensing unit for IntelliChair. Eight FSRs are mounted on the seat and back of a chair to gather haptic (i.e., touch-based) posture information. Furthermore, the research explores the possibility of using alternative non-intrusive sensing technology (i.e. vision based Kinect Sensor from Microsoft) and find out the Kinect sensor is not reliable for sitting posture detection due to the joint drifting problem. A suitable sampling rate for IntelliChair is determined according to the experiment result which is 6 Hz. The posture classification performance shows that the SVM based classifier is robust to “familiar” subject data (accuracy is 99.8% with spine postures and 99.9% with leg postures). When dealing with “unfamiliar” subject data, the accuracy is 80.7% for spine posture classification and 42.3% for leg posture classification. The result of activity recognition achieves 41.27% accuracy among four selected activities (i.e. relax, play game, working with PC and watching video). The result of this thesis shows that different individual body characteristics and sitting habits influence both sitting posture and sitting activity recognition. In this case, it suggests that IntelliChair is suitable for individual usage but a training stage is required.

Syftet med denna licentiatuppsats är att undersöka aspekter i undervisningen som skapar förutsättningar för att elever i yngre åldrar (årskurs 2 och 3) ska engageras i ett algebraiskt arbete. Learning study har använts som metod (ansats) för att producera data. Ett forskarlag bestående av två grundskollärare i matematik och en lärarforskare har i  learning study-processen arbetat i en kolloborativ och intervenerande process.   I designen och analysen har Davydovs lärandeverksamhets teori, variationsteorin och Radfords definition av algebraiska mönstergeneraliseringar använts som teoretiska utgångspunkter. Det empiriska  datamaterialet består av (1) videoinspelade intervjuer med åtta elever samt transkriptioner av dessa; (2) videoinspelningar av tre forskningslektioner; (3) lektionsplaneringar; (4) synopsis av videoinspelade forskningslektioner; (5) transkriptioner av delar av forskningslektioner.   Resultatet består av tre identifierade kritiska aspekter som elever kan behöva urskilja för att kunna uttrycka och argumentera för en mönstergeneralisering algebraiskt: (a) att urskilja relationen mellan ett elements position och antalet komponenter; (b) att urskilja hur man kan använda relationen mellan ett elements position och antalet komponenter för att förutsäga ett godtyckligt element i mönstret; (c) att urskilja konstanten (den komponent som inte ändras utan är densamma i samtliga element) i mönstret.  Resultatet ger även exempel på vilka funktioner de lärandeverksamhetsteoretiska principerna (Davydov), problemsituation, lärandemodell och motsättningar, kan ha för att ett algebraiskt arbete ska etableras och upprätthållas. Vidare kan resultatet bidra till att fördjupa förståelsen gällande vad det innebär att kunna uttrycka och argumentera för mönstergeneraliseringar algebraiskt i yngre åldrar. Resultatet kan även bidra till kunskap som kan användas av lärare för att iscensätta och realisera en undervisning inom ramen för early algebra. / The purpose of this licentiate thesis is to study the aspects of the teaching that enable students of younger ages to be engaged in algebraic work. Learning study has been used as the method to produce data. A research team consisting of two primary school teachers in mathematics and a teacher researcher worked collaboratively, designing interventions iteratively during the learning study process.  In the design as well as analysis, Davydov's learning activity theory, Variation theory and Radford's definition of algebraic pattern generalizations have been used as theoretical starting points. The empirical data consists of (1) video-recorded interviews with eight students as well as transcriptions thereof; (2) video recordings of three research lessons; (3) lesson plans; (4) synopsis of video recordings of three research lessons; (5)  transcriptions of parts of video recorded research lessons. Results consists of three identified critical aspects that students may need to discern in order to express and justify for a pattern generalization algebraically: (a) to discern the relationship between the position of an element and the number of components; (b) to discern how to use the relationship between the position of an element and the number of components to predict an arbitrary element in the pattern; (c) to discern the constant (the component that does not change but is the same in all elements) in the pattern. Results give examples of what functions the theoretical principles of Davydov´s learning activity, problem situation, learning model and contradictions, may have for algebraic work to be established and maintained. Furthermore, the results may contribute to a deepened understanding of what it means to be able to express and justify for pattern generalizations algebraically at younger ages. The results may also contribute to knowledge that can be used by teachers to stage and carry out a teaching within the frame of early algebra.

Syftet med denna licentiatuppsats är att pröva en specifik strukturell modell som stöd för elevers utforskande av relationer mellan tal i additiva strukturer även när negativa tal är inkluderade. En intention är att resultatet ska kvalificera undervisningen och utgöra ett stöd vid planering och genomförande av en undervisning avseende ekvationer med additiv struktur utifrån algebraisk undervisning som alternativ till att i första hand finna en lösning med stöd av regler och procedurer. Under studien kartlades, kategoriserades och beskrevs elevernas erfarande av fenomenet relationer mellan kvantiteter. I studien prövades även om, och i sådant fall, på vilka sätt en specifik strukturell modell användes av elever under arbetet med att utforska ekvationers struktur. Elever från årskurserna 3, 8 och 9 deltog i semistrukturerade intervjuer samt i forskningslektioner. Tre grupper av lärare samt två forskare planerade, genomförde och reviderade forskningslektionerna baserat på ansatsen learning study. Fenomenografi var den teoretiska ansatsen för de inledande semistrukturerade intervjuerna. Variationsteori och lärandeverksamhet var de teoretiska ramverken för forskningslektionerna där Davydovs program var en inspirationskälla. För att uppnå syftet formulerades följande forskningsfrågor: Vilka skilda sätt att erfara fenomenet relationer mellan kvantiteter kan urskiljas i elevintervjuer? På vilka sätt använder elever en specifik strukturell modell för att utforska ekvationer? Den första forskningsfrågan besvaras i Artikel 1 som visar att elever erfar relationer mellan kvantiteter som någonting som ska beräknas alternativt någonting som ska relateras. Den andra forskningsfrågan besvaras i Artikel 2 som visar att elever använde sig av den i studien prövade specifika strukturella modellen såsom ett formulär att fylla i alternativt som en lärandemodell och redskap för att identifiera del-helhetsstrukturen mellan tal i en ekvation samt för att välja lämplig operation att lösa ut det obekanta talet.                           Resultaten visar på möjligheten, men även utmaningen, att introducera en algebraisk undervisning med fokus på analys och teoretiska resonemang även för elever med erfarenheter från en alternativ bakgrund. / The aim of the licentiate thesis is to examined a specific structural model in order to support students' exploration of relationships between numbers in additive structures even when negative numbers is included. One intention is that the finding should qualify the teaching and constitute a support when plan and implement teaching regarding equations with additive structure based on algebraic teaching as an alternative to primarily finding a solution with support of rules and procedures. During the study, the students' experiences of the phenomenon relationships between quantities was examined, categorized and described. In the study it was also examined whether and, if so, in what ways a specific structural model was used by students during the work of exploring the structure of equations. Students from grades 3, 8 and 9 participated in semi-structured interviews and in research lessons. Three groups of teachers and two researchers planned, conducted and revised the research lessons based on the learning study approach. Phenomenography was the theoretical approach for the initial semi-structured interviews. Variation theory and learning activity were the theoretical frameworks for the research lessons where Davydov's curriculum was a source of inspiration. In order to achieve the aim, the following research questions were formulated: 1) What different ways of experiencing the phenomenon of relationships between quantities can be discerned in student interviews? 2) In what ways do students use a specific structural model to explore equations? The first research question is answered in Article 1, which shows that students experience relationships between quantities as something to be calculated or something to be related. The second research question is answered in Article 2, which shows that students used the specific structural model examined in the study as a form to fill in alternatively as a learning model and a tool to identify the part-whole structure between numbers in an equation and to choose appropriate operation to find the unknown number. The findings show the possibility, but also the challenge, of introducing an algebraic teaching with a focus on analysis and theoretical reasoning also for students with experiences from an alternative background.

Den här licentiatuppsatsen handlar om hur en undervisning kan främja elevers förståelse av tiobassystemet genom att de bjuds in till en undervisning där de kan delta i ett kollektivt utforskande av bassystemet, som en övergripande nivå av tiobassystemet. Syftet är att exemplifiera och diskutera hur en undervisning, som främjar elevernas möjligheter att utveckla ett tänkande om tiobassystemet på en generell eller övergripande nivå, kan utformas. Vidare är syftet att studera vad i en undervisning, designad enligt principerna för lärandeverksamhet, som kan förstås som förebyggande i specialpedagogisk mening. Studien bygger på resultatet av två artiklar med följande frågeställningar: 1) Vilka aspekter i uppgifternas utformning och genomförande främjar elevers möjligheter att pröva relationen mellan olika bastal och övergång till successivt större respektive mindre talenheter? 2) Vad i elevernas resonemang och arbete med speciellt designade uppgifter kan ses som tecken på teoretiskt tänkande om bassystemet? Learning study har använts som forskningsramverk och genererat data för uppsatsens två artiklar. Learning studyn genomfördes i årskurs 4, tillsammans med tre matematiklärare. Design och analys är inspirerad av El’konins och Davydovs matematiska program och några principer från lärandeverksamhet. Analysen i de bägge artiklarna är genomförd med stöd av teoretiska principer för lärandeverksamhet. Datamaterialet består av videoinspelningar från tre lektioner (totalt cirka 420 minuter), transkriptioner och datasammanställningar av uppgifter, transkriptioner och anteckningar från utvärderingarna i det iterativa arbetet med lektionerna. Resultatet består av tre aspekter som behöver synliggöras genom uppgifternas utformning och genomförande för att eleverna ska kunna arbeta teoretiskt med bassystemets struktur: (1) Bastalet, (2) Tal som mätetal, och (3) Talenheternas representationer. Eleverna behöver urskilja aspekterna för att kunna identifiera att det fattas en lämplig talenhet och för att kunna pröva och reflektera över relationen mellan bastalet och övergången till successivt större respektive mindre talenheter i olika baser. Resultatet består också av ett antal exempel på tecken på teoretiskt tänkande inom tre identifierade kategorier: 1) basens funktion för det värde som siffrorna anger i talet, 2) positionsväxling, och (3 entalet som ett av en kvantitet. I analysen har Davydovs definition av teoretiskt tänkande, som något som kan komma till uttryck i form av teoretisk reflektion, analys och planering samt reproduktion av grundläggande principer för ett specifikt ämnesinnehåll, använts. Resultatet ger ett bidrag till den matematikdidaktiska forskningen och till den specialpedagogiska forskningen med inriktning mot matematik genom beskrivningar av de tre aspekterna och av tecken på teoretiskt tänkande. Vidare kan beskrivningarna av uppgifternas utformning och genomförande användas i undervisning och i fortsatta studier. I diskussionen behandlas hur en undervisning kan utformas som främjar elevernas möjligheter att utveckla ett teoretiskt tänkande om bassystemet. Diskussionen behandlar också vad i en undervisning designad enligt principerna för lärandeverksamhet som kan förstås som förebyggande i specialpedagogisk mening genom att skapa möjligheter för elever att redan tidigt i grundskolan kollektivt utforska och förstå hela positionssystemet som en struktur. Slutligen diskuteras implikationer för specialundervisning och studiens bidrag. / The subject of this licentiate thesis is about how a teaching can promote students' understanding of the base-ten system by inviting them to a teaching where they can collectively explore the base system, as an overall level of the base-ten system. The aim is to exemplify and discuss how teaching, which affords students opportunities to develop thinking about the base-ten system on a general or overall level, can be designed. Furthermore, the aim is to study teaching designed according to the principles of learning activity in terms of how it can be preventive from a special pedagogical perspective. The study is based on the results of two articles with the following questions: 1) Which aspects in the design and implementation of the tasks afford students opportunities to explore the relationship between different base numbers and the transition to successively larger and smaller number units? 2) What in the students' reasoning and work with specially designed tasks can be seen as signs of theoretical thinking about the base system? Learning study has been used as a research framework and generated data for the two articles. The learning study was carried out in year 4, together with three mathematics teachers. Design and analysis are inspired by El’konin’s and Davydov’s mathematical program and some principles from learning activity. The theoretical principles for learning activity were used as tools for analysis. Data consists of video recordings from three lessons (in total approximately 420 minutes), transcriptions and data compilations of tasks, transcriptions, and notes from the evaluations in the iterative work with the lessons. The results consist of three aspects that need to be made visible through the design and implementation of the tasks so that the students can work theoretically with the structure of the base system: (1) The base number, (2) Number as a measurement number, and (3) The representations of the number units. The students need to distinguish the aspects in order to discern that a bigger or smaller number unit is missing and to test and reflect on the relationship between the base number and the transition to successively larger and smaller number units, constructed in different bases. The result also includes several examples of signs of emerging theoretical thinking within three identified categories: 1) the bases function to the digits´ value in the number, 2) position switching, and (3) the unit as one of a quantity. In the analysis, Davydov's definition of theoretical thinking, as something that can be expressed in the form of theoretical reflection, analysis, and planning as well as the reproduction of fundamental principles for specific subject content, has been used. The results contribute to mathematics didactic research and to special educational research with a focus on mathematics through descriptions of the three aspects and signs of theoretical thinking. Further the descriptions of how tasks can be designed and carried out be used in teaching and continued research. The discussion deals with how teaching can be designed that afford student opportunities to develop theoretical thinking about the base system. The discussion also deals with what in a teaching designed according to the principles of learning activity can be understood as preventive in a special pedagogical perspective, by creating opportunities for students to collectively explore and understand the entire position system as a structure already early in elementary school. Finally, implications for special education and the contribution of the study are discussed. / <p>Sammanläggningen i Pdf innehåller båda artiklarna. </p>