Submitted by PPG Educa??o em Ci?ncias e Matem?tica (educem-pg@pucrs.br) on 2018-09-03T14:37:02Z No. of bitstreams: 1 DISSERTACAO THIAGO VICENTINI versao final homologada.pdf: 4848195 bytes, checksum: 3f2f02a4f9197c713b4a6b157130b8b9 (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-09-05T14:41:17Z (GMT) No. of bitstreams: 1 DISSERTACAO THIAGO VICENTINI versao final homologada.pdf: 4848195 bytes, checksum: 3f2f02a4f9197c713b4a6b157130b8b9 (MD5) / Made available in DSpace on 2018-09-05T14:54:21Z (GMT). No. of bitstreams: 1 DISSERTACAO THIAGO VICENTINI versao final homologada.pdf: 4848195 bytes, checksum: 3f2f02a4f9197c713b4a6b157130b8b9 (MD5) Previous issue date: 2018-03-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research contains information on four collections of textbooks of the Chemical component approved in the PNLD of 2015 address the chemical knowledge, promoting requisites for the formation of mental representations, in Peirce (1974), and avoiding epistemological obstacles, in Bachelard. For this analysis, chapters of Chemical Reactions, Chemical Kinetics and Alcohol function were selected as sources of texts for the investigation, due to the importance of this knowledge for the academic level of Basic Education. The texts were analyzed qualitatively, relating the main characteristics of the essays of the chapters with the theoretical assumptions that guided the investigation. With respect to the approach of aspects of chemical knowledge and mental representations, the analysis aimed to understand convergent characteristics in the writing of the texts with the theory of Jonhstone, assumptions of Mortimer and the semiotic theory of Peirce. With regard to the epistemological obstacles, tables were built to identify and categorize the impediments identified in the texts. With the end of the analysis, it was understood that the books do not have the same properties regarding the ways of approaching chemical knowledge, and most of the texts presented deficiencies in relation to the phenomenological approach. Regarding mental representations, most of the books did not demonstrate adequate characteristics, mainly related to the First level, initial stage for the formation of a mental representation. Regarding the epistemological obstacles, a small quantity was identified, not having any relevance to impair the learning of the chemical knowledge present in the textbooks. / Esta pesquisa teve por objetivo compreender como as quatro cole??es de livros did?ticos do componente Qu?mica aprovados no PNLD de 2015 abordam os conhecimentos qu?micos, na perspectiva de Johnstone (1993) e Mortimer, Machado e Romanelli (2000), como promovem requisitos para forma??o de representa??es mentais, em Peirce (1974), e como se comportam em rela??o aos obst?culos epistemol?gicos, em Bachelard (1996). Para esta an?lise, foram selecionados cap?tulos de Rea??es Qu?micas, Cin?tica Qu?mica e Fun??o ?lcool como fontes de textos para a investiga??o, devido ? import?ncia desses conhecimentos para o n?vel acad?mico da Educa??o B?sica. Os textos foram analisados qualitativamente, relacionando as principais caracter?sticas das reda??es dos cap?tulos com os pressupostos te?ricos que orientam a investiga??o. Por meio da an?lise empreendida, conclui-se que as obras n?o possuem as mesmas propriedades referentes aos modos de abordar os conhecimentos qu?micos, tendo a maioria dos textos apresentados defici?ncias em rela??o ? abordagem fenomenol?gica. Sobre as representa??es mentais, grande parte dos livros n?o demonstraram caracter?sticas adequadas, principalmente relacionadas com a primeiridade, est?gio inicial para a forma??o de uma representa??o mental. Referentes aos obst?culos epistemol?gicos, uma quantidade pouco significativa foi identificada, n?o tendo relev?ncia em rela??o ? aprendizagem dos conhecimentos qu?micos presentes nos livros did?ticos.

Made available in DSpace on 2014-12-17T14:36:24Z (GMT). No. of bitstreams: 1 MerciaOP_TESE.pdf: 1133404 bytes, checksum: 81953bfb8e7bacc94a6b29fea8929367 (MD5) Previous issue date: 2010-12-22 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / In Mathematics literature some records highlight the difficulties encountered in the teaching-learning process of integers. In the past, and for a long time, many mathematicians have experienced and overcome such difficulties, which become epistemological obstacles imposed on the students and teachers nowadays. The present work comprises the results of a research conducted in the city of Natal, Brazil, in the first half of 2010, at a state school and at a federal university. It involved a total of 45 students: 20 middle high, 9 high school and 16 university students. The central aim of this study was to identify, on the one hand, which approach used for the justification of the multiplication between integers is better understood by the students and, on the other hand, the elements present in the justifications which contribute to surmount the epistemological obstacles in the processes of teaching and learning of integers. To that end, we tried to detect to which extent the epistemological obstacles faced by the students in the learning of integers get closer to the difficulties experienced by mathematicians throughout human history. Given the nature of our object of study, we have based the theoretical foundation of our research on works related to the daily life of Mathematics teaching, as well as on theorists who analyze the process of knowledge building. We conceived two research tools with the purpose of apprehending the following information about our subjects: school life; the diagnosis on the knowledge of integers and their operations, particularly the multiplication of two negative integers; the understanding of four different justifications, as elaborated by mathematicians, for the rule of signs in multiplication. Regarding the types of approach used to explain the rule of signs arithmetic, geometric, algebraic and axiomatic , we have identified in the fieldwork that, when multiplying two negative numbers, the students could better understand the arithmetic approach. Our findings indicate that the approach of the rule of signs which is considered by the majority of students to be the easiest one can be used to help understand the notion of unification of the number line, an obstacle widely known nowadays in the process of teaching-learning / Na literatura especializada na ?rea de Matem?tica, existem registros que ressaltam as dificuldades enfrentadas no processo de ensino/aprendizagem de n?meros inteiros. Tais dificuldades, vivenciadas e superadas pelos matem?ticos do passado por um longo per?odo, tornam-se obst?culos epistemol?gicos que se imp?em a alunos e professores na atualidade. Este trabalho cont?m os resultados de uma pesquisa desenvolvida na cidade de Natal (RN) no decorrer no primeiro semestre de 2010, em uma escola p?blica estadual de educa??o b?sica e em uma universidade p?blica federal e envolveu 45 alunos assim discriminados: 20 do ensino fundamental, 9 do ensino m?dio e 16 do ensino superior. Teve-se como objetivo central identificar, de um lado, a abordagem da justificativa da multiplica??o entre n?meros inteiros que ? mais bem compreendida pelos alunos e de outro, os elementos presentes nas justificativas que contribuem para a supera??o dos obst?culos epistemol?gicos nos processos de ensino e aprendizagem de n?meros inteiros. Para tanto, procurou-se determinar em que medida os obst?culos epistemol?gicos enfrentados pelos alunos na aprendizagem de n?meros inteiros aproximam-se das dificuldades vivenciadas pelos matem?ticos ao longo da hist?ria da humanidade. Em decorr?ncia da natureza do objeto de pesquisa buscaram-se, no referencial te?rico, os estudos relativos ao cotidiano do ensino de Matem?tica e os te?ricos que se dedicam ao processo de constru??o do conhecimento. Foram elaborados dois instrumentos de pesquisa com a finalidade de apreender as seguintes informa??es sobre os sujeitos pesquisados: vida estudantil; diagn?stico dos conhecimentos de n?meros inteiros e suas opera??es, em especial da multiplica??o de dois n?meros inteiros negativos; compreens?o de quatro justificativas diferentes elaboradas pelos matem?ticos para a regra dos sinais na multiplica??o. No trabalho de campo identificou-se, dentre as abordagens aritm?tica, geom?trica, alg?brica e axiom?tica dadas ao produto de dois n?meros negativos, que os alunos compreendiam melhor a que usava argumentos aritm?ticos. Os resultados obtidos indicam que a justificativa para a regra de sinais que ? considerada de mais f?cil compreens?o pela maioria dos alunos dos ensinos fundamental, m?dio e superior pode ser usada para facilitar a compreens?o da unifica??o da reta num?rica, um obst?culo amplamente identificado no processo de ensino/aprendizagem na atualidade