Submitted by Amanda Silva (amanda.osilva2@ufpe.br) on 2015-03-09T14:33:30Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) dissertacao_lalv.pdf: 3428243 bytes, checksum: 4cfc2cf496677e2d7b64975aee50848d (MD5) / Made available in DSpace on 2015-03-09T14:33:30Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) dissertacao_lalv.pdf: 3428243 bytes, checksum: 4cfc2cf496677e2d7b64975aee50848d (MD5) Previous issue date: 2012 / CAPES; CNPq / Understanding methodology in design as a schematized process composed by a set of steps in order to support problem solving, data mining or search for information activities are commonly performed on an initial step of this process, which can be called as problem exploration. This work focuses on identifying the influences that executing the problem exploration step can cause to the design team, as well to the final developed solutions. To achieve this objective, an initial investigation was performed in order to search for similar studies that could test these influences. After confirming the absence of such researches, an experiment was conducted to test techniques for problem exploration as a way to identify the possible influences of this step within the design process. The experiment was carried out in an undergraduate design class during four months and involved five groups of about six members each, who should develop concepts for problems about they did not have any previous information. Except for the problem exploration step, which could be performed differently, the five groups executed an identical framework of methods for problem solving. All documentation produced by the design teams was evaluated for a selected group of experts. As results for the experiment, it was concluded that the use of such problem exploration techniques gave more confidence to designers when responding to how well informed they were about the problem after confronting it, and although different groups performed distinct procedures as regards the tested step, no difference on the experts’ evaluation for the alternatives could be perceived. This way utilizing problem exploration techniques caused no influences on the final solutions developed.

Submitted by Jean Medeiros (jeanletras@uepb.edu.br) on 2016-12-09T12:17:44Z No. of bitstreams: 1 PDF - Adriano Alves de Silveira.pdf: 5754090 bytes, checksum: 3f1ff5d850c2e62808aa80d8184050a0 (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2017-02-02T18:18:37Z (GMT) No. of bitstreams: 1 PDF - Adriano Alves de Silveira.pdf: 5754090 bytes, checksum: 3f1ff5d850c2e62808aa80d8184050a0 (MD5) / Made available in DSpace on 2017-02-02T18:18:37Z (GMT). No. of bitstreams: 1 PDF - Adriano Alves de Silveira.pdf: 5754090 bytes, checksum: 3f1ff5d850c2e62808aa80d8184050a0 (MD5) Previous issue date: 2016-10-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research analyses how an approach in the classroom via Problem Solving, Exploration and Posing can potentialize the teaching and learning of Combinatorial Analysis. A literature review was performed aiming to understand the contributions of other researchers on the researched theme, so that it could be possible to realize what is possible to deepen and add for the scientific community, regarding the teaching and learning process of the Combinatorial Analysis. Besides this, an interview with mathematics teachers was performed, aiming to know their ideas on teaching and learning of Combinatory Analysis and, afterwards, scrutinize until where they could help to plan a sequence of activities. The research was conducted according to a qualitative approach, aiming to search meanings, interpreting and comprehend the information obtained. The modality of research can be characterized as teacher research; according to which the professor is the researcher of his or her own classroom (LANKSHEAR AND KNOBEL, 2008). The teaching and learning Methodology chosen to work in the classroom was the one of the problem solving, exploration and posing, developed with a sequence of activities in a group of the 2nd year of Secondary School of a public school in the city of Alagoinha-PB, Brazil. During the intervention, this researcher acted as a researcher teacher, working in the classroom as a regent teacher, giving a utonomy to the students on the construction of the essential ideas of the Combinatory Analysis, in such a way that the author acted as a mediator and instigator. Data were collected during the lessons through observation and records of the materials used by the students, as well as sound recording. Twenty-one meetings were performed, totaling 25 lessons, each lesson lasting, at most, 45 minutes. The classroom was organized in groups of three students and, in some cases, in pairs, in order to carry out a cooperative and collaborative work, where it was considered important, in this process, the mutual respect among them, respecting the ideas arisen on the search of the problem solution. The results of the research highlighted that through the Mathematics teaching and learning approach via Problem Solving, Exploration and Posing it was possible to monitor the growth of the students, who created their own ideas to solve the problems, and, consequently, found multiple strategies for solution of them; posteriorly, justify their solutions, participating effectively of the construction of their knowledge. Besides this, the students engaged in activities of mathematical exploration, which enabled the comprehension of the essential ideas of Combinatorial Analysis, as well as assuming the role of investigators in the classroom, generalizing, formulating new problems and, afterwards, solving them. From which it follows that such methodology allows learning with more comprehension, strengthening the student to solve problems of Combinatorial Analysis with focus not only on the search of the problem solution, but also on the process of the solution and being able to go far beyond, like the performance of a work of problem posing and exploration. / A presente pesquisa analisa como uma abordagem em sala de aula via Resolução, Exploração e Proposição de problemas pode contribuir/potencializar com o ensino-aprendizagem de Análise Combinatória. Foi realizada uma revisão de literatura com o intuito de compreender as contribuições de outros pesquisadores acerca do tema pesquisado, para que se pudesse perceber o que é possível aprofundar e acrescentar para a comunidade científica, no que diz respeito ao processo de ensino-aprendizagem da Análise Combinatória. Além disso, foi realizada uma entrevista com professores de Matemática, com o intuito de conhecer as suas ideias acerca do ensino-aprendizagem de Combinatória e, posteriormente, perscrutar até que ponto elas poderiam colaborar a planejar uma sequência de atividades. A pesquisa foi empreendida segundo uma abordagem qualitativa, visando buscar significados, interpretar e compreender as informações obtidas. A modalidade de pesquisa pode ser caracterizada como pedagógica, segundo a qual o professor é o pesquisador de sua própria sala de aula (LANKSHEAR E KNOBEL, 2008). A Metodologia de ensino-aprendizagem escolhida para trabalhar em sala de aula foi a de resolução, exploração e proposição de problemas, desenvolvida com uma sequência de atividades em uma turma do 2ª ano do Ensino Médio de uma escola pública na cidade de Alagoinha-PB. Durante a intervenção, o presente pesquisador agiu como professor-pesquisador, trabalhando em sala de aula como professor regente, dando autonomia aos alunos na construção das ideias essenciais de Combinatória, de modo que o autor agiu como mediador e incentivador. Os dados foram levantados durante as aulas através das observações e registros dos materiais utilizados pelos alunos, bem como de gravação sonora. Foram realizados 21 encontros, totalizando 25 aulas, cada aula com duração de, no máximo, 45 minutos. A sala foi organizada em grupos de três alunos e, em alguns casos, em duplas, com o intuito de se realizar um trabalho cooperativo e colaborativo, onde se considerou importante, nesse processo, o respeito mútuo entre eles, respeitando as ideias levantadas na busca da solução dos problemas. Os resultados da pesquisa evidenciaram que através da abordagem via Resolução, Exploração e Proposição de problemas foi possível acompanhar o crescimento dos alunos, que criaram suas próprias ideias para resolver os problemas, e, consequentemente, encontraram múltiplas estratégias de resolução deles; posteriormente, justificam suas soluções, participando efetivamente da construção do seu conhecimento. Além disso, os alunos engajaram-se em atividades de exploração matemática que lhes possibilitaram a apreensão de ideias essenciais de Análise Combinatória, como também assumiram o papel de investigadores em sala de aula, fazendo generalizações, formulando novos problemas e, em seguida, os resolvendo. De onde se conclui que tal metodologia permitiu um aprendizado com mais compreensão, potencializando o aluno para resolver problemas de Análise Combinatória com foco não apenas na busca da solução do problema, mas no processo da resolução e podendo ir muito além, como a realização de um trabalho de proposição e exploração de problemas.