Submitted by PPG Educa??o em Ci?ncias e Matem?tica (educem-pg@pucrs.br) on 2018-05-04T18:50:20Z No. of bitstreams: 1 Tese-Rosana_Maria_ Luvzute_Kripka_2018-homologada.pdf: 6765274 bytes, checksum: e27dea5d6e97e0b312c332df4e7d78eb (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-05-16T16:45:26Z (GMT) No. of bitstreams: 1 Tese-Rosana_Maria_ Luvzute_Kripka_2018-homologada.pdf: 6765274 bytes, checksum: e27dea5d6e97e0b312c332df4e7d78eb (MD5) / Made available in DSpace on 2018-05-16T17:06:27Z (GMT). No. of bitstreams: 1 Tese-Rosana_Maria_ Luvzute_Kripka_2018-homologada.pdf: 6765274 bytes, checksum: e27dea5d6e97e0b312c332df4e7d78eb (MD5) Previous issue date: 2018-03-20 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This work deals with the identification and analysis of influences of technology resources use in teaching and learning of Linear Algebra, evaluated in the classroom context. The question used as a guideline for the reasearch was: ?Considering the perspectives of Meaningful Learning and the Semiotic Representation Registers, in which way the teacher and the students perceive the use of digital technology resources, in classroom, related to the processes of teaching and learning that occur in the classes of Linear Algebra?? The research is a holistic multiple study case, characterized as naturalistic-constructive, with quantitative and qualitative approaches. The research had 61 students enrolled in Linear Algebra, from three different classes of Civil Engineering course that belong to a community university (IES) placed in Rio Grande do Sul, Brazil. The work was aimed at identifying and analyzing potentialities and weaknesses perceived by the students and the teacher involved in the learning and teaching Linear Algebra processes, related to the use of digital technologies resources, proposed in tasks elaborated and developed in the classroom context. The same didactic sequence was applied to the three different classes. In two of them, potentially meaningful tasks were applied to two classes, exploring the continuous use of digital technology resources such as geotechnologies and apps like GeoGebra, MATLAB and Excel spreadsheet. In the third classroom, the use of digital technology resources was explored in only one task. The gathering of data was done through observations, questionnaires, productions made by the research participants and the teacher's logbook. Mixed methods were considered in the analysis of data. Techniques of content analysis were used in the treatment of qualitative data and, for the quantitative data, descriptive analysis were carried out. The t tests were used for independent samples. We conclude that, although there was no significant statistical difference between the average scores of the analyzed groups, the perceptions about the continuous use of technological resources, in the didactic proposal elaborated, indicated that there were increases in the frequencies of identification of understanding of concepts as well as in the significant learning in the discipline; the use of digital technologies favored the processes of teaching and learning in Linear Algebra, facilitating the pedagogical mediation, the understanding and the construction of mathematical concepts; and the continued use of technologies is more favorable than timely use, since familiarization with the use of technological resources, for the purpose of knowledge construction, is necessary and needs a longer time for its adequacy. / Esta tese trata da identifica??o e da an?lise de influ?ncias do uso de recursos tecnol?gicos no ensino e na aprendizagem significativa de ?lgebra Linear, avaliadas no contexto presencial. A pergunta considerada como diretriz da pesquisa foi: ?Considerando as perspectivas da Aprendizagem Significativa e dos Registros de Representa??o Semi?tica, de que modo a docente e os discentes percebem a utiliza??o de recursos tecnol?gicos digitais, em sala de aula, relativos aos processos de ensino e de aprendizagem, ocorridos na disciplina de ?lgebra Linear??. A pesquisa ? um estudo de caso m?ltiplo hol?stico, caracterizada como natural?stica-construtiva, com abordagens qualitativa e quantitativa. Participaram da pesquisa 61 estudantes, de tr?s turmas regulares da disciplina de ?lgebra Linear do curso de Engenharia Civil, de uma Institui??o de Ensino Superior (IES) comunit?ria, do Rio Grande do Sul (RS/BR). O trabalho tinha como escopo identificar e analisar potencialidades e fragilidades percebidas pelos participantes e pela docente ? envolvidos nos processos de ensino e de aprendizagem de ?lgebra Linear ? relativas ? utiliza??o de recursos tecnol?gicos digitais, propostos em tarefas elaboradas e desenvolvidas em sala de aula. Em todas as turmas, foi aplicado o mesmo sequenciamento did?tico. Em duas turmas, foram realizadas tarefas potencialmente significativas, explorando o uso continuado de m?ltiplos recursos tecnol?gicos digitais, tais como geotecnologias e aplicativos GeoGebra, MATLAB e Planilha Excel. Na terceira turma, explorou-se o uso de recursos tecnol?gicos digitais em apenas uma tarefa. A constitui??o de dados foi realizada por meio de observa??es, question?rios, produ??es dos participantes da pesquisa e di?rio de bordo da professora. Na an?lise de dados, foram considerados m?todos mistos. No tratamento dos dados qualitativos, foram utilizadas t?cnicas da an?lise de conte?do, e, para an?lise quantitativa, se fez uso de an?lises descritivas e do teste t, para amostras independentes. Concluiu-se que, apesar de n?o haver diferen?a estat?stica significativa entre as notas m?dias dos grupos analisados, as percep??es sobre o uso continuado de recursos tecnol?gicos, na proposta did?tica elaborada, indicaram que: houve aumentos nas frequ?ncias de identifica??o de compreens?o de conceitos e de aprendizagens significativas ocorridas na disciplina; o uso das tecnologias digitais favoreceu os processos de ensino e de aprendizagem em ?lgebra Linear, facilitando a media??o pedag?gica, a compreens?o e a constru??o de conceitos matem?ticos; e o uso continuado das tecnologias ? mais favor?vel do que o uso pontual, tendo em vista que a familiariza??o com uso de recursos tecnol?gicos, com a finalidade de constru??o do conhecimento, ? necess?ria e precisa de um tempo maior para sua adequa??o.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2018-03-22T12:57:35Z No. of bitstreams: 1 2017 - Daniela Mendes Vieira da Silva.pdf: 5871201 bytes, checksum: 81245529f779a84c8bcfd0d67fef3424 (MD5) / Made available in DSpace on 2018-03-22T12:57:35Z (GMT). No. of bitstreams: 1 2017 - Daniela Mendes Vieira da Silva.pdf: 5871201 bytes, checksum: 81245529f779a84c8bcfd0d67fef3424 (MD5) Previous issue date: 2017-01-27 / This research discusses written productions of high school students about logarithmic properties in an investigative environment. For the development of this work, we rely on the Design Experiment. Within this theoretical contribution: we make the Theoretical Methodological basis of this research and establish the teaching framework learning logarithms from the analysis of a reference book on the theme for teacher training, two collections of textbooks adopted by the school that hosts this research And dissertations on the teaching of the subject and a conceptual study of the logarithm mathematical object. Second, we used the research scenarios associated with classroom research to elaborate a set of tasks that facilitated the introduction of the logarithms theme. This set we tested and reworked in a cycle of applications and applied as a tool for collecting the textual productions of the research participants in a second cycle. The data analyzed with the support of Theory of Registers of Semiotic Representation - TRRS indicate the scope of several properties of the logarithms from the tasks proposed to the participants as well as their adherence to the proposed research. The resulting product of this dissertation is a didactic guide for teachers containing reflections on the theoretical contribution of this research together with a set of tasks for the learning of logarithms elaborated from the data analysis of the present work / Esta pesquisa discute produ??es escritas de estudantes do Ensino M?dio acerca de propriedades de logaritmos em um ambiente investigativo. Para o desenvolvimento deste trabalho apoiamo-nos no Experimento de design. Dentro deste aporte te?rico fazemos a fundamenta??o Te?rico Metodol?gica desta pesquisa e estabelecemos o quadro de ensino aprendizagem de logaritmos a partir da an?lise de um livro de refer?ncia no tema para a forma??o de professores, duas cole??es de livros did?ticos adotadas pela escola que sedia esta pesquisa e disserta??es sobre o ensino do tema e um estudo conceitual do objeto matem?tico logaritmo. Em um segundo momento, utilizamos os cen?rios para investiga??o aliados ? investiga??o em sala de aula para elaborar um conjunto de tarefas que facilitasse a introdu??o do tema logaritmos. Conjunto esse que testamos e reelaboramos em um ciclo de aplica??es e aplicamos como instrumento de coleta das produ??es textuais dos participantes da pesquisa em um segundo ciclo. Os dados analisados com o apoio da Teoria dos Registros de Representa??o Semi?tica -TRRS indicam o alcance de diversas propriedades dos logaritmos a partir das tarefas propostas aos participantes assim como a ades?o dos mesmos ? investiga??o proposta. O produto resultante desta disserta??o ? um guia did?tico para professores contendo reflex?es sobre o aporte te?rico desta pesquisa em conjunto com um conjunto de tarefas para o aprendizado de logaritmos elaborado a partir da an?lise dos dados do presente trabalho.