Analysis of selected preconceptions in the technical education of primary school class 5's. The theoretical part is focused on the pupils' conception of schooling, constructivist didactics and its significance for education, the content of technical education in primary schools and methods of collecting and evaluating quantitative and qualitative diagnoses with a focus on the issue. 0 The practical part deals with detecting the level the surveyed respondents structualised the concepts in terms of teaching, in part at the level of affective perception and also in terms of cognitive perception. A cognitive questionnaire in the form of unfinished sentences, a scale questionnaire for the affective level of perception and cognitive maps were used. The research was done with the participation of students from the 5th grade elementary school classes at Suchdol nad Lužnicí, Horní Stropnice and Chlum u Třeboně, identified using the results of the research questionnaire. Results were obtained by processing the qualitative and quantitative points with regard to my future profession.

Made available in DSpace on 2016-04-27T16:58:53Z (GMT). No. of bitstreams: 1 Alexandra Garrote Angiolin.pdf: 2099847 bytes, checksum: eb474a043e9031508589dab1e1132ccf (MD5) Previous issue date: 2009-05-20 / Secretaria da Educação do Estado de São Paulo / This study has the objectives of investigating how to make constructivist perspectives of learning compatible with the planning the teaching-learning process, in the particular case of exponential functions and analyzing the performance of teachers of Mathematics with regard to the activities of the planning and development of teaching, in a way compatible with a constructivist perspective of learning. It is based on the work of Simon (1995) on hypothetical learning trajectories (HLTs). This is qualitative research involving two teachers of Mathematics from a state public school in Sao Paulo and their work with 77 students in the first year of Junior High School. We produced a hypothetical learning trajectory based on specific objectives and, taking as our reference hypotheses on student learning, we sought to propose tasks that involve the resolution of problems, investigation, the use of technologies, interdisciplinary approaches, applications to everyday situations and in other areas of knowledge. The HLT was implemented by the participating teachers in their own classes. From the analysis of the data obtained, we realized the complexity of producing proposals with the purpose of allowing students to build upon their own knowledge on the subject. In the same way, we experienced the challenge of facing teachers in developing tasks in this constructivist perspective, even when the intentions had been discussed and decided together. The teacher has a decisive role as, even when the teaching is planned within a constructivist perspective, what will really make this happen depends upon how he puts it into practice in the classroom. With regard to the students, when he is involved with less usual tasks that involve the reading of texts or the use of a computer, investigations show that these possibilities are promising in the sense of what occurs in learning, but various factors, which include the performance of the teacher himself, do not allow one to formulate more confident assertions upon these proposals / O presente trabalho tem como objetivo investigar como compatibilizar perspectivas construtivistas de aprendizagem com a planificação de ensino, no caso particular de funções exponenciais. Pretende-se ainda analisar a atuação dos professores de Matemática, no que se refere às atividades de planejamento e desenvolvimento de ensino, de forma compatível com uma perspectiva construtivista de aprendizagem. Como fundamentação teórica, recorremos nessa obra aos trabalhos de Simon (1995) sobre trajetórias hipotéticas de aprendizagem (THA). Trata-se de uma pesquisa qualitativa, envolvendo dois professores de Matemática, de uma escola pública estadual de São Paulo e suas atuações junto a 77 alunos da 1ª Série do Ensino Médio. Elaboramos uma trajetória hipotética de aprendizagem a partir de objetivos específicos e, tendo como referência hipóteses sobre a aprendizagem dos estudantes, buscando a proposição de tarefas que envolvessem resolução de problemas, investigação, uso de tecnologias, abordagens interdisciplinares e aplicações em situações do cotidiano e em outras áreas de conhecimento. A THA foi aplicada pelos professores participantes com, suas respectivas turmas. Com a análise dos dados obtidos, constatamos a complexidade de elaboração de propostas com a finalidade de que os alunos possam construir seus próprios conhecimentos sobre o assunto. Da mesma forma, vivenciamos o desafio a ser enfrentado pelos professores em desenvolver tarefas nessa perspectiva construtivistas, mesmo quando as intenções tenham sido discutidas e compartilhadas. O professor tem papel decisivo, pois mesmo que o ensino seja planificado numa perspectiva construtivista, o que realmente fará com que isso ocorra depende de como ele a desenvolve em sala de aula. Com relação aos alunos, seu envolvimento com tarefas menos usuais que envolviam leitura de textos, uso do computador, investigações mostraram que essas possibilidades são promissoras no sentido de que ocorra a aprendizagem, mas diversos fatores, dentre os quais a própria atuação do professor, não permitem que se formule assertivas mais contundentes sobre essas propostas