Made available in DSpace on 2016-04-27T16:58:27Z (GMT). No. of bitstreams: 1 Antonio Carlos Eduardo.pdf: 25009681 bytes, checksum: 9704f78f02dc015433c456f384128734 (MD5) Previous issue date: 2007-10-15 / Secretaria da Educação do Estado de São Paulo / This research invests in the conception of learning environments aimed to contribute to the creation of a culture of argumentation, proving and proof in mathematics classrooms. It developed within the context of the project AProvaME as part of the exploration of how to initiate students into aspects of the proving process in relation to the topic of Arithmetic Progressions. In designing this learning environment, we sought contributions from the studies of Bordenave from the areas of the Communication Science and in the field of Mathematics Education, from research relatied to argumentation and in particular the work of Bolite Frant and Castro and of Maher. These contributions enabled the elaboration of an interactive environment for the mediation of mathematical ideas. One of the roles of mediation within the study focuses, in the light of Communication, on the action of the teacher during the negotiation of the mathematics presented in the classroom. Aspects related to socialisation, interaction and mediation were inspired by the constructionist proposal of Papert and other constructionist thinkers. On the basis of these studies, an approach was adopted to the use of technology involving the conception of visual objects embedded within activities aiming to support the development of certain habits of mathematical thinking delineated by Goldenberg. This qualitative study made use of didactic resources such as as the dynamic of games and the use of the computer to promote interaction and the emergence of scenarios for medication. The instruments used in the collection of data Blogs and video recordings valorised the interpretation of the dialogs which occurred within these scenarios. The use of Blogs, still not well documented in research in Mathematics Education, served to show the evolution of mathematical fluency in the arguments produced by the students and also acted as a parameter on the practice of the educator. Editing of the videos collected, permitted the formatting of fragments of registers from the dialogs in the form of cartoon strips, which came to represent a product with a wide range of possible uses both in the interpretation of dialogs and in reflections about the role of the teacher. The results obtained in this study led to recommendations for the creation of new contexts for argumentation / Esta pesquisa investe na proposição de ambiente de aprendizagem como possibilidade de criar uma cultura na sala de aula que promova / favoreça a argumentação. No transcorrer do projeto APROVAME1 surgiu a opção em explorar tópicos do conceito Progressão Aritmética para auxiliar no desenvolvimento de processos de iniciação à prova. Na implementação deste ambiente de aprendizagem buscamos contribuições advindas dos estudos de Ciência da Comunicação através de Bordenave, da Educação Matemática pelos estudos de alguns pesquisadores voltados à argumentação, dentre os quais: Bolite Frant e Castro, e estudos sobre desenvolvimento de provas de Maher. Estas contribuições possibilitaram a elaboração de um ambiente interativo e propício à prática da mediação. Um dos papéis de mediação exercido durante este estudo é apresentado à luz da Comunicação, focando na ação do professor durante a negociação matemática que se apresenta em sala de aula. Corroboram para estes aspectos socializáveis do ambiente, interação e mediação, a proposta construcionista de Papert, valorizada pela contribuição de outros estudiosos do construcionismo. Através desses estudos, um dos usos da tecnologia nesta pesquisa volta-se à elaboração de objetos visuais e possibilita o design das atividades sob a ótica do desenvolvimento de alguns hábitos de pensamento matemáticos, segundo Goldenberg. Este estudo qualitativo, emprega recursos didáticos como a dinâmica do jogo e o uso do computador, para promover a interação e o surgimento de cenários de mediação. Os instrumentos de coleta de dados vídeo e blog valorizam a interpretação dos diálogos surgidos nesses cenários. O uso do blog, ainda pouco difundido entre pesquisas da Educação Matemática, serve para mostrar a evolução da fluência matemática na argumentação dos alunos, e também atua como parâmetro da prática do educador. A edição do vídeo permitiu a formatação dos registros de fragmentos dos diálogos na forma de quadrinhos, o que veio a se constituir num produto com amplas possibilidades de uso, tanto no tocante à interpretação dos diálogos, quanto na reflexão sobre a postura do educador. Os resultados obtidos por este estudo recomendam a criação de novos Contextos para Argumentar

For the knowledge economy of the twenty-first century, intellectual skills (such as critical thinking) have been identified as imperative for success. Educational institutions have a responsibility to equip students with the knowledge and skills required for future employment. The South African Institute of Chartered Accountants has identified critical thinking as one of the skills that should be developed in Financial Accounting students who wish to become chartered accountants. For this limited-scope dissertation a qualitative study was done, applying a constructivist paradigm to a case study design, to explore the development of critical thinking in first-year Financial Accounting students in an open distance and e-learning context in South Africa. To achieve this, data were collected through semi-structured interviews with twelve academics and the use of document analysis. As the focus of the study was limited to two first-year financial accounting modules which form part of the South African Institute of Chartered Accountants accredited programme taught at an open distance and e-learning institution, the findings cannot be generalised. While the perceptions of students were not considered in the study, the findings provide valuable insight into the development of critical thinking in accounting modules. The findings revealed that, although academics believe critical thinking skills and good thinking habits should be developed in first-year Financial Accounting students, it is currently only done through a content-centred approach, or not at all. Furthermore, only technologies which academics are comfortable using, are being incorporated, mainly for the delivery of content. The recommendations made for curriculum evaluation and professional development relate specifically to these findings. / Vir die een-en-twintigste-eeuse kennisekonomie is intellektuele vaardighede (soos kritiese denke) geïdentifiseer as noodsaaklik vir sukses. Opvoedkundige instellings het 'n verantwoordelikheid om studente met die kennis en vaardighede toe te rus wat nodig is vir toekomstige indiensneming. Die Suid-Afrikaanse Instituut vir Geoktrooieerde Rekenmeesters het kritiese denke geïdentifiseer as 'n vaardigheid wat studente in Finansiële Rekeningkunde, wat geoktrooieerde rekenmeesters wil word, moet ontwikkel. Vir hierdie verhandeling van beperkte omvang, is 'n kwalitatiewe studie gedoen deur 'n konstruktivistiese paradigma toe te pas op 'n gevallestudie-ontwerp om die ontwikkeling van kritiese denke in eerstejaarstudente in Finansiële Rekeningkunde in 'n oop e-afstandsleerkonteks in Suid-Afrika te ondersoek. Om hierdie doel te bereik, is data versamel deur semi-gestruktureerde onderhoude te voer met twaalf akademici en dokumentontleding te gebruik. Omdat die studie beperk was tot twee eerstejaar finansiële rekeningkunde modules, wat deel vorm van die Suid-Afrikaanse Instituut vir Geoktrooieerde Rekenmeesters se geakkrediteerde program wat by 'n oop e-afstandsleerinstelling aangebied word, kan die bevindinge nie veralgemeen word nie. Alhoewel die studente se persepsies nie in die studie in ag geneem is nie, bied die bevindings waardevolle insig oor die ontwikkeling van kritiese denke in rekeningkundemodules. Die bevindings dui daarop dat, alhoewel akademici glo dat vaardighede in kritiese denke en goeie denkgewoontes in die eerste jaar van Finansiële Rekeningkunde onderrig moet word, word dit tans slegs deur 'n inhoudgebaseerde benadering gedoen, of glad nie. Verder word slegs tegnologieë geïnkorporeer waarmee akademici gemaklik is, hoofsaaklik vir die oordrag van die inhoud. Die aanbevelings vir kurrikulumevaluering en professionele ontwikkeling hou spesifiek verband met hierdie bevindings. / Kha ikonomi ya nḓivho ya ḓanwaha fumbili nthihi, zwikili zwa nḓivho (zwi ngaho vhukoni ha u humbula nga nḓila yo dzudzaneaho) zwo topolwa sa ndaela ya mvelaphanḓa. Zwiimiswa zwa pfunzo zwi na vhudifhinduleli u lugisela matshudeni nga ndivho na zwikili zwine zwa ṱodea mishumoni ya tshifhingani tshidaho. Tshiimiswa tsha Afrika Tshipembe tsha Vhomakone vha Akhaunthini tsho topola vhukoni ha u humbula nga ndila yo dzudzaneaho vhune ha tea u bveledzwa kha matshudeni a Akhaunthini ya Masheleni vhane vha tama u vha vhomakone vha muvhalelano. Ho itwa ngudo dza khwalithathivi dza desithesheni ya tshikoupu tsho pimiwaho, hu tshi khou u fhaṱwa ndivho na kupfesesele nga kha tshenzhemo kha u bveledza ngudo, u wanulusa vhukoni ha u humbula nga ndila yo dzudzaneaho kha nwaha wa u thoma kha matshudeni a Akhaunthuni ya Masheleni kha nyimele ya tshiimiswa tsha u guda u kule na kha lubuvhisia Afrika Tshipembe. U swikelela izwi, data yo kuvhanganyiwa nga kha inthaviwu dzo dzudzanywaho na vhoraakademi vha fumimbili na u shumisa musaukanyo wa linwalo. Sa musi ngudo yo vha yo sedza fhedzi kha mimodulu mivhili ya nwaha wa u thoma ya Akhaunthini ya masheleni ine ya vhumba tshipida tsha mbekanyamushumo ya akhiredithesheni ya Tshiimiswa tsha Afrika Tshipembe tsha Vhomakone vha Akhaunthuni ine ya funzwa kha tshiimiswa tsha u guda u kule na kha Lubuvhisia, mawanwa a nga si angaredzwa. Ngeno kuvhonele kwa matshudeni ku songo dzhielwa ntha kha ngudo, mawanwa o ṋetshedzwa ndivho ya ndeme kha mveledziso ya vhukoni ha u humbula nga ndila yo dzudzaneaho kha mimodulu ya akhaunthini. Mawanwa o dzumbulula uri, naho vhoraakademi vha tshi tenda uri zwikili zwa vhukoni ha u humbula nga ndila yo dzudzaneaho na maitele a kuhumbulele kwavhudi zwi fanela u bveledziswa kha nwaha wa u thoma wa matshudeni vha Akhaunthini ya Masheleni, zwa zwino zwi khou itwa fhedzi nga kha maitele o disendekaho nga zwi re ngomu, kana zwa sa itwe na luthihi. Zwi tshe zwo ralo, ndi thekhinolodzhi fhedzi dzine vhoraakademi vha takalela u dzi shumisa, zwo tanganyiswa, nga maanda ndisedzo ya zwi re ngomu. Themendelo dzo itwa kha u ela kharikhulamu na mveledziso dzi re na vhushaka na mawanwa anea o tiwaho. / Institute for Open and Distance Learning (IODL) / M. Ed. (Open and Distance Learning)