Using license plates as a context, we will analyze patterns. I will share a technique for graphing, and you will design your own license plates with given parameters. Our graphs will offer entry into transformational geometry, and a mapping from letters to numbers allows us to experience early algebra in context.

Made available in DSpace on 2016-04-27T16:58:53Z (GMT). No. of bitstreams: 1 Gina Magali Horvath Miranda.pdf: 13959367 bytes, checksum: 51898507e2b8817368b6662941298d4b (MD5) Previous issue date: 2009-05-20 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Our research subject is to develop a computational tool using NLP methods (Natural Language Processing) and insert didactics sequences on the field of Transformational Geometry on that tool, using as support the Theory of Didactical Situations in Mathematics, by Guy Brousseau and Registers of the Semiotics Representation, by Raymond Duval. The technological advances and the increasing interest in technology by the students make a perfect scenery to build a tool to help the proccess of teaching and learning in the context of mathematical education. The research is going to be developed based on the didactics engeneering principles, which one of its functions is to analyze didactics situations in the Theory of Didactical Situations in Mathematics. To develop the computational system we used ontological semantics, which supports, among others, applications such as translation and information extraction. We do not believe that the simple use of a computational tool can provide the learning, but that tool, associated with activities carefully constructed and supported by theories such as Brousseau s and Duval s, whose dedicate to the study of phenomena that intervene with the process of teaching and learning of the mathematics, we observe that our hypothesis is viable, since the students, whose did not possess knowledge of straight line segment, at the end of the use of the tool and appropriate didactics sequences were capable of giving the correct order to a demonstration from phrases already written / Esta pesquisa teve como objetivo desenvolver uma ferramenta computacional, utilizando técnicas de PLN (Processamento de Línguas Naturais) e inserir nesta ferramenta sequências didáticas no campo da Geometria das Transformações, empregando-se como embasamento a Teoria das Situações Didáticas de Guy Brousseau e os Registros de Representação Semiótica de Raymond Duval. Os avanços tecnológicos e o interesse cada vez maior por parte dos alunos pela tecnologia formam, ao que tudo indica, um cenário ideal dentro desse processo de construir uma ferramenta que possa ser utilizada como instrumento de ajuda no ensino e na aprendizagem no contexto da Educação Matemática. A pesquisa foi desenvolvida, usando os princípios da engenharia didática, nos quais uma das funções é analisar situações dentro do quadro teórico da didática matemática. Para desenvolver o sistema computacional, usou-se a semântica ontológica, que suporta aplicações como traduções e extração da informação entre outras. Acredita-se que a simples utilização de uma ferramenta computacional não possa proporcionar o aprendizado, mas, associada a atividades cuidadosamente construídas e apoiadas em teorias, como as de Brousseau e Duval que se dedicam a estudar fenômenos que interferem no processo de ensino e de aprendizagem da Matemática, observou-se que esta hipótese é viável, visto que os alunos que não possuíam conhecimento de segmento de reta, ao final do uso da ferramenta e suas sequências didáticas foram capazes de dar encadeamento necessário a uma demonstração a partir de frases já redigidas

The purpose of this study was to reveal and define the problems middle school mathematics teachers experienced in applying transformational geometry and the solutions they proposed to overcome these problems. A total of six elementary mathematics teachers (grades 5-8) in Ankara participated in the study. The data were collected by means of one-to-one interviews with the participants. The findings indicated that the participants&rsquo / problems divided into three parts. These problems were problems arising from teachers, problems arising from students and problems arising from resources. The participants expressed challenges in teaching due to lack of materials, textbooks, and visualization ability of teachers, classroom size, and time. According to the findings, rotation was the most problematic issue. The participants claimed insufficient technological materials were the reason of this problem. Participants did not feel confidence enough to implement transformational geometry especially in rotation since they lacked adequate training and support. The participants claimed that the Ministry&rsquo / s support should be increased, concrete and technological materials should be sufficient in number, and the duration of transformational geometry lesson should be increased.