Made available in DSpace on 2014-12-17T14:36:28Z (GMT). No. of bitstreams: 1 AdailsonTM_TESE.pdf: 5900813 bytes, checksum: db354a9f57b24c6b32d8cbb3277e0f58 (MD5) Previous issue date: 2012-03-29 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The study was aimed to test a teaching module on the Zoltan Paul Dienes theory, focusing on the content: The transformation of measurements: length, areas and volumes. The study based on constructivist theory consisted in a methodological intervention with students of the 7th period of the Course of Pedagogy, in Central Campus, Federal University of Rio Grande do Norte (UFRN). A preliminary study with 40 students called diagnostic evaluation found that students did not understand the concept of measurements transformation and its processing steps. The latter was performed only with the help of the table of measurements transformation with no understanding of the content. He applied a pretest, a set of activities and a post-test. The latter was used as a tool for evaluation of the student learning process. The answers of these ones were evaluated according to the concept of reflective abstraction of Jean Piaget, one of the authors who influenced the Dienes theory / A pesquisa teve como objetivo geral testar um m?dulo de ensino baseado na teoria de Dienes, focalizando o conte?do de transforma??o de medidas de comprimento, ?rea e volume. O estudo baseado na teoria de Zoltan Paul Dienes consistiu numa interven??o metodol?gica com alunos do Curso de Pedagogia da Universidade Federal do Rio Grande do Norte (UFRN). Um estudo preliminar com 40 alunos denominado avalia??o diagn?stica verificou que os alunos n?o compreendiam o conceito de transforma??o de medida, mas somente aplicavam a tabela de convers?o de medidas. A interven??o metodol?gica foi levada a efeito na turma de Pedagogia do 7? per?odo da UFRN. Aplicou-se um pr?-teste, um conjunto de atividades de ensino e um p?s-teste. Este ?ltimo foi utilizado como instrumento de avalia??o da aprendizagem dos alunos. As respostas dos alunos foram avaliadas segundo o conceito de abstra??o reflexionante de Jean Piaget, um dos autores que influenciou a teoria de Zoltan Paul Dienes

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-05-17T14:00:47Z No. of bitstreams: 1 2016 - Josaphar Silva Valen?a.pdf: 4116325 bytes, checksum: 9927ecf51181d089b09309a5cdb2d8da (MD5) / Made available in DSpace on 2017-05-17T14:00:47Z (GMT). No. of bitstreams: 1 2016 - Josaphar Silva Valen?a.pdf: 4116325 bytes, checksum: 9927ecf51181d089b09309a5cdb2d8da (MD5) Previous issue date: 2016-08-25 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This work is the result of a qualitative and quantitative analysis of the problems encountered in the teaching of plane figures in young and adult education and, even as a present activity in day-to-day lives, it is still a problem. This theme was chosen because of the student?s desires to learn that content, enabling to search where is the origin of the various difficulties encountered by them in calculating areas of plane figures and to get applied in their daily lives. The choice of this teaching modality comes from the challenge of how to work this content with a very heterogeneous group, both in age and in the motivation that led them to attend the classrooms of young and adult education. This fact causes a significant change in the methodology used by the professor in relation to the same applied in regular education. To understand all this process it is necessary to know a little of young and adult education in Brazil, its normative aspects and the historical importance of knowing how to calculate areas of flat figures. Through a questionnaire, we identified the young and adult education professor's profile, how this type of education is administered by the government and how professionals deal with such different student profiles. With this information, together with the analyzes of the questions answered by the students, we conclude that the difficulty of assigning correctly the units of area and length measurements is due to the difficulty of the student to relate the mathematical content learned in school to their daily lives. In some of the issues applied to students we had to allow the use of the calculator due to the difficulty that students have to perform at least one of the four arithmetic operations / Esse trabalho ? o resultado de uma an?lise qualitativa e quantitativa sobre os problemas encontrados no ensino de ?rea de figuras planas na EJA e que, mesmo sendo uma atividade presente no dia-a-dia deles, ainda ? um problema. Esse tema foi escolhido devido aos anseios dos alunos em aprender esse conte?do, possibilitando assim, pesquisar onde est? a origem das diversas dificuldades encontradas por eles em calcular ?reas de figuras planas e conseguirem aplicar em seus cotidianos. A escolha dessa modalidade de ensino surge do desafio de como trabalhar esse conte?do com um grupo muito heterog?neo, tanto na faixa et?ria quanto na motiva??o que os levaram a frequentar as salas de aula da EJA. Este fato provoca uma mudan?a significativa na metodologia aplicada pelo professor em rela??o ? mesma metodologia aplicada no ensino regular. Para entender todo esse processo faz-se necess?rio conhecer um pouco da EJA no Brasil, seus aspectos normativos e a import?ncia hist?rica de saber calcular ?reas de figuras planas. Por meio de um question?rio, identificamos o perfil do professor da EJA, como essa modalidade de ensino ? administrada pelo poder p?blico e como os profissionais lidam com perfis t?o diferentes de alunos. De posse dessas informa??es, somadas as an?lises das quest?es respondidas pelos alunos, conclu?mos que a dificuldade de atribuir de forma correta as unidades de medidas de ?rea e de comprimento devem-se ? dificuldade do aluno em relacionar o conte?do matem?tico aprendido na escola ao seu cotidiano. Em algumas das quest?es aplicadas aos alunos tivemos que permitir o uso da calculadora devido ? dificuldade que os alunos possuem em realizar pelo menos uma das quatro opera??es da aritm?tica.