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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Forma??o continuada de professores que ensinam matem?tica: o papel do ?baco na ressignifica??o da pr?tica pedag?gica

Silva, Jo?o Batista Rodrigues da 20 October 2011 (has links)
Made available in DSpace on 2014-12-17T15:04:56Z (GMT). No. of bitstreams: 1 JoaoBRS_DISSERT.pdf: 3574050 bytes, checksum: 936d245cdf0bbc662d39401341e467f4 (MD5) Previous issue date: 2011-10-20 / The present dissertation performs a study about abacus part on the continuous education of Elementary School s Mathematic teachers on what concerns the basic operations of addition and subtraction with (re)unification by using the manipulative and/or informatical abacus. Therefore, the research intends to answer the following question: How does a teacher reframe the pedagogical practice while teaching the Decimal Numeral System and the conventional operations of addition and subtraction with (re)unification through manipulative and informatical abacus? In order to do so, we rely ourselves on the Guy Brousseau s Theory of Didactic Situations (TDS) from 1996 that affirms the necessity to trace a way in accordance with the teaching situations that lead the student s learning; and on the work of Pierre L?vy (1993), in which the poles of communication oral, written and virtual create three ways of communication through which the learning process happens. The methodology of this paper was based on the Strategic Research-Action of Franco (2005). The didactic sequence was elaborated in accordance with TDS and used the manipulative and informatical abacus as didactic resource. With the application of the didactic sequence, it was verified that the continued formation of Elementary School s teachers concerning the operations of addition and subtraction on the initial years/levels is pertinent once it has been observed some difficulties of the teachers concerning this mathematical subject. Besides, the analysis of the didactic sequence has allowed one to realize that teachers had some difficulties concerning the numeric representation with order zero, the resolution of operations of addition and subtraction using the manipulative and informatical abacus and the realization of (re)unification on the subtraction with meaning. These observations has been discussed with the teachers and, after that, it has been done some didactic-methodological routings of the operations of addition and subtraction with re(unification) that contributes with the teaching and learning process. / A presente disserta??o realiza um estudo sobre o papel do ?baco na forma??o continuada dos professores de Matem?tica do Ensino Fundamental, acerca das opera??es de adi??o e subtra??o com (re) agrupamento por meio do uso do ?baco manipulativo e/ou inform?tico. Assim, a pesquisa pretende responder a seguinte quest?o: Como o professor ressignifica a sua pr?tica pedag?gica ao ensinar o Sistema de Numera??o Decimal e as opera??es convencionais de adi??o e subtra??o com (re) agrupamento por meio do ?baco manipulativo e inform?tico? Para isso, baseamo-nos na Teoria das Situa??es Did?ticas (TSD) de Guy Brousseau (1996) que afirma ser necess?rio tra?ar um caminho de acordo com as situa??es de ensino que conduza a aprendizagem dos estudantes e, no trabalho de Pierre L?vy (1993), no qual os polos da comunica??o: oral, escrito e virtual, possibilitam as tr?s maneiras de comunica??o pelas quais ocorre a aprendizagem. A metodologia do trabalho apoiou-se na Pesquisa-a??o Estrat?gica de Franco (2005). A sequ?ncia did?tica foi elaborada de acordo com a TSD e, o ?baco manipulativo e inform?tico foi usado como ferramenta did?tica. Com a aplica??o da sequ?ncia did?tica foi verificado que a forma??o continuada de professores do Ensino Fundamental, nas s?ries/anos iniciais a respeito das opera??es de adi??o e subtra??o com (re) agrupamento ? pertinente, visto que foram observadas algumas dificuldades dos professores sobre esse conte?do matem?tico. Al?m disso, a an?lise da sequ?ncia did?tica permitiu perceber que as professoras tinham dificuldade: na representa??o num?rica com a ordem zero, na resolu??o das opera??es de adi??o e subtra??o utilizando o ?baco manipulativo e/ou inform?tico e na realiza??o do (re) agrupamento na subtra??o com significado. Tais observa??es foram discutidas com as professoras, ap?s a discuss?o, foram realizados encaminhamentos did?tico-metodol?gicos das opera??es de adi??o e subtra??o com (re) agrupamento que contribuem com o processo de ensino e aprendizagem.
2

Um estudo sobre a construção de fractais em ambientes computacionais e suas relações como transformações geométricas no plano

Eberson, Ricardo Ronaldo 13 May 2004 (has links)
Made available in DSpace on 2016-04-27T16:57:55Z (GMT). No. of bitstreams: 1 dissertacao_ricardo_ronald_eberson.pdf: 1316160 bytes, checksum: a673a44e8d3259e7d409f1d2d55d1e62 (MD5) Previous issue date: 2004-05-13 / This research concerns the teaching and learning of Mathematics in the presence of computational tools, particularly in relation to the construction of fractals. The main aim of the work is to contribute to the analysis of the computational transposition process (Balacheff, 1994) of Fractal Geometry in four computational learning environments. The study entails an analysis of the nature of the meanings that each of the educational software environments affords for particular mathematical notions, that is, its epistemological domain of validity . Additionally the idea of microworld is used in relation to Dynamic Geometry environments and those based of Turtle Geometry . The theoretical approach adopted warrants and guides the methodological choices, which involve the qualitative analysis of the set of chosen computational environments. The analyses show that the construction of fractals in two of these environments made use of the concept of the Chaos Game. In these two cases, the formal structures of both softwares present tools based on geometrical transformations of the plane, although with distinct kinds of control, especially in terms of the extent to which relationships between tools and the concepts involved are made explicit. The results also enable the proposal of teaching situations concerning the construction of fractals in these environments, aimed at providing a context for the exploration of notions related to geometrical transformations of the plane and their geometrical and algebraic representations / Esta pesquisa insere-se no quadro do ensino e da aprendizagem de Matemática integrando ferramentas computacionais, em particular, no que se refere à construção de objetos fractais. O objetivo principal deste trabalho é contribuir para uma análise, em termos da transposição informática (Balacheff, 1994), da Geometria Fractal em quatro ambientes computacionais de aprendizagem humana. Fundamentado nessa noção, o estudo concentra-se na análise da natureza dos significados que um dado software educativo permite construir para uma determinada noção matemática, isto é, em seu domínio de validade epistemológica . Além disso, utiliza a idéia de micro-mundo no que se refere à ambientes de Geometria Dinâmica e aqueles baseados na Geometria da Tartaruga . Tal abordagem teórica justifica e orienta o desenvolvimento metodológico, voltado à análise qualitativa do conjunto de ambientes informáticos escolhidos. As análises realizadas mostram que a construção de fractais em dois desses ambientes relacionam-se à concepção do Jogo do Caos. Em ambos os casos, as estruturas formais destes softwares apresentam ferramentas baseadas em transformações geométricas no plano, embora com tipos de controle distintos, em particular, no que se refere à explicitação da relação entre as ferramentas e o conceito envolvido. Os resultados também permitem propor situações de ensino envolvendo a construção de fractais nesses ambientes, visando contribuir para a contextualização de noções relacionadas às transformações geométricas no plano, com a exploração de suas representações geométricas e algébricas

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