The study has investigated what knowledge Swedish upper secondary school teachers, who teach mathematics in the courses 1a, 1b or 1c, express about the teaching of linear functions. Furthermore, the study investigated what teachers believe students need to learn, which instructional activities teachers believe they use and what difficulties teachers perceives in teaching. To investigate this semi-structured interviews were carried out with nine teachers, which in turn have then been analyzed using the PCK based tool CoRe together with thematic analysis. The results show that the participating teachers both address aspects of their teaching that are common to several teachers and that are unique to one teacher. The conclusion that can be drawn from the results is that the teachers express that students need to learn to: make everyday connections, understand the transition between and the meaning of representation and understand the concept of a function. The instructional activities used include: digital tools, review, assignments and unique practical exercises. The difficulties identified are: lack of prior knowledge, lack of interest in functions, modeling of linear functions, the parameters k and m, the notation f(x) and the difference between f(x)=a and f(a). / I studien undersöks vilken kunskap lärare som undervisar i kurserna matematik 1a, 1b eller 1c ger uttryck för i undervisningen av linjära funktioner. Vidare har studien undersökt vad lärare anser att elever behöver lära sig, vilka undervisningsmoment lärare anger att de använder samt vilka svårigheter lärare upplever kring undervisningen. För att ta reda på detta har semistrukturerade intervjuer med nio verksamma gymnasielärare genomförts, som sedan har analyserats med det PCK-baserade verktyget CoRe tillsammans med tematisk analys. Resultatet visar att de deltagande lärarna både tar upp aspekter kring sin undervisning som är gemensamma för flera lärare och som är unika för en lärare. Den slutsats som kan dras utifrån resultatet är att lärarna anser att elever behöver lära sig: att göra vardagliga kopplingar, förstå övergången mellan och innebörden av representationsformer samt förstå funktionsbegreppet. Vidare använder lärarna undervisningsmoment som: digitala verktyg, genomgångar, självständigt arbete i läromedel samt unika praktiska övningar. De svårigheter som lärarna identifierat är: bristande förkunskaper, bristande intresse av funktioner, modellering av linjära funktioner, parametrarna k och m, notationen f(x) samt skillnaden på f(x)=a och f(a).

Made available in DSpace on 2016-04-28T18:23:57Z (GMT). No. of bitstreams: 1 Regiane Vieira dos Santos.pdf: 3172093 bytes, checksum: 5ae029c8e2fedf0a3eb75812d96d8c73 (MD5) Previous issue date: 2008-12-05 / Secretaria da Educação do Estado de São Paulo / The present study discusses some specific students problems in the acquisition of writing. The focus is directed to special, though widely spread difficulties, related to a dramatic phenomenon: the acquisition process may be interrupted because problems which affect or interferes in the student-written language relationship get stable. The data analyzed here are written composition tests applied by SARESP (Scholling Result Avaluation System from the State of São Paulo) to students still attending the so called basic education . Written texts done by those who were at the 4th grade were selected since it is expected that, at the grade, students should be able to read and write. It is worth mentioning that such a supposition is, in a large extent, frustrated. In fact, the texts we analyzed could not/cannot be read by anyone. We argue that, even so, they are real texts and should be, as such, recognizes as writing by the teachers (who simply ignore them). The theoretical basis of this study is the dialogical linguistic trend proposed by De Lemos and advanced since 1982. That theoretical approach endeavors to articulate fundamental concepts settled in two areas: la langue, the object of Linguistics, enunciated by Saussure and sustained by authors from the European Structuralism (Saussure, 1916; Jakobson, 1954, 1960 and others) and the psychoanalytic hypothesis of the unconscious, introduced by Freud (1900). The status and nature of the concept of representation is at stake here, not only because this is no doubt a crucial subject when writing is at issue, but also because this discussion sheds light on the distinction between the theoretical viewpoint adopted here and cognitive ones, which are traditional in the area of Education. Thus, this study should not be identified to either behaviorist or constructivist approaches to the process of writing acquisition/learning. This discussion was conducted in accordance with the De Lemos reflections on the child-language interdependent development and with Lier-DeVitto s proposal concerning symptomatic child-language development. This Master Thesis was carried on at LAEL-PUCSP under the supervision of Maria Francisca Lier-DeVitto, who is the leader of the CNPq Research Group Language Acquisition, language pathology ands language clinic / Esta dissertação discute a questão da dificuldade envolvida nos primeiros passos de um sujeito na escrita. Focalizo nas análises, em especial, casos em que essa dificuldade se cristaliza, tornando mais árduo o caminho de alguns alunos. De fato, quando se observa apenas suas idades, espera-se a expectativa é a de que já seriam escreventes. Os dados forma selecionados de provas do SARESP (Sistema de Avaliação do Rendimento Escolar no Estado de São Paulo) - tratam-se de textos que causam ilegíveis porque, neles, os arranjos de letras não correspondem às restrições da escrita constituída. Esta dissertação alinha-se á reflexão realizada no Interacionismo em Aquisição da Linguagem, proposto por De Lemos (desde 1992), que tem como fundamento o Estruturalismo Europeu e que adota, também, a hipótese do inconsciente introduzida por Freud (1900). Em destaque estão duas autoras que, voltados para a escrita, destacaram o nome próprio como porta de entrada nesse domínio. Isso por ser notável, nos arranjos textuais que têm ares de frases com palavras, a presença das letras dos nomes das crianças. A questão da representação e do sujeito são aqui abordadas com o objetivo de deixar nítida a diferença entre o ponto de vista assumido nesta dissertação e aquele que toma é tradicional na Educação, qual seja aporte comportamentalistas e/ou construtivistas. Desta forma, afasto-se da Psicologia e, portanto, de autores como Emília Ferreiro, que entendem que o aprendiz constrói hipóteses sobre a escrita para controlar suas produções. Este trabalho se insere no Grupo de Pesquisa LAEL/CNPq: Aquisição, patologias e clínica de linguagem, liderado pela Profa. Dra. Maria Francisca Lier-DeVitto