Thesis (Ph. D.)--University of Hong Kong, 1995. / Includes bibliographical references (p. 403-421).

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 121-128).

Thesis (M.Ed.)--Memorial University of Newfoundland. / Typescript. Bibliography : leaves 98-104. Also available online.

Thesis (Ph.D.) -- Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 121-128). Also available in print.

Thesis (M.A.)--University of North Carolina at Wilmington, 2005. / Includes appendexis. Includes bibliographical references (leaves: [98]-101)

Thesis (Ed. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 30, 2006. Dissertation Committee: Paul J. Baker (chair), Dianne E. Ashby, R. Kay Moss, William C. Rau, Rodney P. Riegle. Includes bibliographical references (leaves 131-135) and abstract. Also available in print.

Thesis (Ed. D.)--University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 13, 2007) Vita. Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on May 11, 2007. Dissertation Committee: Thomas Crumpler (chair), Amee Adkins, Robert Dean, Lynn Gaddis, Kay Moss, Gary Weilbacher. Includes bibliographical references (leaves 441-446) and abstract. Also available in print.

Made available in DSpace on 2014-06-11T19:24:55Z (GMT). No. of bitstreams: 0 Previous issue date: 2005-12-13Bitstream added on 2014-06-13T20:47:29Z : No. of bitstreams: 1 richit_a_me_rcla.pdf: 1081066 bytes, checksum: 5ddacc523c045f68919d56c61fc89319 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / A presente pesquisa, a qual se propôs a descrever e analisar como trabalhar com projetos em Geometria Analítica, usando software de geometria dinâmica, visando a favorecer a formação de futuros professores de Matemática, destaca alguns aspectos pertinentes ao trabalho com projetos que se coadunam aos princípios do Construcionismo. Para tanto, foi realizado um estudo com alunos da Licenciatura em Matemática da Unesp de Rio Claro, SP, os quais desenvolveram atividades didáticas de Geometria Analítica usando o software Geometricks. A combinação do trabalho com projetos e o uso de software de geometria dinâmica, tendo por contexto a Geometria Analítica, mostrou-se uma estratégia pedagógica favorável à formação inicial docente em Matemática no que concerne à construção de saberes específicos desta área do conhecimento e contribuiu para que os sujeitos envolvidos pudessem desenvolver saberes de uso pedagógico do software Geometricks. Sob este prisma, o foco do estudo repousa nas possibilidades que emergem da estratégia de trabalho descrita acima à formação do futuro professor de Matemática, tendo como pressuposto a necessidade de desenvolvermos nele competências necessárias para que incorpore as tecnologias informáticas à sua prática posterior, à medida que o seu processo de formação promova a utilização destes recursos no contexto das experiências educacionais na licenciatura. Esta formação, ainda, pode fornecer-lhe subsídios que venham colaborar na efetivação de mudanças nos processos educacionais vigentes. Outrossim, consideramos que este estudo aponta perspectivas para a implementação de mudanças no contexto educacional, em conseqüência das reflexões em torno do processo de formação profissional docente, o qual deve estar em consonância com as transformações da sociedade contemporânea... / The present study, which proposed to describe and analyze how to work with analytical geometry projects using dynamic geometry software, with the aim of benefiting the teaching of future mathematics teachers, highlights some aspects that are pertinent to work with projects that converge with the principles of Constructionism. A study was conducted with students in the Mathematics Teaching License Program at the State University of São Paulo, Rio Claro Campus, SP, Brazil, who developed analytic geometry teaching activities using the software Geometricks. The combination of work with projects and the use of the dynamic geometric software, in the context of the Analytic Geometry, proved to be a pedagogical strategy that was favorable to their initiation into teaching mathematics as concerns the construction of specific knowledge in this area, and contributed to the participants' ability to develop knowledge about the pedagogical use of the Geometricks software. Through this lens, the focus of the study lies in the possibilities that emerge from the approach to teaching future mathematics teachers described above, having as an assumption the need to develop the necessary competencies to incorporate information technology into their practice, to the extent that their educational process will promote the use of these resources in the context of their educational experience in their university program. This educational experience can even provide them with tools that can contribute to changing existing educational processes. Moreover, we consider that this study points to perspectives for the implementation of change in the educational context, as a consequence of the reflections regarding the educational process of mathematics teachers, which should be in consonance with the transformations in contemporary society... (Complete abstract, click electronic address below)