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Previous issue date: 2013-03-15 / The thesis presents a systematic description about the meaning, as Skemp, relational
understanding and understanding instrumental, in the context of mathematics learning, being
that we had as a guide his understanding of the schema. Especially, we analyze some
academic productions, in the area of Mathematics Education, who used the categories of
understanding relational and instrumental understanding how evaluative instrument and we
see that in most cases the analysis is punctual. Being so, whereas the inherent understanding
relational schema has a network of connected ideas and non-insulated, we investigated if the
global analysis, where it is the understanding of the diversity of contributory concepts for
formation of the concept to be learned, is more appropriate than the punctual, where does the
understanding of concepts so isolated. For this, we apply a teaching module, having as main
content the Quaternos Pythagoreans using History of Mathematics and the work of Bahier
(1916). With the data we obtained the teaching module to use the global analysis and the
punctual analysis, using research methodology the Case Study, and consequently we conduct
our inferences about the levels of understanding of the subject which has made it possible for
us to investigate the ownership of global analysis at the expense of punctual analysis. On the
opportunity, we prove the thesis that we espouse in the course of the study and, in addition,
we highlight as a contribution of our research evidence of need for a teaching of
mathematics that entices the relational understanding and that evaluation should be global,
being necessary to consider the notion of schema and therefore know the schematic diagram
of the concept that will be evaluated / O presente trabalho apresenta uma descri??o sistem?tica acerca do que significa, segundo
Skemp (1980,1989), compreens?o relacional e compreens?o instrumental, no ?mbito da
aprendizagem matem?tica, sendo que tivemos como norte ? sua compreens?o sobre esquema.
Sobretudo, analisamos alguns trabalhos acad?micos, na ?rea de Educa??o Matem?tica, que
fizeram uso das categorias de compreens?o relacional e compreens?o instrumental enquanto
instrumento avaliativo e detectamos que na maioria dos casos a an?lise ? pontual. Diante
disso, considerando que o esquema inerente ? compreens?o relacional apresenta uma rede de
ideias conectadas e n?o isoladas, investigamos se a an?lise global, na qual considera-se a
compreens?o da diversidade de conceitos contributivos ? forma??o do conceito a ser
aprendido, ? mais apropriada que a pontual, na qual considera a compreens?o de conceitos de
modo isolado. Para tanto, aplicamos um m?dulo de ensino, tendo como conte?do principal os
quaternos pitag?ricos utilizando a Hist?ria da Matem?tica e a obra de Bahier (1916). Com o
referido m?dulo de ensino obtivemos os dados para realizarmos tanto a an?lise global quanto
a pontual, utilizando como modalidade de pesquisa o Estudo de Caso, e consequentemente
realizamos nossas infer?ncias acerca dos n?veis de compreens?o apresentados pelos sujeitos o
que nos possibilitou investigarmos a apropria??o da an?lise global em detrimento da an?lise
pontual. Na oportunidade, comprovamos a tese que defendemos no decorrer do estudo e, al?m
disso, apontamos como contribui??o da nossa pesquisa a evid?ncia da necessidade de um
ensino de Matem?tica que promova a compreens?o relacional e que avalia??o a ser realizada
deve ser global, sendo necess?rio levar em considera??o a no??o de esquema e
consequentemente conhecer o diagrama esquem?tico do conceito a ser avaliado
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14432 |
| Date | 15 March 2013 |
| Creators | Silva, Georgiane Amorim |
| Contributors | CPF:13056476453, http://lattes.cnpq.br/2466525106349625, Nasser, Lilian, CPF:18595006768, http://lattes.cnpq.br/4694849346110414, Mendes, Iran Abreu, CPF:12432962249, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4704236U8, Sousa, Giselle Costa de, CPF:00828345473, http://lattes.cnpq.br/1300121866958282, R?go, Rog?ria Gaud?ncio do, CPF:30911613404, http://lattes.cnpq.br/3882610066313180, Fossa, John Andrew |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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