Banca de DEFESA: HELEN NOGUEIRA MESSEDER

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : HELEN NOGUEIRA MESSEDER
DATA : 09/09/2019
HORA: 15:00
LOCAL: Instituto de Física da Ufba, sala de seminários
TÍTULO:

Appropriation of Function Concepts: a Historical-Cultural Analysis

PALAVRAS-CHAVES:

Virtual History. Function Concept. Appropriation of Concepts. Historical-Cultural Psychology.

PÁGINAS: 200
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Ensino-Aprendizagem
ESPECIALIDADE: Teorias da Instrução
RESUMO:

Mathematics Teaching has been widely discussed since early in the last century, European and American countries were concerned about the direction of this, resulting in important changes in teaching and learning processes. Different contents have already been addressed in Brazilian research involving the teaching of mathematics, including the content of Function, present from the most fundamental questions, such as counting operations, to elements, which are in more advanced questions as infinitesimal calculus and probability. In addition, the function can help you understand what relations between geometry and algebra when discussing, for example, solving equations and graphic constructions. Therefore, it is necessary the effort in favor of the teaching of the Function, especially with regard to a research that uses the categories of logic and history in the construction of the concept and its use by humanity, a discussion not developed in the research in the area. To eliminate this gap, this research aims to discuss the process of the appropriation of the function content in the classroom from a task that involves aspects of virtual history, and based on the theoretical framework of Historical-Cultural Psychology (PsiHC). To achieve this goal a qualitative research was carried out, procedures for data collection, observation, interview and documentary analysis. From the analysis, we come in three categories: 1) Conversion of the elements of the function into graphic language: limits and potentialities of the narrative; 2) The daily life in narratives empirical thinking: obstacles in the development of conceptual thinking; 3) The interaction between peers in the context of the narrative. From these, we conclude that it is important to be careful with the discrete function approach and the transition to continuous function; elaborate narratives that contribute to the development of conceptual thinking; and how affective attachments, emotions, and peer relationships can contribute to the process of appropriating content of function. Thus, such categories will be important for thinking about possibilities and advances to be made during the elaboration and application of virtual histories for the teaching of mathematics, thinking about the process of appropriation of concepts.

 

MEMBROS DA BANCA:
Presidente - 282737 - EDILSON FORTUNA DE MORADILLO
Interno - 1148606 - ROSILEIA OLIVEIRA DE ALMEIDA
Externo ao Programa - 4298534 - MARIZE SOUZA CARVALHO
Externo à Instituição - Maria Lúcia Panossian - UTFPR