Banca de DEFESA: OSNILDO ANDRADE CARVALHO
Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.STUDENT : OSNILDO ANDRADE CARVALHO
DATE: 29/04/2022
TIME: 08:00
LOCAL: https://conferenciaweb.rnp.br/events/defesa-de-doutorado-de-osnildo-andrade-carvalho
TITLE:
The notion of limit: a study of the didactic organization of a digital formative path.
KEY WORDS:
Notions of function limits. Evaluation praxeology. Student autonomy. Didactic moments.
PAGES: 500
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Teorias da Instrução
SUMMARY:
The current work is inserted in the field of Mathematics Education, more specifically in the area of Didactics of Mathematics and has as its object of knowledge the notions of limit of a function of a real variable. In the Differential and Integral Calculus course, the notions of limit are important, as they imply a better understanding of the ideas of other concepts related to this object of study, such as derivatives, integrals, convergence of series, among others. The research had as a problem the difficulties that students have in the institutional relationship with the notions of limits and in the disarticulation between the intuitive notion and the definition (e, d) of limit. In addition, normally, in the didactic organization there is a naturalness and automation in the teaching process (on the part of Mathematics teachers in our context) which, many times, only signals the student's failure to do the proposed tasks, failing to promote reflection. and analysis of such errors or mistakes, thus not showing the reasons for not learning so that the student can progress in his studies. Our objective is to investigate how didactic praxeologies contribute to the teaching of notions of limits of a real function in virtual learning environments. We used the methodology of research praxeology that, through the herbartian system [S (x ; z; Q0) ➦ M] ➥ R♥ and with the help of the study supervisors (z) (supervisor and co-supervisor), allowed us to create a M formed by the secondary questions Qn, secondary answers Rm◊, consulted works Wn, interviews, questionnaires and experimentation Dp, producing an answer R♥ (expected answer). This Methodology contributed to guide our ideas so that the chapters and sections were able to be delineated with our research object. As a methodology for experimentation, Didactic Engineering was adopted, because, in our view, it provided us with conditions to reach the observables and answer our research question, so that we were able to observe and analyze the conditions and restrictions evidenced during the trajectory of experimentation. As an answer to our research question Q0, namely: how do didactic praxeologies contribute to the teaching of notions of limits of real functions of a real variable in a Bachelor's Degree in Exact and Technological Sciences in virtual learning environments? we have to R♥: the elements of formative assessment, when incorporated, promote a dynamic in the didactic moments of a didactic organization capable of the didactic system initially established disappearing and the student acquiring autonomy at the end of the study process. However, we noticed that there is a didactic contract established, in which students usually do not resume the activities carried out to understand the feedback provided by the teacher. And, for the didactic system to disappear successfully, there must be a rupture of this didactic contract, established time, and face the phenomenon of naturalization and automation of the evaluation process, examining the praxeologies constructed by the students. We highlight as one of the contributions, the reflections around the praxeologies of evaluation, observing the possible errors in the students' techniques, as they are their efforts to arrive at an institutionally expected technique. New works can be developed related to the phenomenon of automation and the naturalness of the evaluation process within the didactic moments, as well as related to the praxeology of evaluation. Furthermore, in our understanding, assessment for (formative) learning is at the heart of the didactic system, which is often not considered in this way, being only seen from the perspective of exams and tests to meet external interests such as external assessments (usually with the in order for the teacher to be accountable). Although assessment is at the heart of the didactic system, it has a close relationship with the entire didactic system ∑=S (x; y; φ), as it has a strong connection between knowledge (φ), the student (x) and the study advisor (y). In short, assessment cannot be the heart of learning, but the means that the teacher uses to evaluate the praxeologies constructed by the students, changing the direction of teaching if necessary, not being restricted only to the institutional pressure for results.
BANKING MEMBERS:
Presidente - 2138504 - LUIZ MARCIO SANTOS FARIAS
Interna - 2998326 - LYNN ROSALINA GAMA ALVES
Interno - 2895880 - HELIO DA SILVA MESSEDER NETO
Externo à Instituição - RENATO BORGES GUERRA - UFPA
Externo à Instituição - ITAMAR MIRANDA DA SILVA - UFAC
Externo à Instituição - ELEAZAR LOZADA MADRIZ - UFRB
Externo à Instituição - CHEICK OUMAR DOUMBIA