The Teaching of the Jacobsthal Sequence from the Perspective of the Theory of Didactic Situations and Didactic Engineering: Integrative Review
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Eletrônica Debates em Educação Científica e Tecnológica |
Texto Completo: | https://ojs.ifes.edu.br/index.php/dect/article/view/2429 |
Resumo: | The teaching of the recurrence sequence defined by Ernst Erich Jacobsthal proves to be viable for teaching when using the precepts defined by the Theory of Didactic Situations, verifying through observation in the application of the phases of the Didactic Engineering methodology, defined in scientific works analyzed using the Integrative Review methodology. The objective of this manuscript is to identify in the scientific literature aspects about the use of the Theory of Didactic Situations for teaching the Jacobsthal sequence from the perspective of Didactic Engineering. Thus, an integrative literature review was carried out between September 2021 and February 2022, using as descriptors: Theory of Didactic Situations, Didactic Engineering and Jacobsthal Sequence. With this, the PICO strategy was adopted, in which they relate: undergraduate student population; intervention in Jacobsthal's Sequence Teaching; Control does not apply and Outcome with the use of the Theory of Didactic Situations for teaching the Jacobsthal Sequence. As a result of the study in question, a discussion about the scientific knowledge present in the selected works that enables the teaching of the Jacobsthal Sequence using the aforementioned theory, together with the proposed research methodology, is delighted. It is concluded that the theoretical findings bring important aspects for the application of the phases of the Theory of Didactic Situations for teaching the Jacobsthal Sequence from the generalization of this sequence to applications and problem situations that can be contextualized and used in experimentation in the classroom. |
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The Teaching of the Jacobsthal Sequence from the Perspective of the Theory of Didactic Situations and Didactic Engineering: Integrative ReviewLas INTELIGENCIAS MÚLTIPLES Y SU CONTRIBUCIÓN AL PROCESO DE APRENDIZAJE: REVISIÓN INTEGRATIVAO Ensino da Sequência de Jacobsthal sob a Perspectiva da Teoria das Situações Didáticas e da Engenharia Didática: Revisão IntegrativaEnsinoSequência de RecorrênciaEnsino de MatemáticaMetodologia de PesquisaRevisãoTeachingRecurrence SequenceTeaching MathematicsResearch MethodologyRevisionEnseñandoSecuencia de recurrenciaEnseñar MatemáticasMetodología de investigaciónRevisiónThe teaching of the recurrence sequence defined by Ernst Erich Jacobsthal proves to be viable for teaching when using the precepts defined by the Theory of Didactic Situations, verifying through observation in the application of the phases of the Didactic Engineering methodology, defined in scientific works analyzed using the Integrative Review methodology. The objective of this manuscript is to identify in the scientific literature aspects about the use of the Theory of Didactic Situations for teaching the Jacobsthal sequence from the perspective of Didactic Engineering. Thus, an integrative literature review was carried out between September 2021 and February 2022, using as descriptors: Theory of Didactic Situations, Didactic Engineering and Jacobsthal Sequence. With this, the PICO strategy was adopted, in which they relate: undergraduate student population; intervention in Jacobsthal's Sequence Teaching; Control does not apply and Outcome with the use of the Theory of Didactic Situations for teaching the Jacobsthal Sequence. As a result of the study in question, a discussion about the scientific knowledge present in the selected works that enables the teaching of the Jacobsthal Sequence using the aforementioned theory, together with the proposed research methodology, is delighted. It is concluded that the theoretical findings bring important aspects for the application of the phases of the Theory of Didactic Situations for teaching the Jacobsthal Sequence from the generalization of this sequence to applications and problem situations that can be contextualized and used in experimentation in the classroom.La enseñanza de la secuencia de recurrencia definida por Ernst Erich Jacobsthal se muestra viable para la enseñanza cuando se utilizan los preceptos definidos por la Teoría de Situaciones Didácticas, verificados a través de la observación en la aplicación de las fases de la metodología de la Ingeniería Didáctica, definida en trabajos científicos analizados utilizando la metodología de Revisión Integrativa. El objetivo de este manuscrito es identificar en la literatura científica aspectos sobre el uso de la Teoría de Situaciones Didácticas para la enseñanza de la secuencia de Jacobsthal desde la perspectiva de la Ingeniería Didáctica. Así, se realizó una revisión integradora de la literatura entre septiembre de 2021 y febrero de 2022, utilizando los siguientes descriptores: Teoría de Situaciones Didácticas, Ingeniería Didáctica y Secuencia de Jacobsthal. Como resultado, se adoptó la estrategia PICO, que enumera: población de estudiantes de pregrado; intervención en la Enseñanza de la Secuencia de Jacobsthal; No aplica Control y Resultados con el uso de la Teoría de Situaciones Didácticas para enseñar la Secuencia de Jacobsthal. Como resultado del estudio en cuestión, se discute respecto del conocimiento científico presente en los trabajos seleccionados que posibilita la enseñanza de la Secuencia de Jacobsthal utilizando la teoría antes mencionada, combinada con la metodología de investigación propuesta. Se concluye que los hallazgos teóricos aportan aspectos importantes a la aplicación de las fases de la Teoría de Situaciones Didácticas para la enseñanza de la Secuencia de Jacobsthal, desde la generalización de esta secuencia hasta aplicaciones y situaciones problemáticas que pueden ser contextualizadas y utilizadas en la experimentación en el aula.O ensino da sequência de recorrência definida por Ernst Erich Jacobsthal se mostra viável para o ensino ao utilizar os preceitos definidos pela Teoria das Situações Didáticas, constatando-se por meio da observação na aplicação das fases da metodologia Engenharia Didática, definidas em trabalhos científicos analisados utilizando a metodologia Revisão Integrativa. O objetivo deste manuscrito é identificar na literatura científica aspectos sobre o uso da Teoria das Situações Didáticas para o ensino da sequência de Jacobsthal sob a perspectiva da Engenharia Didática. Assim, foi realizada uma revisão integrativa da literatura entre setembro de 2021 a fevereiro de 2022, empregando como descritores: Teoria das Situações didáticas, Engenharia Didática e Sequência de Jacobsthal. Com isso, foi adotada a estratégia PICO, nos quais relacionam: população de alunos de graduação; intervenção no Ensino da Sequência de Jacobsthal; Controle não se aplica e Outocome com a utilização da Teoria das Situações Didáticas para o ensino da Sequência de Jacobsthal. Como resultado do estudo em questão, deleita-se uma discussão a respeito do conhecimento científico presente nos trabalhos selecionados que possibilita o ensino da Sequência de Jacobsthal usando a teoria supracitada, unida à metodologia de pesquisa proposta. Conclui-se que os achados teóricos trazem aspectos importantes para aplicação das fases da Teoria das Situações Didáticas para o ensino da Sequência de Jacobsthal desde a generalização desta sequência até aplicações e situações problemas que podem ser contextualizadas e empregadas na experimentação em sala de aula.Editora do Instituto Federal do Espírito Santo (Edifes)2023-12-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontextoTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://ojs.ifes.edu.br/index.php/dect/article/view/2429Revista Eletrônica Debates em Educação Científica e Tecnológica; v. 13 n. 1 (2023): Debates na educação contemporânea2236-215010.36524/dect.v13i1reponame:Revista Eletrônica Debates em Educação Científica e Tecnológicainstname:Instituto Federal de Educação, Ciência e Tecnologia do Espírito Santo (IFES)instacron:IFESporhttps://ojs.ifes.edu.br/index.php/dect/article/view/2429/1105Copyright (c) 2023 Revista Eletrônica Debates em Educação Científica e Tecnológicainfo:eu-repo/semantics/openAccessPinto, Francisco Mateus AzevedoPinheiro, Carla Patrícia Souza RodriguesMenezes, Daniel Brandão2023-12-16T12:07:17Zoai::article/2429Revistahttps://ojs.ifes.edu.br/index.php/indexPUBhttps://ojs.ifes.edu.br/index.php/index/oairevistadect@gmail.com||sidneiquezada@gmail.com2236-21502179-6955opendoar:2024-03-06T12:57:12.861858Revista Eletrônica Debates em Educação Científica e Tecnológica - Instituto Federal de Educação, Ciência e Tecnologia do Espírito Santo (IFES)false |
dc.title.none.fl_str_mv |
The Teaching of the Jacobsthal Sequence from the Perspective of the Theory of Didactic Situations and Didactic Engineering: Integrative Review Las INTELIGENCIAS MÚLTIPLES Y SU CONTRIBUCIÓN AL PROCESO DE APRENDIZAJE: REVISIÓN INTEGRATIVA O Ensino da Sequência de Jacobsthal sob a Perspectiva da Teoria das Situações Didáticas e da Engenharia Didática: Revisão Integrativa |
title |
The Teaching of the Jacobsthal Sequence from the Perspective of the Theory of Didactic Situations and Didactic Engineering: Integrative Review |
spellingShingle |
The Teaching of the Jacobsthal Sequence from the Perspective of the Theory of Didactic Situations and Didactic Engineering: Integrative Review Pinto, Francisco Mateus Azevedo Ensino Sequência de Recorrência Ensino de Matemática Metodologia de Pesquisa Revisão Teaching Recurrence Sequence Teaching Mathematics Research Methodology Revision Enseñando Secuencia de recurrencia Enseñar Matemáticas Metodología de investigación Revisión |
title_short |
The Teaching of the Jacobsthal Sequence from the Perspective of the Theory of Didactic Situations and Didactic Engineering: Integrative Review |
title_full |
The Teaching of the Jacobsthal Sequence from the Perspective of the Theory of Didactic Situations and Didactic Engineering: Integrative Review |
title_fullStr |
The Teaching of the Jacobsthal Sequence from the Perspective of the Theory of Didactic Situations and Didactic Engineering: Integrative Review |
title_full_unstemmed |
The Teaching of the Jacobsthal Sequence from the Perspective of the Theory of Didactic Situations and Didactic Engineering: Integrative Review |
title_sort |
The Teaching of the Jacobsthal Sequence from the Perspective of the Theory of Didactic Situations and Didactic Engineering: Integrative Review |
author |
Pinto, Francisco Mateus Azevedo |
author_facet |
Pinto, Francisco Mateus Azevedo Pinheiro, Carla Patrícia Souza Rodrigues Menezes, Daniel Brandão |
author_role |
author |
author2 |
Pinheiro, Carla Patrícia Souza Rodrigues Menezes, Daniel Brandão |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Pinto, Francisco Mateus Azevedo Pinheiro, Carla Patrícia Souza Rodrigues Menezes, Daniel Brandão |
dc.subject.por.fl_str_mv |
Ensino Sequência de Recorrência Ensino de Matemática Metodologia de Pesquisa Revisão Teaching Recurrence Sequence Teaching Mathematics Research Methodology Revision Enseñando Secuencia de recurrencia Enseñar Matemáticas Metodología de investigación Revisión |
topic |
Ensino Sequência de Recorrência Ensino de Matemática Metodologia de Pesquisa Revisão Teaching Recurrence Sequence Teaching Mathematics Research Methodology Revision Enseñando Secuencia de recurrencia Enseñar Matemáticas Metodología de investigación Revisión |
description |
The teaching of the recurrence sequence defined by Ernst Erich Jacobsthal proves to be viable for teaching when using the precepts defined by the Theory of Didactic Situations, verifying through observation in the application of the phases of the Didactic Engineering methodology, defined in scientific works analyzed using the Integrative Review methodology. The objective of this manuscript is to identify in the scientific literature aspects about the use of the Theory of Didactic Situations for teaching the Jacobsthal sequence from the perspective of Didactic Engineering. Thus, an integrative literature review was carried out between September 2021 and February 2022, using as descriptors: Theory of Didactic Situations, Didactic Engineering and Jacobsthal Sequence. With this, the PICO strategy was adopted, in which they relate: undergraduate student population; intervention in Jacobsthal's Sequence Teaching; Control does not apply and Outcome with the use of the Theory of Didactic Situations for teaching the Jacobsthal Sequence. As a result of the study in question, a discussion about the scientific knowledge present in the selected works that enables the teaching of the Jacobsthal Sequence using the aforementioned theory, together with the proposed research methodology, is delighted. It is concluded that the theoretical findings bring important aspects for the application of the phases of the Theory of Didactic Situations for teaching the Jacobsthal Sequence from the generalization of this sequence to applications and problem situations that can be contextualized and used in experimentation in the classroom. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-12-06 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion texto Texto info:eu-repo/semantics/other |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://ojs.ifes.edu.br/index.php/dect/article/view/2429 |
url |
https://ojs.ifes.edu.br/index.php/dect/article/view/2429 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://ojs.ifes.edu.br/index.php/dect/article/view/2429/1105 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Revista Eletrônica Debates em Educação Científica e Tecnológica info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Revista Eletrônica Debates em Educação Científica e Tecnológica |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora do Instituto Federal do Espírito Santo (Edifes) |
publisher.none.fl_str_mv |
Editora do Instituto Federal do Espírito Santo (Edifes) |
dc.source.none.fl_str_mv |
Revista Eletrônica Debates em Educação Científica e Tecnológica; v. 13 n. 1 (2023): Debates na educação contemporânea 2236-2150 10.36524/dect.v13i1 reponame:Revista Eletrônica Debates em Educação Científica e Tecnológica instname:Instituto Federal de Educação, Ciência e Tecnologia do Espírito Santo (IFES) instacron:IFES |
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Instituto Federal de Educação, Ciência e Tecnologia do Espírito Santo (IFES) |
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IFES |
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IFES |
reponame_str |
Revista Eletrônica Debates em Educação Científica e Tecnológica |
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Revista Eletrônica Debates em Educação Científica e Tecnológica |
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Revista Eletrônica Debates em Educação Científica e Tecnológica - Instituto Federal de Educação, Ciência e Tecnologia do Espírito Santo (IFES) |
repository.mail.fl_str_mv |
revistadect@gmail.com||sidneiquezada@gmail.com |
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