ANALYSIS OF THE KNOWLEDGE OF UNDERGRADUATES IN MATHEMATICS ABOUT POLYGON CONCEPT AND TEACHING

Detalhes bibliográficos
Autor(a) principal: Rodrigues Castilho , Giovana
Data de Publicação: 2018
Outros Autores: Carlos de Proença , Marcelo
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Prática Docente
Texto Completo: https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/598
Resumo: The aim of this paper was to investigate the knowledge about the concept and the polygon teaching. Two students of the fourth year of a degree course in Mathematics from a public university in the interior of the state of Paraná participated in the study. After being selected from a conceptual test, they participated in an individual and audio-taped interview. The results showed that the student of the night course had little knowledge about the polygon concept in terms of its defining attributes. She had, above all, little knowledge to carry out an organized teaching, because he would possibly perform the traditional way learned in school. On the other hand, the results showed that the student of the integral course presented adequate knowledge about the aspects involving the defining and irrelevant attributes and about the examples and not examples of polygon. She presented, above all, knowledge about polygon teaching that emphasized these aspects in teaching.
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spelling ANALYSIS OF THE KNOWLEDGE OF UNDERGRADUATES IN MATHEMATICS ABOUT POLYGON CONCEPT AND TEACHINGANÁLISE DO CONHECIMENTO DE LICENCIANDOS EM MATEMÁTICA SOBRE O CONCEITO E O ENSINO DE POLÍGONOPolígonoFormação ConceitualConceitos GeométricosFormação InicialPolygonConceptual TrainingGeometrical ConceptsInitial FormationThe aim of this paper was to investigate the knowledge about the concept and the polygon teaching. Two students of the fourth year of a degree course in Mathematics from a public university in the interior of the state of Paraná participated in the study. After being selected from a conceptual test, they participated in an individual and audio-taped interview. The results showed that the student of the night course had little knowledge about the polygon concept in terms of its defining attributes. She had, above all, little knowledge to carry out an organized teaching, because he would possibly perform the traditional way learned in school. On the other hand, the results showed that the student of the integral course presented adequate knowledge about the aspects involving the defining and irrelevant attributes and about the examples and not examples of polygon. She presented, above all, knowledge about polygon teaching that emphasized these aspects in teaching.O objetivo do artigo foi investigar o conhecimento sobre o conceito e o ensino de polígono. Participaram do estudo dois estudantes do quarto ano de um curso de licenciatura em Matemática de uma universidade pública do interior do estado do Paraná. Após serem selecionados a partir de um teste conceitual, participaram de uma entrevista individual e áudio-gravada. Os resultados mostraram que a estudante do curso noturno possuía pouco conhecimento sobre o conceito de polígono em termo de seus atributos definidores. Possuía, sobretudo, pouco conhecimento para exercer um ensino organizado, pois possivelmente realizaria o modo tradicional aprendido na escola. Por outro lado, os resultados mostraram que a estudante do curso integral apresentou conhecimento adequado sobre os aspectos envolvendo os atributos definidores e irrelevantes e sobre os exemplos e não exemplos de polígono. Apresentou, sobretudo, conhecimento sobre o ensino de polígono que valorizou esses aspectos no ensino.Revista Prática Docente2018-06-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionMathematicsMatemáticasMatemáticaapplication/pdfhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/59810.23926/RPD.2526-2149.2018.v3.n1.p32-49.id173Revista Prática Docente (Journal Practice Teacher); Vol. 3 No. 1 (2018): Janeiro a Junho de 2018; 32-49Revista Prática Docente (Revista Práctica Docente); Vol. 3 Núm. 1 (2018): Janeiro a Junho de 2018; 32-49Revista Prática Docente; v. 3 n. 1 (2018): Janeiro a Junho de 2018; 32-492526-2149reponame:Revista Prática Docenteinstname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)instacron:IFMTporhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/598/585Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessRodrigues Castilho , GiovanaCarlos de Proença , Marcelo2023-06-01T14:41:30Zoai:ojs2.periodicos.cfs.ifmt.edu.br:article/598Revistahttp://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpdPUBhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/oairevistapraticadocente@cfs.ifmt.edu.br||2526-21492526-2149opendoar:2023-06-01T14:41:30Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false
dc.title.none.fl_str_mv ANALYSIS OF THE KNOWLEDGE OF UNDERGRADUATES IN MATHEMATICS ABOUT POLYGON CONCEPT AND TEACHING
ANÁLISE DO CONHECIMENTO DE LICENCIANDOS EM MATEMÁTICA SOBRE O CONCEITO E O ENSINO DE POLÍGONO
title ANALYSIS OF THE KNOWLEDGE OF UNDERGRADUATES IN MATHEMATICS ABOUT POLYGON CONCEPT AND TEACHING
spellingShingle ANALYSIS OF THE KNOWLEDGE OF UNDERGRADUATES IN MATHEMATICS ABOUT POLYGON CONCEPT AND TEACHING
Rodrigues Castilho , Giovana
Polígono
Formação Conceitual
Conceitos Geométricos
Formação Inicial
Polygon
Conceptual Training
Geometrical Concepts
Initial Formation
title_short ANALYSIS OF THE KNOWLEDGE OF UNDERGRADUATES IN MATHEMATICS ABOUT POLYGON CONCEPT AND TEACHING
title_full ANALYSIS OF THE KNOWLEDGE OF UNDERGRADUATES IN MATHEMATICS ABOUT POLYGON CONCEPT AND TEACHING
title_fullStr ANALYSIS OF THE KNOWLEDGE OF UNDERGRADUATES IN MATHEMATICS ABOUT POLYGON CONCEPT AND TEACHING
title_full_unstemmed ANALYSIS OF THE KNOWLEDGE OF UNDERGRADUATES IN MATHEMATICS ABOUT POLYGON CONCEPT AND TEACHING
title_sort ANALYSIS OF THE KNOWLEDGE OF UNDERGRADUATES IN MATHEMATICS ABOUT POLYGON CONCEPT AND TEACHING
author Rodrigues Castilho , Giovana
author_facet Rodrigues Castilho , Giovana
Carlos de Proença , Marcelo
author_role author
author2 Carlos de Proença , Marcelo
author2_role author
dc.contributor.author.fl_str_mv Rodrigues Castilho , Giovana
Carlos de Proença , Marcelo
dc.subject.por.fl_str_mv Polígono
Formação Conceitual
Conceitos Geométricos
Formação Inicial
Polygon
Conceptual Training
Geometrical Concepts
Initial Formation
topic Polígono
Formação Conceitual
Conceitos Geométricos
Formação Inicial
Polygon
Conceptual Training
Geometrical Concepts
Initial Formation
description The aim of this paper was to investigate the knowledge about the concept and the polygon teaching. Two students of the fourth year of a degree course in Mathematics from a public university in the interior of the state of Paraná participated in the study. After being selected from a conceptual test, they participated in an individual and audio-taped interview. The results showed that the student of the night course had little knowledge about the polygon concept in terms of its defining attributes. She had, above all, little knowledge to carry out an organized teaching, because he would possibly perform the traditional way learned in school. On the other hand, the results showed that the student of the integral course presented adequate knowledge about the aspects involving the defining and irrelevant attributes and about the examples and not examples of polygon. She presented, above all, knowledge about polygon teaching that emphasized these aspects in teaching.
publishDate 2018
dc.date.none.fl_str_mv 2018-06-26
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Mathematics
Matemáticas
Matemática
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/598
10.23926/RPD.2526-2149.2018.v3.n1.p32-49.id173
url https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/598
identifier_str_mv 10.23926/RPD.2526-2149.2018.v3.n1.p32-49.id173
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/598/585
dc.rights.driver.fl_str_mv Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Revista Prática Docente
publisher.none.fl_str_mv Revista Prática Docente
dc.source.none.fl_str_mv Revista Prática Docente (Journal Practice Teacher); Vol. 3 No. 1 (2018): Janeiro a Junho de 2018; 32-49
Revista Prática Docente (Revista Práctica Docente); Vol. 3 Núm. 1 (2018): Janeiro a Junho de 2018; 32-49
Revista Prática Docente; v. 3 n. 1 (2018): Janeiro a Junho de 2018; 32-49
2526-2149
reponame:Revista Prática Docente
instname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron:IFMT
instname_str Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron_str IFMT
institution IFMT
reponame_str Revista Prática Docente
collection Revista Prática Docente
repository.name.fl_str_mv Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
repository.mail.fl_str_mv revistapraticadocente@cfs.ifmt.edu.br||
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