O ensino de potências e raízes com auxílio da calculadora: uma experiência investigativa em sala de aula

• Autor(a) principal: Melo, Antonio José Fernandes de
• Data de Publicação: 2008
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/11338
• topic: Investigação matemática; Educação matemática; Análise de erros; Sala de aula; Matematica (Ensino medio) -- Ensino com auxilio de calculadora; Calculadoras -- Problemas, exercicios, etc; Educacaqo -- Efeito das inovacoes tecnologicas; Mathematics research; Mathematics education; Calculator; Analysis of errors; Classroom; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA

Technology of information is more and more present in our environment, but most of times it s set aside. This job searched, with the use of the calculator, provide a dynamic and investigative education through the reflection and development of conjuctures. There for, it developed activities in a classroom of a High School in a public network of the State of São Paulo and showed it s possible a new way of teaching Mathematics contents. Our analysis was divided in four areas: handling a calculator, committed errors, investigative attitudes and dynamics in the classroom. In relations to the area of handling a calculator we analyzed the difficulties and the facilities found with its use in the classroom, offering the teachers a material for study, if they want to insert new technologies in the classrooms with an investigative broach. In case of analysis area of the committed errors we searched to analyze the difficulties found in relation to power and roots contents, trying to justify the errors found, as well as offer ways to solve some of these difficulties. We also analyzed the amount of the students errors in each activity. The area of the investigative attitudes in classroom, one of the greatest important point of our work, intend to become the students into reflexive an active citizens in the learning process. The process followed the evolution of this reflexive practice from the analysis of the beginning difficulties. The dynamic area of the classroom had it analysis centralized on the teacher s role as a mediator in investigative classes