Concepções de álgebra em teses sobre cursos de Licenciatura em Matemática no Brasil

Detalhes bibliográficos
Autor(a) principal: Veiga, Márcia Stochi
Data de Publicação: 2016
Tipo de documento: Tese
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
Texto Completo: https://tede2.pucsp.br/handle/handle/19458
Resumo: This research is aimed at conducting study of Brazilian theses in search of algebra concepts and their relation to teaching practice in undergraduate Mathematics courses through a systematic review of another research, in order to produce others. To perform the analyzes were selected eight theses presented in his work the conjunction of terms Degree in Mathematics and Algebra. For the analyzes were prepared for analysis of twelve categories of the theses. The theoretical references used were the notions of concepts, teaching practice concepts of algebra and his teaching. After the analyzes, it contacted that most theses analyzed admits the influence of teachers conceptions in professional practices and also that they can be modified, but these changes are difficult to occur. The concept of algebra frequently found in the analyzed thesis was the linguistic-stylistic, which considers the algebra as a specific language to express troubleshooting procedures, and natural language as an obstacle. The results indicate that the natural language contributes to reveal misconceptions students, against this conception of algebra that considers natural language as an obstacle to be avoided. The concept of algebra teaching found in the analyzed thesis was the linguistic and pragmatic to consider algebra as a tool for problem solving, through training of algebraic techniques. Research indicates the influence of this concept in the preparation and organization of math, both in Mathematics and in Basic Education. The researchers say that the most usual lecture format is given as follows: presentation of expository mode content, followed by a list of exercises focused on solving artificial in order to have the students directly apply the techniques taught. The research also highlighted that knowledge of the historical development of algebra is a factor that provides a better insight into the construction of mathematical knowledge and the identification of difficulties related to education; that the relationship between arithmetic and algebra students are closer to the arithmetic and committing abusive generalizations number, which is a common practice in the Brazilian Basic Education
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spelling Maranhão, Maria Cristina Souza de Albuquerquehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4716240A2Veiga, Márcia Stochi2016-11-30T17:23:31Z2016-09-30Veiga, Márcia Stochi. Concepções de álgebra em teses sobre cursos de Licenciatura em Matemática no Brasil. 2016. 199 f. Tese (Doutorado em Educação Matemática) - Programa de Estudos Pós-Graduados em Educação Matemática, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016.https://tede2.pucsp.br/handle/handle/19458This research is aimed at conducting study of Brazilian theses in search of algebra concepts and their relation to teaching practice in undergraduate Mathematics courses through a systematic review of another research, in order to produce others. To perform the analyzes were selected eight theses presented in his work the conjunction of terms Degree in Mathematics and Algebra. For the analyzes were prepared for analysis of twelve categories of the theses. The theoretical references used were the notions of concepts, teaching practice concepts of algebra and his teaching. After the analyzes, it contacted that most theses analyzed admits the influence of teachers conceptions in professional practices and also that they can be modified, but these changes are difficult to occur. The concept of algebra frequently found in the analyzed thesis was the linguistic-stylistic, which considers the algebra as a specific language to express troubleshooting procedures, and natural language as an obstacle. The results indicate that the natural language contributes to reveal misconceptions students, against this conception of algebra that considers natural language as an obstacle to be avoided. The concept of algebra teaching found in the analyzed thesis was the linguistic and pragmatic to consider algebra as a tool for problem solving, through training of algebraic techniques. Research indicates the influence of this concept in the preparation and organization of math, both in Mathematics and in Basic Education. The researchers say that the most usual lecture format is given as follows: presentation of expository mode content, followed by a list of exercises focused on solving artificial in order to have the students directly apply the techniques taught. The research also highlighted that knowledge of the historical development of algebra is a factor that provides a better insight into the construction of mathematical knowledge and the identification of difficulties related to education; that the relationship between arithmetic and algebra students are closer to the arithmetic and committing abusive generalizations number, which is a common practice in the Brazilian Basic EducationO objetivo desta pesquisa é realizar um estudo sobre teses brasileiras em busca de concepções de álgebra e de sua relação com a prática docente, em cursos de Licenciatura em Matemática, por meio de uma revisão sistemática de pesquisas sobre a temática, com o intuito de produzir novos resultados. Para as análises, foram selecionadas oito teses que apresentavam a conjunção dos termos Licenciatura em Matemática e Álgebra. Foram elaboradas doze categorias para análises. Os referenciais teóricos utilizados foram: noções de concepção, prática docente e concepções de álgebra e de seu ensino. Após a realização das análises, constatou-se que a maioria das teses estudadas admite a influência das concepções docentes nas práticas profissionais e, também, que estas podem ser modificadas, mas que tais mudanças são difíceis de ocorrer. A concepção de álgebra mais frequente nas teses analisadas foi a linguístico-estilística, que considera a Álgebra como uma linguagem específica para expressar procedimentos de resolução de problemas e, a linguagem natural como um obstáculo. Os resultados indicam que a linguagem natural contribui para revelar concepções errôneas de alunos, contrariando essa concepção que considera a linguagem natural como um obstáculo a ser evitado. Outra concepção que foi mais marcante nas teses analisadas foi a linguístico-pragmática, que considera a álgebra como instrumento para resolução de problemas por meio do treinamento de técnicas algébricas. As pesquisas indicam a influência dessa concepção na preparação e organização das aulas de matemática, tanto na Licenciatura em Matemática quanto na Educação Básica. As pesquisas destacaram ainda que o conhecimento do desenvolvimento histórico da álgebra é um fator que proporciona uma melhor percepção sobre a construção do conhecimento matemático e a identificação de dificuldades relacionadas ao ensino; que na relação entre a aritmética e a álgebra os alunos estão mais próximos da aritmética e que cometem generalizações numéricas abusivas, sendo esta uma prática comum na Educação Básica brasileiraCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/40251/M%c3%a1rcia%20Stochi%20Veiga.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação MatemáticaPUC-SPBrasilFaculdade de Ciências Exatas e TecnologiaÁlgebraFormação docentePrática docenteAlgebraTeacher trainingTeaching practiceCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICAConcepções de álgebra em teses sobre cursos de Licenciatura em Matemática no Brasilinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTMárcia Stochi Veiga.pdf.txtMárcia Stochi Veiga.pdf.txtExtracted texttext/plain431475https://repositorio.pucsp.br/xmlui/bitstream/handle/19458/4/M%c3%a1rcia%20Stochi%20Veiga.pdf.txt5046404958d3e01c97bb2f50dd470325MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv Concepções de álgebra em teses sobre cursos de Licenciatura em Matemática no Brasil
title Concepções de álgebra em teses sobre cursos de Licenciatura em Matemática no Brasil
spellingShingle Concepções de álgebra em teses sobre cursos de Licenciatura em Matemática no Brasil
Veiga, Márcia Stochi
Álgebra
Formação docente
Prática docente
Algebra
Teacher training
Teaching practice
CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
title_short Concepções de álgebra em teses sobre cursos de Licenciatura em Matemática no Brasil
title_full Concepções de álgebra em teses sobre cursos de Licenciatura em Matemática no Brasil
title_fullStr Concepções de álgebra em teses sobre cursos de Licenciatura em Matemática no Brasil
title_full_unstemmed Concepções de álgebra em teses sobre cursos de Licenciatura em Matemática no Brasil
title_sort Concepções de álgebra em teses sobre cursos de Licenciatura em Matemática no Brasil
author Veiga, Márcia Stochi
author_facet Veiga, Márcia Stochi
author_role author
dc.contributor.advisor1.fl_str_mv Maranhão, Maria Cristina Souza de Albuquerque
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4716240A2
dc.contributor.author.fl_str_mv Veiga, Márcia Stochi
contributor_str_mv Maranhão, Maria Cristina Souza de Albuquerque
dc.subject.por.fl_str_mv Álgebra
Formação docente
Prática docente
topic Álgebra
Formação docente
Prática docente
Algebra
Teacher training
Teaching practice
CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
dc.subject.eng.fl_str_mv Algebra
Teacher training
Teaching practice
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
description This research is aimed at conducting study of Brazilian theses in search of algebra concepts and their relation to teaching practice in undergraduate Mathematics courses through a systematic review of another research, in order to produce others. To perform the analyzes were selected eight theses presented in his work the conjunction of terms Degree in Mathematics and Algebra. For the analyzes were prepared for analysis of twelve categories of the theses. The theoretical references used were the notions of concepts, teaching practice concepts of algebra and his teaching. After the analyzes, it contacted that most theses analyzed admits the influence of teachers conceptions in professional practices and also that they can be modified, but these changes are difficult to occur. The concept of algebra frequently found in the analyzed thesis was the linguistic-stylistic, which considers the algebra as a specific language to express troubleshooting procedures, and natural language as an obstacle. The results indicate that the natural language contributes to reveal misconceptions students, against this conception of algebra that considers natural language as an obstacle to be avoided. The concept of algebra teaching found in the analyzed thesis was the linguistic and pragmatic to consider algebra as a tool for problem solving, through training of algebraic techniques. Research indicates the influence of this concept in the preparation and organization of math, both in Mathematics and in Basic Education. The researchers say that the most usual lecture format is given as follows: presentation of expository mode content, followed by a list of exercises focused on solving artificial in order to have the students directly apply the techniques taught. The research also highlighted that knowledge of the historical development of algebra is a factor that provides a better insight into the construction of mathematical knowledge and the identification of difficulties related to education; that the relationship between arithmetic and algebra students are closer to the arithmetic and committing abusive generalizations number, which is a common practice in the Brazilian Basic Education
publishDate 2016
dc.date.accessioned.fl_str_mv 2016-11-30T17:23:31Z
dc.date.issued.fl_str_mv 2016-09-30
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
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dc.identifier.citation.fl_str_mv Veiga, Márcia Stochi. Concepções de álgebra em teses sobre cursos de Licenciatura em Matemática no Brasil. 2016. 199 f. Tese (Doutorado em Educação Matemática) - Programa de Estudos Pós-Graduados em Educação Matemática, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/19458
identifier_str_mv Veiga, Márcia Stochi. Concepções de álgebra em teses sobre cursos de Licenciatura em Matemática no Brasil. 2016. 199 f. Tese (Doutorado em Educação Matemática) - Programa de Estudos Pós-Graduados em Educação Matemática, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016.
url https://tede2.pucsp.br/handle/handle/19458
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dc.publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
dc.publisher.program.fl_str_mv Programa de Estudos Pós-Graduados em Educação Matemática
dc.publisher.initials.fl_str_mv PUC-SP
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Faculdade de Ciências Exatas e Tecnologia
publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
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