Análise do conhecimento de professores sobre o ensino de inequações

• Autor(a) principal: Dias, Regina Aparecida Xavier Gomes
• Data de Publicação: 2014
• 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/11003
• topic: Educação algébrica; Inequações; Desigualdade; Álgebra; Formação de professores; Algebraic education; Inequation; Inequality; Algebra; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA

It is about study of mint qualitative aspect had as purpose to analyze how teachers of Public School develop the theme inequality and inequation with students of eighth grade from Fundamental Teaching and/or first High School .Our subjects of search were five teachers who teach in Carapicuíba City, situated in Metropolitan São Paulo Region. Our instrument of search was composed by seventeen questions of didatic character and also specific content which brought analyse how teachers develop inequations and what difficulties they show in the moment of resolution,which kind of representation is prioritized by them. We used as theoricreferencial Raymond Duval that treats semioptic representation of teachers'notes searching to facilitate the conceptual apprehension of the Mathematics object. We analyzed teachers'notes and we turned to an interview with two of the five teachers searched to bring subsidies those helped us to improve their notes. From this study were showed up some errors demonstrated by teachers at the moment of the resolution of the proposed exercises in the searching's instruments. We also observed that the most of teachers who were searched do not prioritize the graphic resolution representation, neither in table prioritizing only algebraic representation at the moment of resolution of inequations they make only one kind of register of semiotiptic representation. The teachers' book used by them supplied by Secretaria da Educação do Estado de São Paulo, prioritizes only algebraic resolution do not encourage the changing to semioptic representation . As this way we have considered the necessity of more investimentsin teachers' training and different kinds of semioptic representation of Mathematics object inequation both in training courses of teachers (initial and continued) and also them didactic material to be adopted