Uma trajetória hipotética de aprendizagem: leitura e interpretação de gráficos e tabelas e medidas de tendência central em uma perspectiva construtivista

• Autor(a) principal: Miranda, Maria do Carmo da Silva Rodrigues
• Data de Publicação: 2011
• 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/10859
• topic: Estatística; Leitura e interpretação de gráficos e tabelas; Trajetória hipotética de aprendizagem; Educação matemática; Ensino médio; Perspectiva construtivista; Statistics; Reading and interpreting graphs and charts; Hypothetical learning trajectory; Mathematics education; High school; Constructivist perspective; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA

This study aimed to determine how to develop a Hypothetical Learning Trajectory (HLT), according to constructivist perspectives, considering the reading and interpreting of figures, charts and measures of mean, median and mode. Thus, It was analyzed the performance of the mathematics teachers in relation to the planning and development of a hypothetical learning trajectory, consistent with the constructivist perspective of learning. For the theoretical background, it was used the theory of Simon (1995), because it defends the formulation of models of teaching based on a constructivist perspective. The study is part of a research project entitled "Construction of Hypothetical Learning Trajectories and Implementation of Curriculum Innovation in Mathematics Teaching in High School." In order to answer the research questions, It was carried out a qualitative study, with the participation of three teachers under cooperation of the State of São Paulo and 90 students of the 3rd Grade of high school. The (HLT) was established by the researcher based on the results of researches conducted about reading and interpreting graphs and statistical charts, measures of mean, median and mode which includes tasks, containing charts of gross data, problem-situations, graphics representations and tasks involved in exploratory data analysis. Supported by the results found, we inferred that the use of research results contributes to the planning of teaching and learning situations, however, it is necessary to review how they could reach the teachers. It is considered that, despite the use of (HLT) be relevant and truly important as a reference point for planning teaching activities; its development is a difficult task within the framework of a learning process, according to the assumptions of a constructivist perspective. In addition to, it was noticed that only the (HLT) is not enough to happen a meaningful learning