Possibilidades e dificuldades no desenvolvimento de situações de aprendizagem envolvendo funções trigonométricas

• Autor(a) principal: Ribeiro, Márcia Regina Ramos Costa
• 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/10885
• topic: Ensino médio; Conhecimentos prévios; Funções trigonométricas; Construtivismo; Aprendizagem significativa; Prior Knowledge; Trigonometric functions; Constructivism; Significant learning; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA

This paper is part of an ongoing research on Mathematics in the curriculum, based on the assumption that the characterization of the prior knowledge on Math of the students may help in significant learning. In this perspective, the research focused on the prior knowledge of students in Brazilian Ensino Médio (roughly equivalent to American high school) on trigonometric functions, using qualitative research and participant observation. The objective is to understand the possibilities and difficulties in the use of the material given to students of the schools of the State of São Paulo, focusing in these students prior knowledge on trigonometric functions, identifying obstacles that may rise during these activities and checking the need for interventions to promote the build-up of knowledge on the subject. The proposal was to have students do activities proposed on the material supplied by the state of São Paulo. The analysis is based on Ausubel s theory of significant learning, on Coll s constructivist perspective (2006) and Pozo s studies, concerning learning and teaching contents. The results indicate that the prior knowledge of the students may be divided into many groups, given its important characteristic of including conceptual knowledge as well as procedures, values, regulations and attitudes. The ability to identify this prior knowledge is an important tool to create better pedagogical interventions and significant learning