Um percurso de estudo e pesquisa para a formação de professores em cursos de ciências e engenharia: introdução ao estudo de vetores

• Autor(a) principal: Valenzuela, Maritza Luna
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/24230
• topic: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Professores de matemática - Formação profissional; Geometria vetorial; Teoria Antropológica do Didático; Mathematics teachers - Occupational training; Vector geometry; Anthropological Theory of Didactics

This research is part of the field of training mathematics teachers to teach vector geometry (vector, properties and justifications), having the Anthropological Theory of Didactics (TAD) as a theoretical framework, and students of the Master's Degree in Education as research participants. Mathematics of Peru. The research aims to investigate how a device of Study and Research Pathways for Teacher Education (PEP-FP) can contribute, in particular, for this group of teachers in training to have a critical view, to question, analyze, design and experiment teaching processes with respect to the vector mathematical object to introduce vector geometry. The PEP-FP device shows the transition between monumentalism and visits of works to questioning the world. For which it has a qualitative research methodology based on Didactic Engineering, which has four stages: the first stage is the preliminary analysis in which the praxeological analysis and the study of the three dimensions of the didactic problem (epistemological, economic and and also here the construction of the epistemological reference model was made considering the praxeology that has as its reason for being the vector mathematical object, the second stage is the design and analysis a priori, in which the proposal of the PEP- FP, the third is the in vivo analysis considering the fundamental dialectics and the fourth step is the a posteriori analysis. As a result, we have that the PEP-FP contributed to the formation of this group of master's students who, at the end, proposed new generating questions to introduce them to the study of vector geometry, in addition to the methodology for the study of the mathematical object. The research methodology used in this work allowed the conditions for a connection between the Epistemological Reference Model and the PEP – FP and brought contributions to the Current Epistemological Model for teaching the introduction of vector geometry in teacher education