Resolução de problemas: enfoque metodológico e teórico
Autor(a) principal: | |
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Data de Publicação: | 2018 |
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/21648 |
Resumo: | This work aims at dealing with Problem Solving methodology in Mathematics education following two theoretical bases, Polya and Duval, analyzing convergences, divergences and complementarities. We sought to extract some stages of resolution from this analysis in order to contribute with the comprehension and interpretation of problem-situations in Mathematics; we also describe specific contributions from each approach and indicate complementarities from the Registers of Semiotic Representation to the Problem Solving methodology. In order to achieve such objectives, our investigations were designed to respond to the research question: Which are the contributions from the Registers of Semiotic Representation according to Duval to the Problem Solving methodology in Polya perspective, among other authors, to the comprehension and interpretation of problem-situations in Mathematics? The research was developed under a bibliographic and qualitative approach with the use of the Grounded Theory methodology. This theory presents categories in pictures, memorandums and theoretical compositions of the analyses. The results point to the fact that the theory of Registers of Semiotic Representation according to Duval applied to the Problem Solving methodology indicated by Polya, among other authors, favors the cognitive development of the subjects to the comprehension of concepts and the formation of a mathematical thinking. This development is magnified as this theory promotes that it is only through these semiotic representations that the activity about mathematical objects are made possible. And, under this perspective, this theory disassembles the common sense that students do not know how to solve problems as they are not familiar with the mother tongue. Duval indicates that this knowledge should go further than the mother tongue, and that the student needs to be aware of how to go by the concepts representation registers that come in the heading of a mathematical problem |
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Igliori, Sonia Barbosa Camargohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4381527E4Souza, Helena Tavares de2018-11-27T11:20:22Z2018-09-03Souza, Helena Tavares de. Resolução de problemas: enfoque metodológico e teórico. 2018. 134 f. Tese (Doutorado em Educação Matemática) - Programa de Estudos Pós-Graduados em Educação Matemática, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018.https://tede2.pucsp.br/handle/handle/21648This work aims at dealing with Problem Solving methodology in Mathematics education following two theoretical bases, Polya and Duval, analyzing convergences, divergences and complementarities. We sought to extract some stages of resolution from this analysis in order to contribute with the comprehension and interpretation of problem-situations in Mathematics; we also describe specific contributions from each approach and indicate complementarities from the Registers of Semiotic Representation to the Problem Solving methodology. In order to achieve such objectives, our investigations were designed to respond to the research question: Which are the contributions from the Registers of Semiotic Representation according to Duval to the Problem Solving methodology in Polya perspective, among other authors, to the comprehension and interpretation of problem-situations in Mathematics? The research was developed under a bibliographic and qualitative approach with the use of the Grounded Theory methodology. This theory presents categories in pictures, memorandums and theoretical compositions of the analyses. The results point to the fact that the theory of Registers of Semiotic Representation according to Duval applied to the Problem Solving methodology indicated by Polya, among other authors, favors the cognitive development of the subjects to the comprehension of concepts and the formation of a mathematical thinking. This development is magnified as this theory promotes that it is only through these semiotic representations that the activity about mathematical objects are made possible. And, under this perspective, this theory disassembles the common sense that students do not know how to solve problems as they are not familiar with the mother tongue. Duval indicates that this knowledge should go further than the mother tongue, and that the student needs to be aware of how to go by the concepts representation registers that come in the heading of a mathematical problemEste trabalho tem como objetivo tratar da metodologia Resolução de Problemas na educação matemática segundo dois aportes, Polya e Duval, analisando convergências, divergências e complementaridades. Buscou-se extrair dessa análise etapas de resolução com vistas a contribuir com a compreensão e interpretação de situações problema de matemática; descrever as contribuições específicas de cada abordagem e indicar as complementaridades da teoria Registro de Representação Semiótica à metodologia Resolução de Problemas. Para atender tais objetivos, as investigações foram delineadas de forma a responder à questão de pesquisa: Quais as contribuições da teoria Registro de Representação Semiótica segundo Duval à metodologia Resolução de Problemas na perspectiva de Polya e outros autores para compreensão e interpretação de situações-problema de matemática? A pesquisa se desenvolveu em uma abordagem qualitativa do tipo bibliográfica com a utilização da metodologia Teoria Fundamentada. Essa teoria traz categorias apresentadas em quadros, memorandos, redações teóricas das análises. Os resultados apontam que a teoria Registro de Representação Semiótica segundo Duval aplicada à metodologia Resolução de Problemas indicada por Polya favorece o desenvolvimento cognitivo dos sujeitos para a compreensão de conceitos e a formação do pensamento matemático. Esse desenvolvimento é ampliado em face de que essa teoria defende de que é somente por meio das representações semióticas que, se torna possível, as atividades sobre os objetos matemáticos. E, assim sendo, ela descontrói o senso comum de que os estudantes não sabem resolver problemas pois desconhecem a língua materna. Duval indica que esse conhecimento deve ir mais além da língua materna, o estudante precisa saber transitar entre os registros de representação dos conceitos que aparecem no enunciado de um problema matemáticoCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/47399/Helena%20Tavares%20de%20Souza.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação MatemáticaPUC-SPBrasilFaculdade de Ciências Exatas e TecnologiaEducação MatemáticaResolução de problemasRegistro de representação semióticaMathematics EducationProblem solvingRegisters of semiotic representationCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICAResolução de problemas: enfoque metodológico e teóricoinfo: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_SPTEXTHelena Tavares de Souza.pdf.txtHelena Tavares de Souza.pdf.txtExtracted texttext/plain293002https://repositorio.pucsp.br/xmlui/bitstream/handle/21648/4/Helena%20Tavares%20de%20Souza.pdf.txt27418aad3fedc0c11e4d65876a6fc810MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Resolução de problemas: enfoque metodológico e teórico |
title |
Resolução de problemas: enfoque metodológico e teórico |
spellingShingle |
Resolução de problemas: enfoque metodológico e teórico Souza, Helena Tavares de Educação Matemática Resolução de problemas Registro de representação semiótica Mathematics Education Problem solving Registers of semiotic representation CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
title_short |
Resolução de problemas: enfoque metodológico e teórico |
title_full |
Resolução de problemas: enfoque metodológico e teórico |
title_fullStr |
Resolução de problemas: enfoque metodológico e teórico |
title_full_unstemmed |
Resolução de problemas: enfoque metodológico e teórico |
title_sort |
Resolução de problemas: enfoque metodológico e teórico |
author |
Souza, Helena Tavares de |
author_facet |
Souza, Helena Tavares de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Igliori, Sonia Barbosa Camargo |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4381527E4 |
dc.contributor.author.fl_str_mv |
Souza, Helena Tavares de |
contributor_str_mv |
Igliori, Sonia Barbosa Camargo |
dc.subject.por.fl_str_mv |
Educação Matemática Resolução de problemas |
topic |
Educação Matemática Resolução de problemas Registro de representação semiótica Mathematics Education Problem solving Registers of semiotic representation CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
dc.subject.eng.fl_str_mv |
Registro de representação semiótica Mathematics Education Problem solving Registers of semiotic representation |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
description |
This work aims at dealing with Problem Solving methodology in Mathematics education following two theoretical bases, Polya and Duval, analyzing convergences, divergences and complementarities. We sought to extract some stages of resolution from this analysis in order to contribute with the comprehension and interpretation of problem-situations in Mathematics; we also describe specific contributions from each approach and indicate complementarities from the Registers of Semiotic Representation to the Problem Solving methodology. In order to achieve such objectives, our investigations were designed to respond to the research question: Which are the contributions from the Registers of Semiotic Representation according to Duval to the Problem Solving methodology in Polya perspective, among other authors, to the comprehension and interpretation of problem-situations in Mathematics? The research was developed under a bibliographic and qualitative approach with the use of the Grounded Theory methodology. This theory presents categories in pictures, memorandums and theoretical compositions of the analyses. The results point to the fact that the theory of Registers of Semiotic Representation according to Duval applied to the Problem Solving methodology indicated by Polya, among other authors, favors the cognitive development of the subjects to the comprehension of concepts and the formation of a mathematical thinking. This development is magnified as this theory promotes that it is only through these semiotic representations that the activity about mathematical objects are made possible. And, under this perspective, this theory disassembles the common sense that students do not know how to solve problems as they are not familiar with the mother tongue. Duval indicates that this knowledge should go further than the mother tongue, and that the student needs to be aware of how to go by the concepts representation registers that come in the heading of a mathematical problem |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-11-27T11:20:22Z |
dc.date.issued.fl_str_mv |
2018-09-03 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Souza, Helena Tavares de. Resolução de problemas: enfoque metodológico e teórico. 2018. 134 f. Tese (Doutorado em Educação Matemática) - Programa de Estudos Pós-Graduados em Educação Matemática, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/21648 |
identifier_str_mv |
Souza, Helena Tavares de. Resolução de problemas: enfoque metodológico e teórico. 2018. 134 f. Tese (Doutorado em Educação Matemática) - Programa de Estudos Pós-Graduados em Educação Matemática, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
url |
https://tede2.pucsp.br/handle/handle/21648 |
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por |
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info:eu-repo/semantics/openAccess |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação Matemática |
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PUC-SP |
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Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Ciências Exatas e Tecnologia |
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Pontifícia Universidade Católica de São Paulo |
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