Desenvolvimento da habilidade de resolver problemas do campo conceitual das estruturas aditivas: proposta de intervenção em um espaço não formal de ensino
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_RS |
Texto Completo: | http://tede2.pucrs.br/tede2/handle/tede/9161 |
Resumo: | This research aims at identifying in which ways the activities developed in a non-formal teaching space may contribute to the development of the problem-solving ability in the additive conceptual field by a group of students. Approaching mathematical teaching, the Conceptual Field Theory, the problem solving and the non-formal teaching spaces, the study presented in this dissertation has its theoretical basis grounded in authors such as NACARATO et. al. (2011), MAGINA et. al. (2008), NUNES et. al. (2009), VERGNAUD (2014), MOREIRA (2002), POLYA (1995), POZO (1998), VAN DE WALLE (2009), JACOBUCCI (2008), GOHN (2006), among others. Performed in a non-formal teaching space in the city of Porto Alegre in the state of Rio Grande do Sul (RS) with a group of students who, in a formal teaching space, were regularly enrolled in the 3rd year of Primary School, the research had eight students and one teacher participating. As data-collection instruments, a list of problems was used, in which there were problems relative to the conceptual field of additive structures – and which were reviewed individually after the solving of this list -, a list of operations related to addition and subtraction algorithms and observations of all meetings that took place. The research, defined as a case-study type and using the method of Content Analysis, had its instruments analysed from a qualitative approach and took as its basis three categories a priori, as it follows: Solving problems from concrete material handling, Solving problems through drawing and Solving problems arithmetically. From the results found, it was concluded that the activities developed in a non-formal teaching space contribute to the development of the problem-solving ability in the additive conceptual field, once they make the student think, establish resolution strategies, solve the problem using the strategies created and review what was solved in order to understand what was proposed, thus arousing new knowledge. Finally, it was concluded that the students presented considerable progress in their mathematical abilities and showed development of their discerning abilities as to what was being studied, since their learning was noticeable, as well as their appropriation of mathematical concepts related to the arithmetic operations of addition and subtraction. |
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Müller , Thaísa JacinthoVitali, Tamara Versteg2020-07-16T19:29:42Z2017-09-29http://tede2.pucrs.br/tede2/handle/tede/9161This research aims at identifying in which ways the activities developed in a non-formal teaching space may contribute to the development of the problem-solving ability in the additive conceptual field by a group of students. Approaching mathematical teaching, the Conceptual Field Theory, the problem solving and the non-formal teaching spaces, the study presented in this dissertation has its theoretical basis grounded in authors such as NACARATO et. al. (2011), MAGINA et. al. (2008), NUNES et. al. (2009), VERGNAUD (2014), MOREIRA (2002), POLYA (1995), POZO (1998), VAN DE WALLE (2009), JACOBUCCI (2008), GOHN (2006), among others. Performed in a non-formal teaching space in the city of Porto Alegre in the state of Rio Grande do Sul (RS) with a group of students who, in a formal teaching space, were regularly enrolled in the 3rd year of Primary School, the research had eight students and one teacher participating. As data-collection instruments, a list of problems was used, in which there were problems relative to the conceptual field of additive structures – and which were reviewed individually after the solving of this list -, a list of operations related to addition and subtraction algorithms and observations of all meetings that took place. The research, defined as a case-study type and using the method of Content Analysis, had its instruments analysed from a qualitative approach and took as its basis three categories a priori, as it follows: Solving problems from concrete material handling, Solving problems through drawing and Solving problems arithmetically. From the results found, it was concluded that the activities developed in a non-formal teaching space contribute to the development of the problem-solving ability in the additive conceptual field, once they make the student think, establish resolution strategies, solve the problem using the strategies created and review what was solved in order to understand what was proposed, thus arousing new knowledge. Finally, it was concluded that the students presented considerable progress in their mathematical abilities and showed development of their discerning abilities as to what was being studied, since their learning was noticeable, as well as their appropriation of mathematical concepts related to the arithmetic operations of addition and subtraction.Esta pesquisa tem como propósito identificar de que forma as atividades desenvolvidas em um espaço não formal de ensino podem contribuir para o desenvolvimento da habilidade de resolver problemas do campo conceitual aditivo por um grupo de alunos. Tratando acerca do ensino de matemática, da Teoria dos Campos Conceituais, da resolução de problemas e dos espaços não formais de ensino, o estudo apresentado nesta dissertação tem seu alicerce teórico fundamentado em autores como NACARATO et. al. (2011), MAGINA et. al. (2008), NUNES et. al. (2009), VERGNAUD (2014), MOREIRA (2002), POLYA (1995), POZO (1998), VAN DE WALLE (2009), JACOBUCCI (2008), GOHN (2006), entre outros. Realizada em um espaço não formal de ensino da cidade de Porto Alegre no Estado do Rio Grande do Sul (RS) com uma turma que era formada por alunos que, no espaço formal de ensino, apresentavam-se regularmente matriculados no 3º ano do Ensino Fundamental, a pesquisa teve como participantes oito alunos e uma professora. Como instrumentos de coleta de dados, utilizaram-se uma lista de problemas em que constavam problemas correspondentes ao campo conceitual das estruturas aditivas – retomados individualmente após a resolução dessa lista –, uma lista de operações referentes aos algoritmos da adição e da subtração e observações de todos os encontros que ocorreram. A pesquisa, definida como sendo do tipo estudo de caso e utilizando-se do método da Análise de Conteúdo, teve seus instrumentos analisados a partir de uma abordagem qualitativa e tomou como base três categorias a priori, sendo elas: Resolvendo problemas a partir da manipulação de material concreto, Resolvendo problemas por meio de desenhos e Resolvendo problemas aritmeticamente. A partir dos resultados encontrados, conclui-se que as atividades desenvolvidas em um espaço não formal de ensino contribuem para o desenvolvimento da habilidade de resolver problemas do campo conceitual aditivo, uma vez que fazem o aluno pensar, estabelecer estratégias de resolução, resolver o problema utilizando-se das estratégias criadas e rever o que foi resolvido de modo a entender o que foi proposto, suscitando novos conhecimentos. Por fim, conclui-se que os alunos apresentaram um progresso considerável de suas habilidades matemáticas e mostraram o desenvolvimento de suas capacidades de discernimento acerca daquilo que estava sendo estudado, visto que foi perceptível a aprendizagem e a apropriação de conceitos matemáticos relacionados às operações aritméticas da adição e da subtração.Submitted by PPG Educação em Ciências e Matemática (educem-pg@pucrs.br) on 2020-07-14T17:14:29Z No. of bitstreams: 1 DISSERTAÇÃO - ENTREGA.pdf: 2157126 bytes, checksum: b07911a020d3180dda2328cdcb6130f3 (MD5)Approved for entry into archive by Clarissa Selbach (clarissa.selbach@pucrs.br) on 2020-07-16T19:23:37Z (GMT) No. of bitstreams: 1 DISSERTAÇÃO - ENTREGA.pdf: 2157126 bytes, checksum: b07911a020d3180dda2328cdcb6130f3 (MD5)Made available in DSpace on 2020-07-16T19:29:42Z (GMT). No. of bitstreams: 1 DISSERTAÇÃO - ENTREGA.pdf: 2157126 bytes, checksum: b07911a020d3180dda2328cdcb6130f3 (MD5) Previous issue date: 2017-09-29application/pdfhttp://tede2.pucrs.br:80/tede2/retrieve/178297/DISSERTA%c3%87%c3%83O%20-%20ENTREGA.pdf.jpgporPontifícia Universidade Católica do Rio Grande do SulPrograma de Pós-Graduação em Educação em Ciências e MatemáticaPUCRSBrasilEscola de CiênciasEnsino de MatemáticaResolução de problemasCampo conceitual das estruturas aditivasEspaço não formal de ensinoAnos iniciais do Ensino FundamentalMathematics TeachingProblem-solvingConceptual field of additive structuresNon-formal teaching spaceEarly years of Primary SchoolEDUCACAO::ENSINO-APRENDIZAGEMDesenvolvimento da habilidade de resolver problemas do campo conceitual das estruturas aditivas: proposta de intervenção em um espaço não formal de ensinoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisTrabalho não apresenta restrição para publicação6185324025101002610500600-4452917836576020174info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAILDISSERTAÇÃO - ENTREGA.pdf.jpgDISSERTAÇÃO - ENTREGA.pdf.jpgimage/jpeg5771http://tede2.pucrs.br/tede2/bitstream/tede/9161/3/DISSERTA%C3%87%C3%83O+-+ENTREGA.pdf.jpg22b541c9b1e9713fbe6713cdde4aeed5MD53TEXTDISSERTAÇÃO - ENTREGA.pdf.txtDISSERTAÇÃO - ENTREGA.pdf.txttext/plain273084http://tede2.pucrs.br/tede2/bitstream/tede/9161/4/DISSERTA%C3%87%C3%83O+-+ENTREGA.pdf.txt5b805d65453e3475553cad1108b8a115MD54ORIGINALDISSERTAÇÃO - ENTREGA.pdfDISSERTAÇÃO - ENTREGA.pdfapplication/pdf2157126http://tede2.pucrs.br/tede2/bitstream/tede/9161/2/DISSERTA%C3%87%C3%83O+-+ENTREGA.pdfb07911a020d3180dda2328cdcb6130f3MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8590http://tede2.pucrs.br/tede2/bitstream/tede/9161/1/license.txt220e11f2d3ba5354f917c7035aadef24MD51tede/91612020-07-17 12:00:18.759oai:tede2.pucrs.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2020-07-17T15:00:18Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
Desenvolvimento da habilidade de resolver problemas do campo conceitual das estruturas aditivas: proposta de intervenção em um espaço não formal de ensino |
title |
Desenvolvimento da habilidade de resolver problemas do campo conceitual das estruturas aditivas: proposta de intervenção em um espaço não formal de ensino |
spellingShingle |
Desenvolvimento da habilidade de resolver problemas do campo conceitual das estruturas aditivas: proposta de intervenção em um espaço não formal de ensino Vitali, Tamara Versteg Ensino de Matemática Resolução de problemas Campo conceitual das estruturas aditivas Espaço não formal de ensino Anos iniciais do Ensino Fundamental Mathematics Teaching Problem-solving Conceptual field of additive structures Non-formal teaching space Early years of Primary School EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Desenvolvimento da habilidade de resolver problemas do campo conceitual das estruturas aditivas: proposta de intervenção em um espaço não formal de ensino |
title_full |
Desenvolvimento da habilidade de resolver problemas do campo conceitual das estruturas aditivas: proposta de intervenção em um espaço não formal de ensino |
title_fullStr |
Desenvolvimento da habilidade de resolver problemas do campo conceitual das estruturas aditivas: proposta de intervenção em um espaço não formal de ensino |
title_full_unstemmed |
Desenvolvimento da habilidade de resolver problemas do campo conceitual das estruturas aditivas: proposta de intervenção em um espaço não formal de ensino |
title_sort |
Desenvolvimento da habilidade de resolver problemas do campo conceitual das estruturas aditivas: proposta de intervenção em um espaço não formal de ensino |
author |
Vitali, Tamara Versteg |
author_facet |
Vitali, Tamara Versteg |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Müller , Thaísa Jacintho |
dc.contributor.author.fl_str_mv |
Vitali, Tamara Versteg |
contributor_str_mv |
Müller , Thaísa Jacintho |
dc.subject.por.fl_str_mv |
Ensino de Matemática Resolução de problemas Campo conceitual das estruturas aditivas Espaço não formal de ensino Anos iniciais do Ensino Fundamental |
topic |
Ensino de Matemática Resolução de problemas Campo conceitual das estruturas aditivas Espaço não formal de ensino Anos iniciais do Ensino Fundamental Mathematics Teaching Problem-solving Conceptual field of additive structures Non-formal teaching space Early years of Primary School EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Mathematics Teaching Problem-solving Conceptual field of additive structures Non-formal teaching space Early years of Primary School |
dc.subject.cnpq.fl_str_mv |
EDUCACAO::ENSINO-APRENDIZAGEM |
description |
This research aims at identifying in which ways the activities developed in a non-formal teaching space may contribute to the development of the problem-solving ability in the additive conceptual field by a group of students. Approaching mathematical teaching, the Conceptual Field Theory, the problem solving and the non-formal teaching spaces, the study presented in this dissertation has its theoretical basis grounded in authors such as NACARATO et. al. (2011), MAGINA et. al. (2008), NUNES et. al. (2009), VERGNAUD (2014), MOREIRA (2002), POLYA (1995), POZO (1998), VAN DE WALLE (2009), JACOBUCCI (2008), GOHN (2006), among others. Performed in a non-formal teaching space in the city of Porto Alegre in the state of Rio Grande do Sul (RS) with a group of students who, in a formal teaching space, were regularly enrolled in the 3rd year of Primary School, the research had eight students and one teacher participating. As data-collection instruments, a list of problems was used, in which there were problems relative to the conceptual field of additive structures – and which were reviewed individually after the solving of this list -, a list of operations related to addition and subtraction algorithms and observations of all meetings that took place. The research, defined as a case-study type and using the method of Content Analysis, had its instruments analysed from a qualitative approach and took as its basis three categories a priori, as it follows: Solving problems from concrete material handling, Solving problems through drawing and Solving problems arithmetically. From the results found, it was concluded that the activities developed in a non-formal teaching space contribute to the development of the problem-solving ability in the additive conceptual field, once they make the student think, establish resolution strategies, solve the problem using the strategies created and review what was solved in order to understand what was proposed, thus arousing new knowledge. Finally, it was concluded that the students presented considerable progress in their mathematical abilities and showed development of their discerning abilities as to what was being studied, since their learning was noticeable, as well as their appropriation of mathematical concepts related to the arithmetic operations of addition and subtraction. |
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2017 |
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2017-09-29 |
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2020-07-16T19:29:42Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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http://tede2.pucrs.br/tede2/handle/tede/9161 |
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http://tede2.pucrs.br/tede2/handle/tede/9161 |
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por |
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por |
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6185324025101002610 |
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500 600 |
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info:eu-repo/semantics/openAccess |
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Pontifícia Universidade Católica do Rio Grande do Sul |
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Programa de Pós-Graduação em Educação em Ciências e Matemática |
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Brasil |
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Escola de Ciências |
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Pontifícia Universidade Católica do Rio Grande do Sul |
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