Laurent series’ study with the GeoGebra's help: contribution of Didactical Engineering

Detalhes bibliográficos
Autor(a) principal: Marinho, Monique Rafaela Monteiro
Data de Publicação: 2016
Outros Autores: Alves, Francisco Regis Vieira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.34624/id.v8i5.2497
Resumo: This paper presents the partial results collected in an investigation in academic Master’s level Education in Science and Mathematics, developed in Brazil. Supported by the assumptions of Didactical Engineering - ED and the Theory of Didactical Situations - TSD, the paper presents the data produced by a group of three students in the context of teaching and learning of the concept of Laurent series in a degree course in Mathematics. In Brazil, academic studies involving theory of functions of the complex variable indicating some obstacles originated in this theory and, therefore, phases of action, formulation, validation and institutionalization, the article evidences the knowledge mobilized by students in that, the preview it is assumed the visualization as an catalyst factor of learning. Finally, it presents data generated from the interaction with the formal mathematical model of dynamic and not static representations of a Laurent´s series produced with the aid of GeoGebra software.
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spelling Laurent series’ study with the GeoGebra's help: contribution of Didactical EngineeringEstudo da série de Laurent com recurso ao Geogebra: contributo da Engenharia DidáticaThis paper presents the partial results collected in an investigation in academic Master’s level Education in Science and Mathematics, developed in Brazil. Supported by the assumptions of Didactical Engineering - ED and the Theory of Didactical Situations - TSD, the paper presents the data produced by a group of three students in the context of teaching and learning of the concept of Laurent series in a degree course in Mathematics. In Brazil, academic studies involving theory of functions of the complex variable indicating some obstacles originated in this theory and, therefore, phases of action, formulation, validation and institutionalization, the article evidences the knowledge mobilized by students in that, the preview it is assumed the visualization as an catalyst factor of learning. Finally, it presents data generated from the interaction with the formal mathematical model of dynamic and not static representations of a Laurent´s series produced with the aid of GeoGebra software.Cet article présente les résultats partiels recueillis d’une enquête dans le niveau de l’éducation de la maîtrise universitaire en Sciences et en Mathématiques, développé au Brésil. Porté par les hypothèses de l´Ingénierie Didactique - ED et de la Théorie des Situations Didactiques - TSD, le document présente les données produites par un groupe de trois étudiants dans le cadre de l’enseignement et l’apprentissage de la notion de série Laurent dans un cours en Mathématiques. Au Brésil, les études universitaires portant sur la théorie fonctions la variable complexe indiquant quelques obstacles dans cette théorie et, par conséquent, les phases d’action, la formulation, la validation et l’institutionnalisation abordées indiquent connaissances mobilisées par les étudiants en ce que la visualisation est supposé comme un facteur catalyseur de l’apprentissage. Enfin, il présente des données générées par l’interaction avec le modèle mathématique formel des représentations dynamiques et non statique d’une série de Laurent réalisée à l’aide d’un logiciel Geogebra.O presente trabalho apresenta os resultados parciais coligidos numa investigação ao nível de mestrado acadêmico em ensino de Ciências e Matemática, desenvolvida no Brasil. Balizado pelos pressupostos da Engenharia Didática - ED e da Teoria das Situações Didáticas – TSD, o trabalho apresenta os dados produzidos por um grupo de três alunos, no contexto do ensino e da aprendizagem da noção de série de Laurent, num curso de licenciatura em Matemática. No Brasil, os estudos acadêmicos envolvendo a teoria das funções na variável complexa indicam obstáculos originados desta teoria e, assim, nas fases de ação, formulação, validação e institucionalização, o escrito evidencia os conhecimentos mobilizados pelos estudantes, na medida em que, a visualização é assumida como fator catalisador de aprendizagens. Por fim, apresenta os dados produzidos a partir da sua interação com o modelo matemático formal das representações dinâmicas e não estáticas de uma série de Laurent produzida com o auxílio do software GeoGebra.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2016-12-14info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v8i5.2497https://doi.org/10.34624/id.v8i5.2497Indagatio Didactica; Vol 8 No 5 (2016); 165-196Indagatio Didactica; Vol. 8 Núm. 5 (2016); 165-196Indagatio Didactica; Vol. 8 No 5 (2016); 165-196Indagatio Didactica; vol. 8 n.º 5 (2016); 165-1961647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/2497https://proa.ua.pt/index.php/id/article/view/2497/1954Marinho, Monique Rafaela MonteiroAlves, Francisco Regis Vieirainfo:eu-repo/semantics/openAccess2023-09-22T10:14:45Zoai:proa.ua.pt:article/2497Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:29:57.053266Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Laurent series’ study with the GeoGebra's help: contribution of Didactical Engineering
Estudo da série de Laurent com recurso ao Geogebra: contributo da Engenharia Didática
title Laurent series’ study with the GeoGebra's help: contribution of Didactical Engineering
spellingShingle Laurent series’ study with the GeoGebra's help: contribution of Didactical Engineering
Marinho, Monique Rafaela Monteiro
title_short Laurent series’ study with the GeoGebra's help: contribution of Didactical Engineering
title_full Laurent series’ study with the GeoGebra's help: contribution of Didactical Engineering
title_fullStr Laurent series’ study with the GeoGebra's help: contribution of Didactical Engineering
title_full_unstemmed Laurent series’ study with the GeoGebra's help: contribution of Didactical Engineering
title_sort Laurent series’ study with the GeoGebra's help: contribution of Didactical Engineering
author Marinho, Monique Rafaela Monteiro
author_facet Marinho, Monique Rafaela Monteiro
Alves, Francisco Regis Vieira
author_role author
author2 Alves, Francisco Regis Vieira
author2_role author
dc.contributor.author.fl_str_mv Marinho, Monique Rafaela Monteiro
Alves, Francisco Regis Vieira
description This paper presents the partial results collected in an investigation in academic Master’s level Education in Science and Mathematics, developed in Brazil. Supported by the assumptions of Didactical Engineering - ED and the Theory of Didactical Situations - TSD, the paper presents the data produced by a group of three students in the context of teaching and learning of the concept of Laurent series in a degree course in Mathematics. In Brazil, academic studies involving theory of functions of the complex variable indicating some obstacles originated in this theory and, therefore, phases of action, formulation, validation and institutionalization, the article evidences the knowledge mobilized by students in that, the preview it is assumed the visualization as an catalyst factor of learning. Finally, it presents data generated from the interaction with the formal mathematical model of dynamic and not static representations of a Laurent´s series produced with the aid of GeoGebra software.
publishDate 2016
dc.date.none.fl_str_mv 2016-12-14
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://doi.org/10.34624/id.v8i5.2497
https://doi.org/10.34624/id.v8i5.2497
url https://doi.org/10.34624/id.v8i5.2497
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://proa.ua.pt/index.php/id/article/view/2497
https://proa.ua.pt/index.php/id/article/view/2497/1954
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro
publisher.none.fl_str_mv Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro
dc.source.none.fl_str_mv Indagatio Didactica; Vol 8 No 5 (2016); 165-196
Indagatio Didactica; Vol. 8 Núm. 5 (2016); 165-196
Indagatio Didactica; Vol. 8 No 5 (2016); 165-196
Indagatio Didactica; vol. 8 n.º 5 (2016); 165-196
1647-3582
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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