Learning of mathematics in streaming classes: an analysis in the light of theories of didactic transposition and computer transposition

Detalhes bibliográficos
Autor(a) principal: Porto, Klayton Santana
Data de Publicação: 2020
Outros Autores: Santana, Luana Silva, Soares Neto, Almir Oliveira, Borghi, Idalina Souza Mascarenhas
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1339
Resumo: In this study, we seek to investigate how didactic Transposition and Computer Transposition processes occur in Streaming Mathematics classes, developed in the High School with Technological Intermediation Program (EMITec), offered by the Bahia State Department of Education. To develop it. We carried out a qualitative research, developed through a case study, which used the Didactic Transposition Theory (CHEVALLARD, 1991) and the Computer Transposition Theory (BALACHEFF, 1994), coming from Mathematics Didactics, as strategies of analysis and evaluation of a didactic proposal, developed in EMITec. Data collection occurred through the analysis of the teaching and learning situations of mathematics, which are used as classes mediated by Information and Communication Technologies (ICT), in Streaming format. The data revealed that the activities developed in the didactic proposal are related to the theories used in our analysis and that such activities contribute to facilitate the learning of mathematics, especially through the use of computerized didactic resources created, maintained and explored by EMITec teachers. Thus, we emphasize that, as it is a relatively new subject in the area of mathematics teaching, further study should be carried out, especially considering the teacher-student-ICT mediation.
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spelling Learning of mathematics in streaming classes: an analysis in the light of theories of didactic transposition and computer transpositionAprendizagem da matemática em aulas de streaming: uma análise à luz das Teorias da Transposição Didática e da transposição informática.Ensino de MatemáticaAulas de streamingTeoria da Transposição DidáticaTeoria da Transposição InformáticaMathematics Teaching.Classes of streamingTheory of Didactic TranspositionTheory of Computer TranspositionIn this study, we seek to investigate how didactic Transposition and Computer Transposition processes occur in Streaming Mathematics classes, developed in the High School with Technological Intermediation Program (EMITec), offered by the Bahia State Department of Education. To develop it. We carried out a qualitative research, developed through a case study, which used the Didactic Transposition Theory (CHEVALLARD, 1991) and the Computer Transposition Theory (BALACHEFF, 1994), coming from Mathematics Didactics, as strategies of analysis and evaluation of a didactic proposal, developed in EMITec. Data collection occurred through the analysis of the teaching and learning situations of mathematics, which are used as classes mediated by Information and Communication Technologies (ICT), in Streaming format. The data revealed that the activities developed in the didactic proposal are related to the theories used in our analysis and that such activities contribute to facilitate the learning of mathematics, especially through the use of computerized didactic resources created, maintained and explored by EMITec teachers. Thus, we emphasize that, as it is a relatively new subject in the area of mathematics teaching, further study should be carried out, especially considering the teacher-student-ICT mediation.Esta pesquisa teve como objetivo investigar como ocorrem os processos de Transposição Didática e Transposição Informática nas aulas de Matemática via streaming, desenvolvidas no EMITec. Realizamos uma pesquisa de cunho qualitativo desenvolvida por meio de um estudo de caso, a qual utilizamos a Teoria da Transposição Didática – TTD (CHEVALLARD,1991) e a Teoria da Transposição Informática – TTI (BALACHEFF, 1994) oriundas da Didática da Matemática como estratégias de análise para avaliação de uma proposta didática desenvolvida no EMITec. A coleta de dados ocorreu por meio da análise das situações de ensino e aprendizagem da matemática que são utilizadas como aulas mediadas por TIC’s em formato de Streaming,  sendo utilizada uma abordagem qualitativa para análise destes dados à luz da TTD e TTI. Os dados revelaram as atividades desenvolvidas na proposta didática estão concernentes às teorias utilizadas em nossa análise, sobretudo, percebemos que tais atividades conseguem facilitar a aprendizagem da matemática, sobretudo por meio da utilização de recursos didáticos e informatizados criados, mantidos e explorados pelos professores do EMITec. Desse modo, ressaltamos que, por se tratar de um tema relativamente novo na área do ensino da Matemática, maiores aprofundamentos deverão ser realizados, sobretudo levando em consideração a mediação professor-aluno-TIC.Editora Cruzeiro do Sul2020-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/133910.26843/rencima.v11i1.1339Revista de Ensino de Ciências e Matemática; v. 11 n. 1 (2020): jan./mar.; 27-472179-426X10.26843/rencima.v11i1reponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/1339/1235https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessPorto, Klayton SantanaSantana, Luana SilvaSoares Neto, Almir OliveiraBorghi, Idalina Souza Mascarenhas2023-04-21T02:38:49Zoai:ojs.pkp.sfu.ca:article/1339Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-04-21T02:38:49Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Learning of mathematics in streaming classes: an analysis in the light of theories of didactic transposition and computer transposition
Aprendizagem da matemática em aulas de streaming: uma análise à luz das Teorias da Transposição Didática e da transposição informática.
title Learning of mathematics in streaming classes: an analysis in the light of theories of didactic transposition and computer transposition
spellingShingle Learning of mathematics in streaming classes: an analysis in the light of theories of didactic transposition and computer transposition
Porto, Klayton Santana
Ensino de Matemática
Aulas de streaming
Teoria da Transposição Didática
Teoria da Transposição Informática
Mathematics Teaching.
Classes of streaming
Theory of Didactic Transposition
Theory of Computer Transposition
title_short Learning of mathematics in streaming classes: an analysis in the light of theories of didactic transposition and computer transposition
title_full Learning of mathematics in streaming classes: an analysis in the light of theories of didactic transposition and computer transposition
title_fullStr Learning of mathematics in streaming classes: an analysis in the light of theories of didactic transposition and computer transposition
title_full_unstemmed Learning of mathematics in streaming classes: an analysis in the light of theories of didactic transposition and computer transposition
title_sort Learning of mathematics in streaming classes: an analysis in the light of theories of didactic transposition and computer transposition
author Porto, Klayton Santana
author_facet Porto, Klayton Santana
Santana, Luana Silva
Soares Neto, Almir Oliveira
Borghi, Idalina Souza Mascarenhas
author_role author
author2 Santana, Luana Silva
Soares Neto, Almir Oliveira
Borghi, Idalina Souza Mascarenhas
author2_role author
author
author
dc.contributor.author.fl_str_mv Porto, Klayton Santana
Santana, Luana Silva
Soares Neto, Almir Oliveira
Borghi, Idalina Souza Mascarenhas
dc.subject.por.fl_str_mv Ensino de Matemática
Aulas de streaming
Teoria da Transposição Didática
Teoria da Transposição Informática
Mathematics Teaching.
Classes of streaming
Theory of Didactic Transposition
Theory of Computer Transposition
topic Ensino de Matemática
Aulas de streaming
Teoria da Transposição Didática
Teoria da Transposição Informática
Mathematics Teaching.
Classes of streaming
Theory of Didactic Transposition
Theory of Computer Transposition
description In this study, we seek to investigate how didactic Transposition and Computer Transposition processes occur in Streaming Mathematics classes, developed in the High School with Technological Intermediation Program (EMITec), offered by the Bahia State Department of Education. To develop it. We carried out a qualitative research, developed through a case study, which used the Didactic Transposition Theory (CHEVALLARD, 1991) and the Computer Transposition Theory (BALACHEFF, 1994), coming from Mathematics Didactics, as strategies of analysis and evaluation of a didactic proposal, developed in EMITec. Data collection occurred through the analysis of the teaching and learning situations of mathematics, which are used as classes mediated by Information and Communication Technologies (ICT), in Streaming format. The data revealed that the activities developed in the didactic proposal are related to the theories used in our analysis and that such activities contribute to facilitate the learning of mathematics, especially through the use of computerized didactic resources created, maintained and explored by EMITec teachers. Thus, we emphasize that, as it is a relatively new subject in the area of mathematics teaching, further study should be carried out, especially considering the teacher-student-ICT mediation.
publishDate 2020
dc.date.none.fl_str_mv 2020-01-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1339
10.26843/rencima.v11i1.1339
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1339
identifier_str_mv 10.26843/rencima.v11i1.1339
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1339/1235
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Cruzeiro do Sul
publisher.none.fl_str_mv Editora Cruzeiro do Sul
dc.source.none.fl_str_mv Revista de Ensino de Ciências e Matemática; v. 11 n. 1 (2020): jan./mar.; 27-47
2179-426X
10.26843/rencima.v11i1
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
instacron:UCS
instname_str Universidade de Caxias do Sul (UCS)
instacron_str UCS
institution UCS
reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
repository.name.fl_str_mv Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)
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