O processo de significação atribuído à história da Matemática por estudantes de um curso de licenciatura em Matemática
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/11233 |
Resumo: | This study aims to investigate the process of meaning assigned to the history of the Math teaching, which can emerge during the action of teacher training of future teachers, enrolled in the History of Math subject, in the undergraduate Math program at the University of Goiás, located in the city of Anápolis. During the initial teacher training, conceptual meanings are presented in order to be acquired by the participants of this research. This appropriation occurs through the relation stablished by the participants with the actions in the activities organized. Thus, the initial point is that there is a relation among the actions provided during the teacher training and the process of meaning regarding the history of Math teaching, resulting in a movement where the students can revise their reasons related to their education and they can also give new senses to the constitutive elements of the teacher training. Hence, the thesis defended here is that there is a potential in the history of Math that contributes to the teacher training regarding the understanding of Math concepts in a perspective of the logical-history development. The aim of this study is the process of meaning which the students give to the history of Math teaching. In this prerogative, we sought to present the historical aspects related to the teacher training and the history of Math as a subject and also the specificity of the object in its constitution process, apprehended by the didactic formative experiment. Being aware that the method is the conducting wire of every research and it is based on it that the analysis, which will highlight the evidences of the intra relations of the elements, will be defined, this inquiry was conducted by the Dialectical Historical Materialism as the research method. In order to answer the inquiry question, the analysis was reasoned on principles of the historical-cultural theory, activity theory and developmental teaching. The results highlight the way an activity in the initial teacher training can be structured, so that the students can give meaning to the teaching work as an object of their formation; they also give evidence of how the students mobilized themselves and, in the development of their tasks, they acted guided by the theoretical fundamentals of the oriented activity of formation, having as essential element the theoretical Math knowledge. In this process, it was possible to learn a movement of meaning of the students regarding the History of Math teaching. From the moment they developed a collaborative work and get in the study of activity, they start to acquire conceptual nexuses of the History of Math and Math concepts. Thus, they give new senses to this subject, in order that these meanings are reflected on the meanings they transfer to their formation. |
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Rosa, Dalva Eterna Gonçalveshttp://lattes.cnpq.br/2328482856293466Cedro, Wellington Limahttp://lattes.cnpq.br/1123884255260078Freitas, Raquel Aparecida Marra da MadeiraRosa, Dalva Eterna GonçalvesEcheverría, Agustina RosaSilva, Maria Marta daMoura, Manoel Oriosvaldo dehttp://lattes.cnpq.br/8224589176641513Magalhães, Ana Paula de Almeida Saraiva2021-04-08T13:45:55Z2021-04-08T13:45:55Z2021-01-27MAGALHÃES, Ana Paula de Almeida Saraiva. O processo de significação atribuído à história da Matemática por estudantes de um curso de licenciatura em Matemática. 2021. 302 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2021.http://repositorio.bc.ufg.br/tede/handle/tede/11233This study aims to investigate the process of meaning assigned to the history of the Math teaching, which can emerge during the action of teacher training of future teachers, enrolled in the History of Math subject, in the undergraduate Math program at the University of Goiás, located in the city of Anápolis. During the initial teacher training, conceptual meanings are presented in order to be acquired by the participants of this research. This appropriation occurs through the relation stablished by the participants with the actions in the activities organized. Thus, the initial point is that there is a relation among the actions provided during the teacher training and the process of meaning regarding the history of Math teaching, resulting in a movement where the students can revise their reasons related to their education and they can also give new senses to the constitutive elements of the teacher training. Hence, the thesis defended here is that there is a potential in the history of Math that contributes to the teacher training regarding the understanding of Math concepts in a perspective of the logical-history development. The aim of this study is the process of meaning which the students give to the history of Math teaching. In this prerogative, we sought to present the historical aspects related to the teacher training and the history of Math as a subject and also the specificity of the object in its constitution process, apprehended by the didactic formative experiment. Being aware that the method is the conducting wire of every research and it is based on it that the analysis, which will highlight the evidences of the intra relations of the elements, will be defined, this inquiry was conducted by the Dialectical Historical Materialism as the research method. In order to answer the inquiry question, the analysis was reasoned on principles of the historical-cultural theory, activity theory and developmental teaching. The results highlight the way an activity in the initial teacher training can be structured, so that the students can give meaning to the teaching work as an object of their formation; they also give evidence of how the students mobilized themselves and, in the development of their tasks, they acted guided by the theoretical fundamentals of the oriented activity of formation, having as essential element the theoretical Math knowledge. In this process, it was possible to learn a movement of meaning of the students regarding the History of Math teaching. From the moment they developed a collaborative work and get in the study of activity, they start to acquire conceptual nexuses of the History of Math and Math concepts. Thus, they give new senses to this subject, in order that these meanings are reflected on the meanings they transfer to their formation.Esta pesquisa tem como objetivo investigar o processo de significação atribuído à história da matemática (HM) no ensino, que pode emergir durante a atividade de formação inicial de futuros professores, matriculados na disciplina história da matemática, do curso de licenciatura em Matemática da Universidade Estadual de Goiás, Campus Central Anápolis – Ciências Exatas e Tecnológicas. Durante o movimento da atividade de formação inicial, os significados conceituais são expostos a fim de que sejam apropriados pelos sujeitos da pesquisa. Essa apropriação, por sua vez, ocorre por meio da relação que estes sujeitos estabelecem entre si e com as ações organizadas na atividade. Dessa forma, parte-se do princípio de que há uma relação entre as ações organizadas durante a atividade de formação e o processo de significação da história da matemática no ensino, fazendo emergir um movimento em que os estudantes possam rever seus motivos em relação a sua formação e, assim, atribuir novos sentidos aos elementos constitutivos desta. Desse modo, a tese defendida é a de que existe um potencial na história da matemática que contribui para a formação do professor no que tange à compreensão dos conceitos matemáticos na perspectiva do seu desenvolvimento lógico-histórico. O objeto de investigação, portanto, é o processo de significação que os estudantes atribuem à história da matemática no ensino. Nessa prerrogativa, procuramos, no decorrer deste trabalho, apresentar os aspectos históricos, tanto da formação do professor e da história da matemática enquanto disciplina, quanto da especificidade do objeto no seu processo de constituição, o que pôde ser apreendido pelo experimento didático formativo. Tendo em vista que o método é o fio condutor de toda pesquisa e que é a partir dele que se define a análise que evidenciará as relações internas de cada elemento em si, esta investigação foi conduzida pelo Materialismo Histórico Dialético (MHD) como método de pesquisa. Com o propósito de responder à pergunta de investigação, as análises tiveram fundamentação nos princípios da teoria histórico-cultural, da teoria da atividade e do ensino desenvolvimental. Os resultados ressaltam o modo como uma atividade de formação inicial pode ser estruturada, a fim de que os estudantes atribuam sentido ao trabalho docente como objeto de sua formação; evidenciam, também, como os estudantes se mobilizaram e, no desenvolvimento de suas tarefas, agiram guiados pelos fundamentos teóricos da atividade orientadora de formação, tendo como elemento essencial o conhecimento teórico matemático. Nesse processo, foi possível apreender um movimento de significação dos estudantes em relação à HM no ensino. A partir do momento em que eles desenvolvem um trabalho compartilhado e entram em atividade de estudo, eles começam a se apropriar dos nexos conceituais da HM e dos conceitos matemáticos. Dessa forma, eles atribuem um novo sentido para este componente curricular, de modo que esse sentido reflete também no sentido que eles atribuem a sua formação.Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2021-04-07T14:44:46Z No. of bitstreams: 2 license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Tese - Ana Paula de Almeida Saraiva Magalhães - 2021.pdf: 3298867 bytes, checksum: e202ea97aa4a99578c0185f7fdc90834 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2021-04-08T13:45:55Z (GMT) No. of bitstreams: 2 license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Tese - Ana Paula de Almeida Saraiva Magalhães - 2021.pdf: 3298867 bytes, checksum: e202ea97aa4a99578c0185f7fdc90834 (MD5)Made available in DSpace on 2021-04-08T13:45:55Z (GMT). No. of bitstreams: 2 license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Tese - Ana Paula de Almeida Saraiva Magalhães - 2021.pdf: 3298867 bytes, checksum: e202ea97aa4a99578c0185f7fdc90834 (MD5) Previous issue date: 2021-01-27Fundação de Amparo à Pesquisa do Estado de GoiásporUniversidade Federal de GoiásPrograma de Pós-graduação em Educação em Ciências e Matemática (PRPG)UFGBrasilPró-Reitoria de Pós-graduação (PRPG)Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessFormação inicial de professorHistória da MatemáticaMaterialismo histórico dialéticoEnsino e aprendizagemSignificaçãoTeaching trainingHistory of MathDialectical historical materialismTeaching-learningMeaningCIENCIAS HUMANAS::EDUCACAOO processo de significação atribuído à história da Matemática por estudantes de um curso de licenciatura em MatemáticaThe process of meaning assigned to the History of Math by Math undergraduate studentsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis39500500500500301953reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.bc.ufg.br/tede/bitstreams/8fcd583c-6cc4-4d75-9177-10fb756bd326/download4460e5956bc1d1639be9ae6146a50347MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.bc.ufg.br/tede/bitstreams/6c435347-bd5a-4a68-b4d6-28268a008421/download8a4605be74aa9ea9d79846c1fba20a33MD51ORIGINALTese - Ana Paula de Almeida Saraiva Magalhães - 2021.pdfTese - Ana Paula de Almeida Saraiva Magalhães - 2021.pdfapplication/pdf3298867http://repositorio.bc.ufg.br/tede/bitstreams/29ba6d2e-1e65-4032-89cd-62ed882a6c58/downloade202ea97aa4a99578c0185f7fdc90834MD53tede/112332021-04-08 10:45:56.373http://creativecommons.org/licenses/by-nc-nd/4.0/Attribution-NonCommercial-NoDerivatives 4.0 Internationalopen.accessoai:repositorio.bc.ufg.br:tede/11233http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2021-04-08T13:45:56Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)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 |
dc.title.pt_BR.fl_str_mv |
O processo de significação atribuído à história da Matemática por estudantes de um curso de licenciatura em Matemática |
dc.title.alternative.eng.fl_str_mv |
The process of meaning assigned to the History of Math by Math undergraduate students |
title |
O processo de significação atribuído à história da Matemática por estudantes de um curso de licenciatura em Matemática |
spellingShingle |
O processo de significação atribuído à história da Matemática por estudantes de um curso de licenciatura em Matemática Magalhães, Ana Paula de Almeida Saraiva Formação inicial de professor História da Matemática Materialismo histórico dialético Ensino e aprendizagem Significação Teaching training History of Math Dialectical historical materialism Teaching-learning Meaning CIENCIAS HUMANAS::EDUCACAO |
title_short |
O processo de significação atribuído à história da Matemática por estudantes de um curso de licenciatura em Matemática |
title_full |
O processo de significação atribuído à história da Matemática por estudantes de um curso de licenciatura em Matemática |
title_fullStr |
O processo de significação atribuído à história da Matemática por estudantes de um curso de licenciatura em Matemática |
title_full_unstemmed |
O processo de significação atribuído à história da Matemática por estudantes de um curso de licenciatura em Matemática |
title_sort |
O processo de significação atribuído à história da Matemática por estudantes de um curso de licenciatura em Matemática |
author |
Magalhães, Ana Paula de Almeida Saraiva |
author_facet |
Magalhães, Ana Paula de Almeida Saraiva |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Rosa, Dalva Eterna Gonçalves |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2328482856293466 |
dc.contributor.advisor-co1.fl_str_mv |
Cedro, Wellington Lima |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/1123884255260078 |
dc.contributor.referee1.fl_str_mv |
Freitas, Raquel Aparecida Marra da Madeira |
dc.contributor.referee2.fl_str_mv |
Rosa, Dalva Eterna Gonçalves |
dc.contributor.referee3.fl_str_mv |
Echeverría, Agustina Rosa |
dc.contributor.referee4.fl_str_mv |
Silva, Maria Marta da |
dc.contributor.referee5.fl_str_mv |
Moura, Manoel Oriosvaldo de |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8224589176641513 |
dc.contributor.author.fl_str_mv |
Magalhães, Ana Paula de Almeida Saraiva |
contributor_str_mv |
Rosa, Dalva Eterna Gonçalves Cedro, Wellington Lima Freitas, Raquel Aparecida Marra da Madeira Rosa, Dalva Eterna Gonçalves Echeverría, Agustina Rosa Silva, Maria Marta da Moura, Manoel Oriosvaldo de |
dc.subject.por.fl_str_mv |
Formação inicial de professor História da Matemática Materialismo histórico dialético Ensino e aprendizagem Significação |
topic |
Formação inicial de professor História da Matemática Materialismo histórico dialético Ensino e aprendizagem Significação Teaching training History of Math Dialectical historical materialism Teaching-learning Meaning CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teaching training History of Math Dialectical historical materialism Teaching-learning Meaning |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This study aims to investigate the process of meaning assigned to the history of the Math teaching, which can emerge during the action of teacher training of future teachers, enrolled in the History of Math subject, in the undergraduate Math program at the University of Goiás, located in the city of Anápolis. During the initial teacher training, conceptual meanings are presented in order to be acquired by the participants of this research. This appropriation occurs through the relation stablished by the participants with the actions in the activities organized. Thus, the initial point is that there is a relation among the actions provided during the teacher training and the process of meaning regarding the history of Math teaching, resulting in a movement where the students can revise their reasons related to their education and they can also give new senses to the constitutive elements of the teacher training. Hence, the thesis defended here is that there is a potential in the history of Math that contributes to the teacher training regarding the understanding of Math concepts in a perspective of the logical-history development. The aim of this study is the process of meaning which the students give to the history of Math teaching. In this prerogative, we sought to present the historical aspects related to the teacher training and the history of Math as a subject and also the specificity of the object in its constitution process, apprehended by the didactic formative experiment. Being aware that the method is the conducting wire of every research and it is based on it that the analysis, which will highlight the evidences of the intra relations of the elements, will be defined, this inquiry was conducted by the Dialectical Historical Materialism as the research method. In order to answer the inquiry question, the analysis was reasoned on principles of the historical-cultural theory, activity theory and developmental teaching. The results highlight the way an activity in the initial teacher training can be structured, so that the students can give meaning to the teaching work as an object of their formation; they also give evidence of how the students mobilized themselves and, in the development of their tasks, they acted guided by the theoretical fundamentals of the oriented activity of formation, having as essential element the theoretical Math knowledge. In this process, it was possible to learn a movement of meaning of the students regarding the History of Math teaching. From the moment they developed a collaborative work and get in the study of activity, they start to acquire conceptual nexuses of the History of Math and Math concepts. Thus, they give new senses to this subject, in order that these meanings are reflected on the meanings they transfer to their formation. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-04-08T13:45:55Z |
dc.date.available.fl_str_mv |
2021-04-08T13:45:55Z |
dc.date.issued.fl_str_mv |
2021-01-27 |
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 |
MAGALHÃES, Ana Paula de Almeida Saraiva. O processo de significação atribuído à história da Matemática por estudantes de um curso de licenciatura em Matemática. 2021. 302 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2021. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/11233 |
identifier_str_mv |
MAGALHÃES, Ana Paula de Almeida Saraiva. O processo de significação atribuído à história da Matemática por estudantes de um curso de licenciatura em Matemática. 2021. 302 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2021. |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/11233 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
39 |
dc.relation.confidence.fl_str_mv |
500 500 500 500 |
dc.relation.department.fl_str_mv |
30 |
dc.relation.cnpq.fl_str_mv |
195 |
dc.relation.sponsorship.fl_str_mv |
3 |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Pró-Reitoria de Pós-graduação (PRPG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFG instname:Universidade Federal de Goiás (UFG) instacron:UFG |
instname_str |
Universidade Federal de Goiás (UFG) |
instacron_str |
UFG |
institution |
UFG |
reponame_str |
Repositório Institucional da UFG |
collection |
Repositório Institucional da UFG |
bitstream.url.fl_str_mv |
http://repositorio.bc.ufg.br/tede/bitstreams/8fcd583c-6cc4-4d75-9177-10fb756bd326/download http://repositorio.bc.ufg.br/tede/bitstreams/6c435347-bd5a-4a68-b4d6-28268a008421/download http://repositorio.bc.ufg.br/tede/bitstreams/29ba6d2e-1e65-4032-89cd-62ed882a6c58/download |
bitstream.checksum.fl_str_mv |
4460e5956bc1d1639be9ae6146a50347 8a4605be74aa9ea9d79846c1fba20a33 e202ea97aa4a99578c0185f7fdc90834 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFG - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
tasesdissertacoes.bc@ufg.br |
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1798044349575987200 |