Ensino desenvolvimental e aprendizagem da Matemática: a formação do conceito de raiz quadrada no ensino fundamental
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/11192 |
Resumo: | The goal of this thesis is the process of teaching and learning mathematics, particularly the concept of exact square root and the development of theoretical thought in the 6th grade of elementary school. To investigate the relations between mathematics teaching and development at this stage of primary Education, we sought foundations in historical-cultural theory and developmental teaching theory, considering that this is a peculiar period in the students' lives, from the transition from the initial years to the final years.This moment also marks the beginning of the transition from study activity to personal intimate communication activity. In addition, the research question is: how does the theory of developmental teaching contribute to the process of teaching and learning mathematics in the 6th grade of elementary school marked by the transition of the main activity? In this context, the general objective is to analyze the process of appropriation of the concept of exact square root among students of the 6th grade of elementary school, from a teaching and learning process based on the theory of developmental teaching. As specific objectives, we have: to investigate the conceptual network inserted in the concept of exact square root as a basis for the elaboration of study tasks for students; to analyze the study activity for the learning of this concept and the development of theoretical thought, and discuss the possibilities of the theory of developmental teaching for the development of theoretical thought. Aside from the bibliographic research, an empirical work was developed called didactic-formative experiment, to research didactic procedures that favored the learning and development of students in this school period of a state school in the city of Iporá-GO. This path presented in this research reveals that it is not any teaching that promotes the development of students, but there is a theory of teaching that responds to the possibility of helping students overcome what is called learning difficulties in Mathematics. It is emphasized that the study tasks based on davydovian propositions contributed to the transformation of motives and the emergence of the need to learn new concepts, contemplating the mental actions of reflection, analysis and the interior plane of actions. Another important aspect of this theory is that it drives collaborative work, which enhanced the development of superior psychological functions, such as: voluntary care; cooperation; memory; perception and thought, evidencing intimate and personal communication as the main activity of adolescents. Thus, it is advocated that the theory of developmental teaching contributes to the formation of theoretical thought of students of the 6th grade of elementary school, characterized by substantial abstractions and generalizations. And yet, in the process of teaching and learning mathematics there is no gift or talent, but development. |
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Rosa, Sandra Valéria Limontahttp://lattes.cnpq.br/6361226363713191Rosa, Sandra Valéria LimontaVaz, Duelci Aparecido de FreitasFreitas, Raquel Aparecida Marra da MadeiraTeixeira, Ricardo Antônio GonçalvesCedro, Wellington Limahttp://lattes.cnpq.br/8231182769987212Peres, Thalitta Fernandes de Carvalho2021-03-23T20:03:51Z2021-03-23T20:03:51Z2020-10-29PERES, Thalitta Fernandes de Carvalho. Ensino desenvolvimental e aprendizagem da Matemática: a formação do conceito de raiz quadrada no ensino fundamental. 2020. 244 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2020.http://repositorio.bc.ufg.br/tede/handle/tede/11192ark:/38995/0013000003qq1The goal of this thesis is the process of teaching and learning mathematics, particularly the concept of exact square root and the development of theoretical thought in the 6th grade of elementary school. To investigate the relations between mathematics teaching and development at this stage of primary Education, we sought foundations in historical-cultural theory and developmental teaching theory, considering that this is a peculiar period in the students' lives, from the transition from the initial years to the final years.This moment also marks the beginning of the transition from study activity to personal intimate communication activity. In addition, the research question is: how does the theory of developmental teaching contribute to the process of teaching and learning mathematics in the 6th grade of elementary school marked by the transition of the main activity? In this context, the general objective is to analyze the process of appropriation of the concept of exact square root among students of the 6th grade of elementary school, from a teaching and learning process based on the theory of developmental teaching. As specific objectives, we have: to investigate the conceptual network inserted in the concept of exact square root as a basis for the elaboration of study tasks for students; to analyze the study activity for the learning of this concept and the development of theoretical thought, and discuss the possibilities of the theory of developmental teaching for the development of theoretical thought. Aside from the bibliographic research, an empirical work was developed called didactic-formative experiment, to research didactic procedures that favored the learning and development of students in this school period of a state school in the city of Iporá-GO. This path presented in this research reveals that it is not any teaching that promotes the development of students, but there is a theory of teaching that responds to the possibility of helping students overcome what is called learning difficulties in Mathematics. It is emphasized that the study tasks based on davydovian propositions contributed to the transformation of motives and the emergence of the need to learn new concepts, contemplating the mental actions of reflection, analysis and the interior plane of actions. Another important aspect of this theory is that it drives collaborative work, which enhanced the development of superior psychological functions, such as: voluntary care; cooperation; memory; perception and thought, evidencing intimate and personal communication as the main activity of adolescents. Thus, it is advocated that the theory of developmental teaching contributes to the formation of theoretical thought of students of the 6th grade of elementary school, characterized by substantial abstractions and generalizations. And yet, in the process of teaching and learning mathematics there is no gift or talent, but development.O objeto de investigação desta tese é o processo de ensino e aprendizagem de Matemática, particularmente o conceito de raiz quadrada exata e o desenvolvimento do pensamento teórico no 6º ano do Ensino Fundamental. Para investigar as relações entre o ensino de Matemática e o desenvolvimento nesta etapa da Educação Básica, buscaram-se fundamentos na teoria histórico-cultural e na teoria do ensino desenvolvimental, considerando-se que esse é um período peculiar na vida dos estudantes, de transição dos anos iniciais para os anos finais. Esse momento marca também o início da passagem da atividade de estudo para a atividade de comunicação íntima pessoal. A partir disso, a pergunta da pesquisa é: como a teoria do ensino desenvolvimental contribui para o processo de ensino e aprendizagem de Matemática no 6º ano do Ensino Fundamental marcado pela transição da atividade principal? Nesse contexto, o objetivo geral é analisar o processo de apropriação do conceito de raiz quadrada exata entre estudantes do 6º ano do Ensino Fundamental, a partir de um processo de ensino e aprendizagem fundamentado na teoria do ensino desenvolvimental. Como objetivos específicos, têm-se: investigar a rede conceitual inserida no conceito de raiz quadrada exata como base para a elaboração de tarefas de estudo para os alunos; analisar a atividade de estudo para a aprendizagem desse conceito e o desenvolvimento do pensamento teórico, e discutir as possibilidades da teoria do ensino desenvolvimental para o desenvolvimento do pensamento teórico. Além da pesquisa bibliográfica, desenvolveu-se um trabalho empírico denominado experimento didático-formativo, para pesquisar os procedimentos didáticos que favorecessem a aprendizagem e o desenvolvimento dos estudantes nesse período escolar de uma escola estadual da cidade de Iporá-GO. Esse percurso apresentado nessa investigação revela que não é qualquer ensino que promove o desenvolvimento dos alunos, mas existe uma teoria do ensino que responde à possibilidade de se ajudar os estudantes a superarem o que se chama de dificuldades de aprendizagem da Matemática. Ressalta-se que as tarefas de estudo fundamentadas nas proposições davydovianas contribuíram para a transformação dos motivos e o surgimento da necessidade de aprender novos conceitos, contemplando as ações mentais de reflexão, a análise e o plano interior das ações. Outro aspecto importante dessa teoria é que ela impulsiona o trabalho colaborativo, o qual potencializou o desenvolvimento de funções psicológicas superiores, como: a atenção voluntária; a cooperação; a memória; a percepção e o pensamento, evidenciando-se a comunicação íntima e pessoal como atividade principal dos adolescentes. Defende-se, assim, que a teoria do ensino desenvolvimental contribui para a formação do pensamento teórico dos alunos do 6º ano do Ensino Fundamental, caracterizado por abstrações e generalizações substanciais. E, ainda, que no processo de ensino e aprendizagem da Matemática não existe dom ou talento, e sim desenvolvimento.Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2021-03-22T15:40:42Z No. of bitstreams: 2 license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Tese - Thalitta Fernandes de Carvalho Peres - 2020.pdf: 4016507 bytes, checksum: 8a25c57f8f4623c7c06d70d6f987be7f (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2021-03-23T20:03:51Z (GMT) No. of bitstreams: 2 license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Tese - Thalitta Fernandes de Carvalho Peres - 2020.pdf: 4016507 bytes, checksum: 8a25c57f8f4623c7c06d70d6f987be7f (MD5)Made available in DSpace on 2021-03-23T20:03:51Z (GMT). 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dc.title.pt_BR.fl_str_mv |
Ensino desenvolvimental e aprendizagem da Matemática: a formação do conceito de raiz quadrada no ensino fundamental |
dc.title.alternative.eng.fl_str_mv |
Developmental teaching and learning of mathematics: the formation of the concept of square root in elementary school |
title |
Ensino desenvolvimental e aprendizagem da Matemática: a formação do conceito de raiz quadrada no ensino fundamental |
spellingShingle |
Ensino desenvolvimental e aprendizagem da Matemática: a formação do conceito de raiz quadrada no ensino fundamental Peres, Thalitta Fernandes de Carvalho Ensino e aprendizagem da Matemática Teoria do ensino desenvolvimental 6º ano do ensino fundamental Raiz quadrada exata Teaching and learning Mathematics Theory of developmental education 6th grade of elementary school Exact square root CIENCIAS HUMANAS::EDUCACAO |
title_short |
Ensino desenvolvimental e aprendizagem da Matemática: a formação do conceito de raiz quadrada no ensino fundamental |
title_full |
Ensino desenvolvimental e aprendizagem da Matemática: a formação do conceito de raiz quadrada no ensino fundamental |
title_fullStr |
Ensino desenvolvimental e aprendizagem da Matemática: a formação do conceito de raiz quadrada no ensino fundamental |
title_full_unstemmed |
Ensino desenvolvimental e aprendizagem da Matemática: a formação do conceito de raiz quadrada no ensino fundamental |
title_sort |
Ensino desenvolvimental e aprendizagem da Matemática: a formação do conceito de raiz quadrada no ensino fundamental |
author |
Peres, Thalitta Fernandes de Carvalho |
author_facet |
Peres, Thalitta Fernandes de Carvalho |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Rosa, Sandra Valéria Limonta |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6361226363713191 |
dc.contributor.referee1.fl_str_mv |
Rosa, Sandra Valéria Limonta |
dc.contributor.referee2.fl_str_mv |
Vaz, Duelci Aparecido de Freitas |
dc.contributor.referee3.fl_str_mv |
Freitas, Raquel Aparecida Marra da Madeira |
dc.contributor.referee4.fl_str_mv |
Teixeira, Ricardo Antônio Gonçalves |
dc.contributor.referee5.fl_str_mv |
Cedro, Wellington Lima |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8231182769987212 |
dc.contributor.author.fl_str_mv |
Peres, Thalitta Fernandes de Carvalho |
contributor_str_mv |
Rosa, Sandra Valéria Limonta Rosa, Sandra Valéria Limonta Vaz, Duelci Aparecido de Freitas Freitas, Raquel Aparecida Marra da Madeira Teixeira, Ricardo Antônio Gonçalves Cedro, Wellington Lima |
dc.subject.por.fl_str_mv |
Ensino e aprendizagem da Matemática Teoria do ensino desenvolvimental 6º ano do ensino fundamental Raiz quadrada exata |
topic |
Ensino e aprendizagem da Matemática Teoria do ensino desenvolvimental 6º ano do ensino fundamental Raiz quadrada exata Teaching and learning Mathematics Theory of developmental education 6th grade of elementary school Exact square root CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teaching and learning Mathematics Theory of developmental education 6th grade of elementary school Exact square root |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The goal of this thesis is the process of teaching and learning mathematics, particularly the concept of exact square root and the development of theoretical thought in the 6th grade of elementary school. To investigate the relations between mathematics teaching and development at this stage of primary Education, we sought foundations in historical-cultural theory and developmental teaching theory, considering that this is a peculiar period in the students' lives, from the transition from the initial years to the final years.This moment also marks the beginning of the transition from study activity to personal intimate communication activity. In addition, the research question is: how does the theory of developmental teaching contribute to the process of teaching and learning mathematics in the 6th grade of elementary school marked by the transition of the main activity? In this context, the general objective is to analyze the process of appropriation of the concept of exact square root among students of the 6th grade of elementary school, from a teaching and learning process based on the theory of developmental teaching. As specific objectives, we have: to investigate the conceptual network inserted in the concept of exact square root as a basis for the elaboration of study tasks for students; to analyze the study activity for the learning of this concept and the development of theoretical thought, and discuss the possibilities of the theory of developmental teaching for the development of theoretical thought. Aside from the bibliographic research, an empirical work was developed called didactic-formative experiment, to research didactic procedures that favored the learning and development of students in this school period of a state school in the city of Iporá-GO. This path presented in this research reveals that it is not any teaching that promotes the development of students, but there is a theory of teaching that responds to the possibility of helping students overcome what is called learning difficulties in Mathematics. It is emphasized that the study tasks based on davydovian propositions contributed to the transformation of motives and the emergence of the need to learn new concepts, contemplating the mental actions of reflection, analysis and the interior plane of actions. Another important aspect of this theory is that it drives collaborative work, which enhanced the development of superior psychological functions, such as: voluntary care; cooperation; memory; perception and thought, evidencing intimate and personal communication as the main activity of adolescents. Thus, it is advocated that the theory of developmental teaching contributes to the formation of theoretical thought of students of the 6th grade of elementary school, characterized by substantial abstractions and generalizations. And yet, in the process of teaching and learning mathematics there is no gift or talent, but development. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-10-29 |
dc.date.accessioned.fl_str_mv |
2021-03-23T20:03:51Z |
dc.date.available.fl_str_mv |
2021-03-23T20:03:51Z |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
PERES, Thalitta Fernandes de Carvalho. Ensino desenvolvimental e aprendizagem da Matemática: a formação do conceito de raiz quadrada no ensino fundamental. 2020. 244 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2020. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/11192 |
dc.identifier.dark.fl_str_mv |
ark:/38995/0013000003qq1 |
identifier_str_mv |
PERES, Thalitta Fernandes de Carvalho. Ensino desenvolvimental e aprendizagem da Matemática: a formação do conceito de raiz quadrada no ensino fundamental. 2020. 244 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2020. ark:/38995/0013000003qq1 |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/11192 |
dc.language.iso.fl_str_mv |
por |
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por |
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500 500 500 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Educação (FE) |
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UFG |
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Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Educação - FE (RG) |
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Universidade Federal de Goiás |
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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 |
_version_ |
1811721372884271104 |