Teaching fractions and significant learning through PMTU: : an analysis based on theses and disertations

Detalhes bibliográficos
Autor(a) principal: Huf, Viviane Barbosa de Souza
Data de Publicação: 2023
Outros Autores: Huf, Samuel Francisco, Pinheiro, Nilcéia Aparecida Maciel, Miquelin, Awdry Feisser
Tipo de documento: Artigo
Idioma: por
Título da fonte: Alexandria (Florianópolis)
Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/86172
Resumo: A palavra resumo deve ser em negrito. O texto do resumo não deve ter The present research aims to verify how the approach of the theory of Meaningful Learning and the use of Potentially Meaningful Teaching Units (PMTU) in the teaching of fractions occurs, in stricto sensu research carried out at the national level. Its guiding questions are the following questions: what methodological approaches and/or didactic resources are adopted by authors who focus on the theory of Meaningful Learning and the teaching of fractions? How is the use of PMTU shown in these works? In order to meet the objective and respond to the problems, an interpretative qualitative research of a bibliographic order was carried out, from the database of the Brazilian National Library of Theses and Dissertations. The results point to the lack of works involving the theory of Meaningful Learning and the teaching of fractions, considering the use of PMTU in this context, no works are found, which shows a wide field of research with this theme.
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spelling Teaching fractions and significant learning through PMTU: : an analysis based on theses and disertationsEnsino de frações e a aprendizagem significativa por meio de UEPS: uma análise a partir de teses e dissertaçõesMetodologia de ensinoTeoria de aprendizagemEducação matemáticaTeaching methodologyLearning theoryMathematics educationA palavra resumo deve ser em negrito. O texto do resumo não deve ter The present research aims to verify how the approach of the theory of Meaningful Learning and the use of Potentially Meaningful Teaching Units (PMTU) in the teaching of fractions occurs, in stricto sensu research carried out at the national level. Its guiding questions are the following questions: what methodological approaches and/or didactic resources are adopted by authors who focus on the theory of Meaningful Learning and the teaching of fractions? How is the use of PMTU shown in these works? In order to meet the objective and respond to the problems, an interpretative qualitative research of a bibliographic order was carried out, from the database of the Brazilian National Library of Theses and Dissertations. The results point to the lack of works involving the theory of Meaningful Learning and the teaching of fractions, considering the use of PMTU in this context, no works are found, which shows a wide field of research with this theme.A presente pesquisa objetiva verificar como se mostra a aplicação da Teoria da Aprendizagem Significativa e o uso de Unidades de Ensino Potencialmente Significativas (UEPS) no ensino de frações, em pesquisas stricto sensu realizadas em âmbito nacional. Tem como questões norteadoras as seguintes indagações: Quais abordagens metodológicas e/ou recursos didáticos são adotados pelos autores que enfocam a Teoria da Aprendizagem Significativa e o ensino de frações? Como se dá o uso de UEPS nesses trabalhos? A fim de atender ao objetivo e responder às problemáticas, realizou-se uma pesquisa qualitativa, interpretativa, e de ordem bibliográfica, a partir do banco de dados da Biblioteca Nacional Brasileira de Teses e Dissertações. Os resultados apontam para a carência de trabalhos envolvendo a Teoria da Aprendizagem Significativa e o ensino de frações. Já se tratando do uso de UEPS nesse contexto, não são encontrados trabalhos, o que evidencia um novo campo amplo de pesquisa com essa temática.Universidade Federal de Santa Catarina2023-05-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/alexandria/article/view/8617210.5007/1982-5153.2023.e86172Alexandria: Revista de Educação em Ciência e Tecnologia; v. 16 n. 1 (2023); 81-1011982-5153reponame:Alexandria (Florianópolis)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/alexandria/article/view/86172/53188http://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessHuf, Viviane Barbosa de SouzaHuf, Samuel FranciscoPinheiro, Nilcéia Aparecida MacielMiquelin, Awdry Feisser 2023-05-22T13:42:52Zoai:periodicos.ufsc.br:article/86172Revistahttps://periodicos.ufsc.br/index.php/alexandria/oai1982-51531982-5153opendoar:2023-05-22T13:42:52Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Teaching fractions and significant learning through PMTU: : an analysis based on theses and disertations
Ensino de frações e a aprendizagem significativa por meio de UEPS: uma análise a partir de teses e dissertações
title Teaching fractions and significant learning through PMTU: : an analysis based on theses and disertations
spellingShingle Teaching fractions and significant learning through PMTU: : an analysis based on theses and disertations
Huf, Viviane Barbosa de Souza
Metodologia de ensino
Teoria de aprendizagem
Educação matemática
Teaching methodology
Learning theory
Mathematics education
title_short Teaching fractions and significant learning through PMTU: : an analysis based on theses and disertations
title_full Teaching fractions and significant learning through PMTU: : an analysis based on theses and disertations
title_fullStr Teaching fractions and significant learning through PMTU: : an analysis based on theses and disertations
title_full_unstemmed Teaching fractions and significant learning through PMTU: : an analysis based on theses and disertations
title_sort Teaching fractions and significant learning through PMTU: : an analysis based on theses and disertations
author Huf, Viviane Barbosa de Souza
author_facet Huf, Viviane Barbosa de Souza
Huf, Samuel Francisco
Pinheiro, Nilcéia Aparecida Maciel
Miquelin, Awdry Feisser
author_role author
author2 Huf, Samuel Francisco
Pinheiro, Nilcéia Aparecida Maciel
Miquelin, Awdry Feisser
author2_role author
author
author
dc.contributor.author.fl_str_mv Huf, Viviane Barbosa de Souza
Huf, Samuel Francisco
Pinheiro, Nilcéia Aparecida Maciel
Miquelin, Awdry Feisser
dc.subject.por.fl_str_mv Metodologia de ensino
Teoria de aprendizagem
Educação matemática
Teaching methodology
Learning theory
Mathematics education
topic Metodologia de ensino
Teoria de aprendizagem
Educação matemática
Teaching methodology
Learning theory
Mathematics education
description A palavra resumo deve ser em negrito. O texto do resumo não deve ter The present research aims to verify how the approach of the theory of Meaningful Learning and the use of Potentially Meaningful Teaching Units (PMTU) in the teaching of fractions occurs, in stricto sensu research carried out at the national level. Its guiding questions are the following questions: what methodological approaches and/or didactic resources are adopted by authors who focus on the theory of Meaningful Learning and the teaching of fractions? How is the use of PMTU shown in these works? In order to meet the objective and respond to the problems, an interpretative qualitative research of a bibliographic order was carried out, from the database of the Brazilian National Library of Theses and Dissertations. The results point to the lack of works involving the theory of Meaningful Learning and the teaching of fractions, considering the use of PMTU in this context, no works are found, which shows a wide field of research with this theme.
publishDate 2023
dc.date.none.fl_str_mv 2023-05-22
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://periodicos.ufsc.br/index.php/alexandria/article/view/86172
10.5007/1982-5153.2023.e86172
url https://periodicos.ufsc.br/index.php/alexandria/article/view/86172
identifier_str_mv 10.5007/1982-5153.2023.e86172
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/alexandria/article/view/86172/53188
dc.rights.driver.fl_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Catarina
publisher.none.fl_str_mv Universidade Federal de Santa Catarina
dc.source.none.fl_str_mv Alexandria: Revista de Educação em Ciência e Tecnologia; v. 16 n. 1 (2023); 81-101
1982-5153
reponame:Alexandria (Florianópolis)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Alexandria (Florianópolis)
collection Alexandria (Florianópolis)
repository.name.fl_str_mv Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv
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