THE HISTORY OF THE MATHEMATICS INTO DIDACTIC SEQUENCES IN THE TEACHERS' INITIAL FORMATION

Detalhes bibliográficos
Autor(a) principal: Moura, Elmha Coelho Martins
Data de Publicação: 2019
Outros Autores: Brito, Arlete de Jesus
Tipo de documento: Artigo
Idioma: por
spa
eng
Título da fonte: EDUCAÇÃO: Teoria e Prática
Texto Completo: https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/14103
Resumo: This paper presents results of a case study accomplished in the discipline of Practice of Teaching of Mathematics, of the course of Mathematics of the Federal University of Integration of Latino America (UNILA). Ponte (1994) affirms that a case study is an empiric investigation whose results are presented, most of the time, in descriptive form. However, it can has an analytical form if it interrogates a situation and to confront it with other known situation. The case study presented in this paper is a qualitative research. In it we analyzed contributions of the history of the mathematics and history of mathematics education for the teachers' initial formation. The data was collected with interview, audios of dialogues concerning the activities among the professor and student, the student's notebook, a video-class produced by him, and professor’s annotations. This study of case shows that the history can contribute to the construction of mathematical concepts and for the reflection about mathematics teaching and bring news results when it is confronted to others researches that was made by members of our research group.
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spelling THE HISTORY OF THE MATHEMATICS INTO DIDACTIC SEQUENCES IN THE TEACHERS' INITIAL FORMATIONLA HISTORIA DE LA MATEMÁTICA EN SECUENCIAS DIDÁCTICAS EN LA FORMACIÓN INICIAL DE PROFESORESTHE HISTORY OF THE MATHEMATICS INTO DIDACTIC SEQUENCES IN THE TEACHERS' INITIAL FORMATIONHistóriaMatemáticaFormação de ProfessoresHistoryMathematicsTeacher’s FormationHistoriaMatemáticaFormación de ProfesoresThis paper presents results of a case study accomplished in the discipline of Practice of Teaching of Mathematics, of the course of Mathematics of the Federal University of Integration of Latino America (UNILA). Ponte (1994) affirms that a case study is an empiric investigation whose results are presented, most of the time, in descriptive form. However, it can has an analytical form if it interrogates a situation and to confront it with other known situation. The case study presented in this paper is a qualitative research. In it we analyzed contributions of the history of the mathematics and history of mathematics education for the teachers' initial formation. The data was collected with interview, audios of dialogues concerning the activities among the professor and student, the student's notebook, a video-class produced by him, and professor’s annotations. This study of case shows that the history can contribute to the construction of mathematical concepts and for the reflection about mathematics teaching and bring news results when it is confronted to others researches that was made by members of our research group.En ese texto presentamos los resultados de un estudio de caso llevado a cabo en la disciplina de la Práctica de la Enseñanza de Matemática, del curso de Matemática de la Universidad Federal da la Integración Latino Americana (UNILA). De acuerdo con Ponte (1994), un estudio de caso es una investigación empírica cuyos resultados son presentados, la mayor parte del tiempo, en la forma descriptiva, pero puede ser también analítica si interroga la situación y la confronta con otra ya conocida. El estudio de caso aquí presentado es de carácter cualitativo. En él analizamos las contribuciones de la historia de la matemática y de la historia de la educación matemática para la formación inicial de profesores. Como instrumentos de la recolección de los datos, usamos entrevista, grabaciones en el audio de diálogos entre la profesora de la disciplina y el alumno con respecto a las actividades, el cuaderno del estudiante, un video - clase producida por él, y las notas en el diario de campo de la profesora. Ese estudio de caso mostró que la historia puede colaborar para la construcción de conceptos matemáticos y para la reflexión sobre la enseñanza de matemática y agrega nuevos resultados en relación a otras investigaciones desarrolladas por los miembros del grupo de investigaciones al cual nosotras pertenecemos.This paper presents results of a case study accomplished in the discipline of Practice of Teaching of Mathematics, of the course of Mathematics of the Federal University of Integration of Latino America (UNILA). Ponte (1994) affirms that a case study is an empiric investigation whose results are presented, most of the time, in descriptive form. However, it can has an analytical form if it interrogates a situation and to confront it with other known situation. The case study presented in this paper is a qualitative research. In it we analyzed contributions of the history of the mathematics and history of mathematics education for the teachers' initial formation. The data was collected with interview, audios of dialogues concerning the activities among the professor and student, the student's notebook, a video-class produced by him, and professor’s annotations. This study of case shows that the history can contribute to the construction of mathematical concepts and for the reflection about mathematics teaching and bring news results when it is confronted to others researches that was made by members of our research group.Instituto de Biociências - Câmpus de Rio Claro - Unesp2019-12-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionDocumento Avaliado por Paresapplication/pdfapplication/pdfapplication/pdfapplication/pdfhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/14103Educação: Teoria e Prática; Vol. 29 No. 62 (2019): TEMÁTICO - História, Filosofia e a Formação de Professores de Matemática - Setembro-Dezembro 2019; 609-625Educação: Teoria e Prática; Vol. 29 Núm. 62 (2019): TEMÁTICO - História, Filosofia e a Formação de Professores de Matemática - Setembro-Dezembro 2019; 609-625Educação: Teoria e Prática; v. 29 n. 62 (2019): TEMÁTICO - História, Filosofia e a Formação de Professores de Matemática - Setembro-Dezembro 2019; 609-6251981-8106reponame:EDUCAÇÃO: Teoria e Práticainstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporspaenghttps://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/14103/11280https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/14103/11281https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/14103/11303https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/14103/11304Copyright (c) 2019 Educação: Teoria e Práticainfo:eu-repo/semantics/openAccessMoura, Elmha Coelho MartinsBrito, Arlete de Jesus2020-01-23T11:59:16Zoai:periodicos.rc.biblioteca.unesp.br:article/14103Revistahttps://www.periodicos.rc.biblioteca.unesp.br/index.php/educacaoPUBhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/oairc.ramos@unesp.br || reveduca@rc.unesp.br1981-81061517-9869opendoar:2020-01-23T11:59:16EDUCAÇÃO: Teoria e Prática - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv THE HISTORY OF THE MATHEMATICS INTO DIDACTIC SEQUENCES IN THE TEACHERS' INITIAL FORMATION
LA HISTORIA DE LA MATEMÁTICA EN SECUENCIAS DIDÁCTICAS EN LA FORMACIÓN INICIAL DE PROFESORES
THE HISTORY OF THE MATHEMATICS INTO DIDACTIC SEQUENCES IN THE TEACHERS' INITIAL FORMATION
title THE HISTORY OF THE MATHEMATICS INTO DIDACTIC SEQUENCES IN THE TEACHERS' INITIAL FORMATION
spellingShingle THE HISTORY OF THE MATHEMATICS INTO DIDACTIC SEQUENCES IN THE TEACHERS' INITIAL FORMATION
Moura, Elmha Coelho Martins
História
Matemática
Formação de Professores
History
Mathematics
Teacher’s Formation
Historia
Matemática
Formación de Profesores
title_short THE HISTORY OF THE MATHEMATICS INTO DIDACTIC SEQUENCES IN THE TEACHERS' INITIAL FORMATION
title_full THE HISTORY OF THE MATHEMATICS INTO DIDACTIC SEQUENCES IN THE TEACHERS' INITIAL FORMATION
title_fullStr THE HISTORY OF THE MATHEMATICS INTO DIDACTIC SEQUENCES IN THE TEACHERS' INITIAL FORMATION
title_full_unstemmed THE HISTORY OF THE MATHEMATICS INTO DIDACTIC SEQUENCES IN THE TEACHERS' INITIAL FORMATION
title_sort THE HISTORY OF THE MATHEMATICS INTO DIDACTIC SEQUENCES IN THE TEACHERS' INITIAL FORMATION
author Moura, Elmha Coelho Martins
author_facet Moura, Elmha Coelho Martins
Brito, Arlete de Jesus
author_role author
author2 Brito, Arlete de Jesus
author2_role author
dc.contributor.author.fl_str_mv Moura, Elmha Coelho Martins
Brito, Arlete de Jesus
dc.subject.por.fl_str_mv História
Matemática
Formação de Professores
History
Mathematics
Teacher’s Formation
Historia
Matemática
Formación de Profesores
topic História
Matemática
Formação de Professores
History
Mathematics
Teacher’s Formation
Historia
Matemática
Formación de Profesores
description This paper presents results of a case study accomplished in the discipline of Practice of Teaching of Mathematics, of the course of Mathematics of the Federal University of Integration of Latino America (UNILA). Ponte (1994) affirms that a case study is an empiric investigation whose results are presented, most of the time, in descriptive form. However, it can has an analytical form if it interrogates a situation and to confront it with other known situation. The case study presented in this paper is a qualitative research. In it we analyzed contributions of the history of the mathematics and history of mathematics education for the teachers' initial formation. The data was collected with interview, audios of dialogues concerning the activities among the professor and student, the student's notebook, a video-class produced by him, and professor’s annotations. This study of case shows that the history can contribute to the construction of mathematical concepts and for the reflection about mathematics teaching and bring news results when it is confronted to others researches that was made by members of our research group.
publishDate 2019
dc.date.none.fl_str_mv 2019-12-19
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Documento Avaliado por Pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/14103
url https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/14103
dc.language.iso.fl_str_mv por
spa
eng
language por
spa
eng
dc.relation.none.fl_str_mv https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/14103/11280
https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/14103/11281
https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/14103/11303
https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/14103/11304
dc.rights.driver.fl_str_mv Copyright (c) 2019 Educação: Teoria e Prática
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Educação: Teoria e Prática
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
application/pdf
application/pdf
dc.publisher.none.fl_str_mv Instituto de Biociências - Câmpus de Rio Claro - Unesp
publisher.none.fl_str_mv Instituto de Biociências - Câmpus de Rio Claro - Unesp
dc.source.none.fl_str_mv Educação: Teoria e Prática; Vol. 29 No. 62 (2019): TEMÁTICO - História, Filosofia e a Formação de Professores de Matemática - Setembro-Dezembro 2019; 609-625
Educação: Teoria e Prática; Vol. 29 Núm. 62 (2019): TEMÁTICO - História, Filosofia e a Formação de Professores de Matemática - Setembro-Dezembro 2019; 609-625
Educação: Teoria e Prática; v. 29 n. 62 (2019): TEMÁTICO - História, Filosofia e a Formação de Professores de Matemática - Setembro-Dezembro 2019; 609-625
1981-8106
reponame:EDUCAÇÃO: Teoria e Prática
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str EDUCAÇÃO: Teoria e Prática
collection EDUCAÇÃO: Teoria e Prática
repository.name.fl_str_mv EDUCAÇÃO: Teoria e Prática - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv rc.ramos@unesp.br || reveduca@rc.unesp.br
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