The didactic contract from the implementation of a didactic sequence to teach arithmetic progression

Detalhes bibliográficos
Autor(a) principal: Souza, Carla Maria Pinto
Data de Publicação: 2014
Outros Autores: Lima, Anna Paula de Avellar Brito
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646566
Resumo: This paper results from a research that aimed to investigate the dealings between teacher and students in application of a didactic sequence previously established for the teaching of Arithmetic Progression (AP). The survey was conducted in four stages: preparation of the didactic sequence, preliminary analysis of the proposal to the teacher, implementation of the sequence. The didactic sequence sought to accommodate the elaborate steps proposed by Brousseau, the typology of Didactic Situations (action, formulation, validation and institutionalization) in order to allow its application in accordance with a didactic contract type approximation, which is that the active stance of student in constructing knowledge is valued. The results showed that although we have proposed a sequence to be applied as a kind of didactic contract approximate, negotiations, renegotiations and breaks the rules of the didactic contract were made during the development of the sequence. We believe that these breaches of the rules were motivated by previous marks of didactic contract, or implicit and explicit rules by which teacher and students were accustomed.
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spelling The didactic contract from the implementation of a didactic sequence to teach arithmetic progressionO contrato didático a partir da aplicação de uma sequência didática para o Ensino de Progressão AritméticaContrato DidáticoProgressão aritméticaSequência didáticaContrato DidáticoProgressão AritméticaSequência Didática.Didactic contractArithmetical progressionDidactical sequenceDidactic ContractArithmetical ProgressionDidactical SequenceThis paper results from a research that aimed to investigate the dealings between teacher and students in application of a didactic sequence previously established for the teaching of Arithmetic Progression (AP). The survey was conducted in four stages: preparation of the didactic sequence, preliminary analysis of the proposal to the teacher, implementation of the sequence. The didactic sequence sought to accommodate the elaborate steps proposed by Brousseau, the typology of Didactic Situations (action, formulation, validation and institutionalization) in order to allow its application in accordance with a didactic contract type approximation, which is that the active stance of student in constructing knowledge is valued. The results showed that although we have proposed a sequence to be applied as a kind of didactic contract approximate, negotiations, renegotiations and breaks the rules of the didactic contract were made during the development of the sequence. We believe that these breaches of the rules were motivated by previous marks of didactic contract, or implicit and explicit rules by which teacher and students were accustomed.Este artigo resulta de uma dissertação de mestrado que teve por objetivo investigar as negociações do contrato didático, realizadas entre professora e alunos na aplicação de uma sequência didática previamente elaborada para o ensino de Progressão Aritmética (P.A.). A pesquisa foi realizada em quatro etapas: elaboração da sequência didática; análise preliminar; apresentação da proposta à professora; aplicação da sequência. A sequência didática elaborada buscou contemplar as fases propostas por Brousseau na tipologia das Situações Didáticas (situação de ação, formulação, validação e institucionalização), visando possibilitar sua aplicação de acordo com um contrato didático do tipo aproximativo, que é aquele em que a postura ativa do aluno na construção do conhecimento é valorizada. Os resultados apontaram que, embora tivéssemos proposto uma sequência para ser aplicada conforme um contrato didático do tipo aproximativo, negociações, rupturas e renegociações de regras de contrato didático foram feitas ao longo do desenvolvimento da sequência. Acreditamos que essas rupturas das regras estabelecidas foram motivadas por marcas de contrato didático anteriores, ou seja, pelas regras implícitas e explícitas a que professora e alunos estavam habituados. Universidade Estadual de Campinas2014-10-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionCollaborative researchTextoapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/864656610.20396/zet.v22i42.8646566Zetetike; Vol. 22 No. 2 (2014): jul./dez. [42]; 31-61Zetetike; Vol. 22 Núm. 2 (2014): jul./dez. [42]; 31-61Zetetike; v. 22 n. 2 (2014): jul./dez. [42]; 31-612176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646566/13466Brazil; ContemporaryBrasil; ContemporâneoCopyright (c) 2015 Zetetiké: Revista de Educação Matemáticahttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessSouza, Carla Maria PintoLima, Anna Paula de Avellar Brito2023-12-01T14:30:09Zoai:ojs.periodicos.sbu.unicamp.br:article/8646566Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2023-12-01T14:30:09Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv The didactic contract from the implementation of a didactic sequence to teach arithmetic progression
O contrato didático a partir da aplicação de uma sequência didática para o Ensino de Progressão Aritmética
title The didactic contract from the implementation of a didactic sequence to teach arithmetic progression
spellingShingle The didactic contract from the implementation of a didactic sequence to teach arithmetic progression
Souza, Carla Maria Pinto
Contrato Didático
Progressão aritmética
Sequência didática
Contrato Didático
Progressão Aritmética
Sequência Didática.
Didactic contract
Arithmetical progression
Didactical sequence
Didactic Contract
Arithmetical Progression
Didactical Sequence
title_short The didactic contract from the implementation of a didactic sequence to teach arithmetic progression
title_full The didactic contract from the implementation of a didactic sequence to teach arithmetic progression
title_fullStr The didactic contract from the implementation of a didactic sequence to teach arithmetic progression
title_full_unstemmed The didactic contract from the implementation of a didactic sequence to teach arithmetic progression
title_sort The didactic contract from the implementation of a didactic sequence to teach arithmetic progression
author Souza, Carla Maria Pinto
author_facet Souza, Carla Maria Pinto
Lima, Anna Paula de Avellar Brito
author_role author
author2 Lima, Anna Paula de Avellar Brito
author2_role author
dc.contributor.author.fl_str_mv Souza, Carla Maria Pinto
Lima, Anna Paula de Avellar Brito
dc.subject.por.fl_str_mv Contrato Didático
Progressão aritmética
Sequência didática
Contrato Didático
Progressão Aritmética
Sequência Didática.
Didactic contract
Arithmetical progression
Didactical sequence
Didactic Contract
Arithmetical Progression
Didactical Sequence
topic Contrato Didático
Progressão aritmética
Sequência didática
Contrato Didático
Progressão Aritmética
Sequência Didática.
Didactic contract
Arithmetical progression
Didactical sequence
Didactic Contract
Arithmetical Progression
Didactical Sequence
description This paper results from a research that aimed to investigate the dealings between teacher and students in application of a didactic sequence previously established for the teaching of Arithmetic Progression (AP). The survey was conducted in four stages: preparation of the didactic sequence, preliminary analysis of the proposal to the teacher, implementation of the sequence. The didactic sequence sought to accommodate the elaborate steps proposed by Brousseau, the typology of Didactic Situations (action, formulation, validation and institutionalization) in order to allow its application in accordance with a didactic contract type approximation, which is that the active stance of student in constructing knowledge is valued. The results showed that although we have proposed a sequence to be applied as a kind of didactic contract approximate, negotiations, renegotiations and breaks the rules of the didactic contract were made during the development of the sequence. We believe that these breaches of the rules were motivated by previous marks of didactic contract, or implicit and explicit rules by which teacher and students were accustomed.
publishDate 2014
dc.date.none.fl_str_mv 2014-10-29
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Collaborative research
Texto
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646566
10.20396/zet.v22i42.8646566
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646566
identifier_str_mv 10.20396/zet.v22i42.8646566
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646566/13466
dc.rights.driver.fl_str_mv Copyright (c) 2015 Zetetiké: Revista de Educação Matemática
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2015 Zetetiké: Revista de Educação Matemática
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.coverage.none.fl_str_mv Brazil; Contemporary
Brasil; Contemporâneo
dc.publisher.none.fl_str_mv Universidade Estadual de Campinas
publisher.none.fl_str_mv Universidade Estadual de Campinas
dc.source.none.fl_str_mv Zetetike; Vol. 22 No. 2 (2014): jul./dez. [42]; 31-61
Zetetike; Vol. 22 Núm. 2 (2014): jul./dez. [42]; 31-61
Zetetike; v. 22 n. 2 (2014): jul./dez. [42]; 31-61
2176-1744
reponame:Zetetiké (Online)
instname:Universidade Estadual de Campinas (UNICAMP)
instacron:UNICAMP
instname_str Universidade Estadual de Campinas (UNICAMP)
instacron_str UNICAMP
institution UNICAMP
reponame_str Zetetiké (Online)
collection Zetetiké (Online)
repository.name.fl_str_mv Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)
repository.mail.fl_str_mv zetetike@unicamp.br
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