Difficulties and barriers presented by a group of Math teachers in the study of Hyperbolic Geometry

Detalhes bibliográficos
Autor(a) principal: Lovis, Karla Aparecida
Data de Publicação: 2014
Outros Autores: Franco, Valdeni Soliani, Barros, Rui Marcos de Oliveira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646565
Resumo: The aim of this article is to describe the difficulties and barriers presented by a group of Junior School Math teachers during an introductory course on Hyperbolic Geometry. Forty-one Math teachers participated in this research, from cities in the northern region of the state of Paraná, Brazil.  A mini-course was taught about Hyperbolic Geometry, specifically on Poincaré´s Model and GeoGebra, to obtain data for current research. Teachers´ discourses and activities were recorded for this purpose. From this analysis, it must be highlighted that difficulties and barriers to comprehend basic concepts of Hyperbolic Geometry are related to the representations of geometrical objects in this type of Geometry, as well as to the 'contamination' that Euclidean Geometry provides on learning Hyperbolic Geometry. It was also observed two epistemological barriers: general and verbal.
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spelling Difficulties and barriers presented by a group of Math teachers in the study of Hyperbolic GeometryDificuldades e obstáculos apresentados por um grupo de professores de matemática no estudo da Geometria HiperbólicaEnsino de geometriasGeometria hiperbólicaDificuldades e obstáculos epistemológicosEducação MatemáticaEnsino de GeometriaGeometria HiperbólicaDificuldades e Obstáculos EpistemológicosGeometry TeachingHyperbolic GeometryEpistemological barriers and constraintsMath educationGeometry teachingHiperbolic geometryThe aim of this article is to describe the difficulties and barriers presented by a group of Junior School Math teachers during an introductory course on Hyperbolic Geometry. Forty-one Math teachers participated in this research, from cities in the northern region of the state of Paraná, Brazil.  A mini-course was taught about Hyperbolic Geometry, specifically on Poincaré´s Model and GeoGebra, to obtain data for current research. Teachers´ discourses and activities were recorded for this purpose. From this analysis, it must be highlighted that difficulties and barriers to comprehend basic concepts of Hyperbolic Geometry are related to the representations of geometrical objects in this type of Geometry, as well as to the 'contamination' that Euclidean Geometry provides on learning Hyperbolic Geometry. It was also observed two epistemological barriers: general and verbal.O objetivo deste artigo é descrever as dificuldades e os obstáculos apresentados por um grupo de professores de Matemática da Educação Básica observados durante um minicurso introdutório sobre a Geometria Hiperbólica. Os sujeitos da pesquisa são quarenta e um professores de Matemática de cidades da região norte do estado do Paraná. Para obter os dados da pesquisa, realizou-se um minicurso sobre a Geometria Hiperbólica, especificamente o Modelo de Poincaré, e o GeoGebra, no qual foram gravadas, em áudio e vídeo, as falas dos professores e as atividades por eles realizadas. Da análise, destaca-se que as dificuldades e os obstáculos para a compreensão de conceitos básicos da Geometria Hiperbólica estão relacionados à representação dos objetos geométricos nesta Geometria, bem como à “contaminação” que a Geometria Euclidiana desempenha no momento do aprendizado da Geometria Hiperbólica. Observou-se também dois obstáculos epistemológicos: geral e verbal.Universidade Estadual de Campinas2014-12-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/864656510.20396/zet.v22i42.8646565Zetetike; Vol. 22 No. 2 (2014): jul./dez. [42]; 11-29Zetetike; Vol. 22 Núm. 2 (2014): jul./dez. [42]; 11-29Zetetike; v. 22 n. 2 (2014): jul./dez. [42]; 11-292176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646565/13465Brazil; ContemporaryBrasil; ContemporâneoCopyright (c) 2015 Zetetiké: Revista de Educação Matemáticahttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessLovis, Karla AparecidaFranco, Valdeni SolianiBarros, Rui Marcos de Oliveira2023-12-01T14:25:05Zoai:ojs.periodicos.sbu.unicamp.br:article/8646565Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2023-12-01T14:25:05Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Difficulties and barriers presented by a group of Math teachers in the study of Hyperbolic Geometry
Dificuldades e obstáculos apresentados por um grupo de professores de matemática no estudo da Geometria Hiperbólica
title Difficulties and barriers presented by a group of Math teachers in the study of Hyperbolic Geometry
spellingShingle Difficulties and barriers presented by a group of Math teachers in the study of Hyperbolic Geometry
Lovis, Karla Aparecida
Ensino de geometrias
Geometria hiperbólica
Dificuldades e obstáculos epistemológicos
Educação Matemática
Ensino de Geometria
Geometria Hiperbólica
Dificuldades e Obstáculos Epistemológicos
Geometry Teaching
Hyperbolic Geometry
Epistemological barriers and constraints
Math education
Geometry teaching
Hiperbolic geometry
title_short Difficulties and barriers presented by a group of Math teachers in the study of Hyperbolic Geometry
title_full Difficulties and barriers presented by a group of Math teachers in the study of Hyperbolic Geometry
title_fullStr Difficulties and barriers presented by a group of Math teachers in the study of Hyperbolic Geometry
title_full_unstemmed Difficulties and barriers presented by a group of Math teachers in the study of Hyperbolic Geometry
title_sort Difficulties and barriers presented by a group of Math teachers in the study of Hyperbolic Geometry
author Lovis, Karla Aparecida
author_facet Lovis, Karla Aparecida
Franco, Valdeni Soliani
Barros, Rui Marcos de Oliveira
author_role author
author2 Franco, Valdeni Soliani
Barros, Rui Marcos de Oliveira
author2_role author
author
dc.contributor.author.fl_str_mv Lovis, Karla Aparecida
Franco, Valdeni Soliani
Barros, Rui Marcos de Oliveira
dc.subject.por.fl_str_mv Ensino de geometrias
Geometria hiperbólica
Dificuldades e obstáculos epistemológicos
Educação Matemática
Ensino de Geometria
Geometria Hiperbólica
Dificuldades e Obstáculos Epistemológicos
Geometry Teaching
Hyperbolic Geometry
Epistemological barriers and constraints
Math education
Geometry teaching
Hiperbolic geometry
topic Ensino de geometrias
Geometria hiperbólica
Dificuldades e obstáculos epistemológicos
Educação Matemática
Ensino de Geometria
Geometria Hiperbólica
Dificuldades e Obstáculos Epistemológicos
Geometry Teaching
Hyperbolic Geometry
Epistemological barriers and constraints
Math education
Geometry teaching
Hiperbolic geometry
description The aim of this article is to describe the difficulties and barriers presented by a group of Junior School Math teachers during an introductory course on Hyperbolic Geometry. Forty-one Math teachers participated in this research, from cities in the northern region of the state of Paraná, Brazil.  A mini-course was taught about Hyperbolic Geometry, specifically on Poincaré´s Model and GeoGebra, to obtain data for current research. Teachers´ discourses and activities were recorded for this purpose. From this analysis, it must be highlighted that difficulties and barriers to comprehend basic concepts of Hyperbolic Geometry are related to the representations of geometrical objects in this type of Geometry, as well as to the 'contamination' that Euclidean Geometry provides on learning Hyperbolic Geometry. It was also observed two epistemological barriers: general and verbal.
publishDate 2014
dc.date.none.fl_str_mv 2014-12-10
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Texto
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646565
10.20396/zet.v22i42.8646565
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646565
identifier_str_mv 10.20396/zet.v22i42.8646565
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/8646565/13465
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]; 11-29
Zetetike; Vol. 22 Núm. 2 (2014): jul./dez. [42]; 11-29
Zetetike; v. 22 n. 2 (2014): jul./dez. [42]; 11-29
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
_version_ 1798329589836021760

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