Meanings produced by future mathematics teachers when studying different geometric models

Detalhes bibliográficos
Autor(a) principal: Santos Junior, Clovis Lisbôa dos
Data de Publicação: 2021
Outros Autores: Maia, Lícia de Souza Leão
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661597
Resumo: Recurring in academic scientific discussions and, consequently, in investigations in the area of ​​Mathematics Education, the study of non-Euclidean geometries in the initial formation of the mathematics teacher can increase the undergraduate students' understanding of Euclidean geometric concepts. In the present article, the results of a Teaching Activity applied to future mathematics teachers presented, with the aim of analyzing the production of meanings of the participants in the study of non-Euclidean geometric concepts. Vygotsky's Historical-Cultural Theory, complemented by Leontiev's Activity Theory and Moura's Teaching Guidance Activity, are the theoretical contributions that supported the investigation and pedagogical actions in this study. By accepting the existence of other geometric models, the undergraduate students investigated changed the way they relate to the space in which they live and, thus, develop greater autonomy in the process of constructing the concepts by assigning different meanings to the studied geometric objects.
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spelling Meanings produced by future mathematics teachers when studying different geometric modelsSignificados produzidos por futuros professores de matemática ao estudar diferentes modelos geométricosMathematical educationTeaching guidance activityTeacher trainingNon-Euclidean geometriesEducação matemáticaAtividade orientadora de ensinoFormação de professoresGeometrias não EuclidianasRecurring in academic scientific discussions and, consequently, in investigations in the area of ​​Mathematics Education, the study of non-Euclidean geometries in the initial formation of the mathematics teacher can increase the undergraduate students' understanding of Euclidean geometric concepts. In the present article, the results of a Teaching Activity applied to future mathematics teachers presented, with the aim of analyzing the production of meanings of the participants in the study of non-Euclidean geometric concepts. Vygotsky's Historical-Cultural Theory, complemented by Leontiev's Activity Theory and Moura's Teaching Guidance Activity, are the theoretical contributions that supported the investigation and pedagogical actions in this study. By accepting the existence of other geometric models, the undergraduate students investigated changed the way they relate to the space in which they live and, thus, develop greater autonomy in the process of constructing the concepts by assigning different meanings to the studied geometric objects.Recorrente nas discussões científicas acadêmicas e, consequentemente, nas investigações da área em Educação Matemática, o estudo de Geometrias não Euclidianas na formação inicial do professor de Matemática pode ampliar a compreensão dos licenciandos acerca de conceitos geométricos euclidianos. No presente artigo, apresentam-se os resultados de uma Atividade de Ensino aplicada a futuros professores de Matemática, com o objetivo de analisar a produção de significados dos participantes no estudo de conceitos geométricos não euclidianos. A Teoria Histórico-Cultural de Vygotsky, complementada pela Teoria da Atividade de Leontiev e pela Atividade Orientadora de Ensino de Moura são os aportes teóricos que subsidiaram a investigação e as ações pedagógicas neste estudo. Ao aceitarem a existência de outros modelos geométricos, os licenciandos investigados modificaram a maneira como se relacionam com o espaço em que vivem e, assim, desenvolvem maior autonomia no processo de construção dos conceitos atribuindo significados diferenciados para os objetos geométricos estudados.Universidade Estadual de Campinas2021-06-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/866159710.20396/zet.v29i00.8661597Zetetike; Vol. 29 (2021): Publicação Contínua; e021017Zetetike; Vol. 29 (2021): Publicação Contínua; e021017Zetetike; v. 29 (2021): Publicação Contínua; e0210172176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661597/26850https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661597/26851Brazil; ContemporanyBrasil; ContemporâneoCopyright (c) 2021 Zetetikéhttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessSantos Junior, Clovis Lisbôa dosMaia, Lícia de Souza Leão2024-01-12T14:53:14Zoai:ojs.periodicos.sbu.unicamp.br:article/8661597Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2024-01-12T14:53:14Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Meanings produced by future mathematics teachers when studying different geometric models
Significados produzidos por futuros professores de matemática ao estudar diferentes modelos geométricos
title Meanings produced by future mathematics teachers when studying different geometric models
spellingShingle Meanings produced by future mathematics teachers when studying different geometric models
Santos Junior, Clovis Lisbôa dos
Mathematical education
Teaching guidance activity
Teacher training
Non-Euclidean geometries
Educação matemática
Atividade orientadora de ensino
Formação de professores
Geometrias não Euclidianas
title_short Meanings produced by future mathematics teachers when studying different geometric models
title_full Meanings produced by future mathematics teachers when studying different geometric models
title_fullStr Meanings produced by future mathematics teachers when studying different geometric models
title_full_unstemmed Meanings produced by future mathematics teachers when studying different geometric models
title_sort Meanings produced by future mathematics teachers when studying different geometric models
author Santos Junior, Clovis Lisbôa dos
author_facet Santos Junior, Clovis Lisbôa dos
Maia, Lícia de Souza Leão
author_role author
author2 Maia, Lícia de Souza Leão
author2_role author
dc.contributor.author.fl_str_mv Santos Junior, Clovis Lisbôa dos
Maia, Lícia de Souza Leão
dc.subject.por.fl_str_mv Mathematical education
Teaching guidance activity
Teacher training
Non-Euclidean geometries
Educação matemática
Atividade orientadora de ensino
Formação de professores
Geometrias não Euclidianas
topic Mathematical education
Teaching guidance activity
Teacher training
Non-Euclidean geometries
Educação matemática
Atividade orientadora de ensino
Formação de professores
Geometrias não Euclidianas
description Recurring in academic scientific discussions and, consequently, in investigations in the area of ​​Mathematics Education, the study of non-Euclidean geometries in the initial formation of the mathematics teacher can increase the undergraduate students' understanding of Euclidean geometric concepts. In the present article, the results of a Teaching Activity applied to future mathematics teachers presented, with the aim of analyzing the production of meanings of the participants in the study of non-Euclidean geometric concepts. Vygotsky's Historical-Cultural Theory, complemented by Leontiev's Activity Theory and Moura's Teaching Guidance Activity, are the theoretical contributions that supported the investigation and pedagogical actions in this study. By accepting the existence of other geometric models, the undergraduate students investigated changed the way they relate to the space in which they live and, thus, develop greater autonomy in the process of constructing the concepts by assigning different meanings to the studied geometric objects.
publishDate 2021
dc.date.none.fl_str_mv 2021-06-01
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/8661597
10.20396/zet.v29i00.8661597
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661597
identifier_str_mv 10.20396/zet.v29i00.8661597
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/8661597/26850
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661597/26851
dc.rights.driver.fl_str_mv Copyright (c) 2021 Zetetiké
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Zetetiké
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.coverage.none.fl_str_mv Brazil; Contemporany
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. 29 (2021): Publicação Contínua; e021017
Zetetike; Vol. 29 (2021): Publicação Contínua; e021017
Zetetike; v. 29 (2021): Publicação Contínua; e021017
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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