Conceptual maps: estratégic and pedagogical supervisor for the construction of historical concepts in the discip

Detalhes bibliográficos
Autor(a) principal: Pivatto, Wanderley
Data de Publicação: 2014
Outros Autores: Silva, Sani de Carvalho Rutz da
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
DOI: 10.20396/zet.v22i41.8646580
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646580
Resumo: We present the results of a report of experience about the knowledge of history of Geometry performed with students of the second High School in a public school of the city of Florianopolis, Santa Catarina with duration of two weeks, aiming to identify, from the conceptual maps constructed by students, evidence of occurrence of significant learning. For analysis of the results, the thinking about significant learning studied by Ausubel and his collaborators was the theoretical used. The research is qualitative nature and the conceptual maps built served as analysis that happened by your observation and established connections, where the results demonstrated an organization of concepts, some differentiations progressive integrative, reconciliations and the establishment of cross-links. 
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spelling Conceptual maps: estratégic and pedagogical supervisor for the construction of historical concepts in the discipMapas conceituais: estratégia pedagógica para a construção de conceitos históricos na disciplina de matemáticaConcept mapsTeaching GeometryMeaningful learningTeaching geometryConcept maps. Teaching Geometry. Meaningful learningMapas conceituaisEnsino de geometriaAprendizagem significativaAprendizagem SignificativaMapas ConceituaisHistória da GeometriaWe present the results of a report of experience about the knowledge of history of Geometry performed with students of the second High School in a public school of the city of Florianopolis, Santa Catarina with duration of two weeks, aiming to identify, from the conceptual maps constructed by students, evidence of occurrence of significant learning. For analysis of the results, the thinking about significant learning studied by Ausubel and his collaborators was the theoretical used. The research is qualitative nature and the conceptual maps built served as analysis that happened by your observation and established connections, where the results demonstrated an organization of concepts, some differentiations progressive integrative, reconciliations and the establishment of cross-links. Apresentam-se, neste artigo, os resultados de um relato de uma experiência – com duração de duas semanas – acerca do conhecimento de história da Geometria, realizada com estudantes do segundo ano do Ensino Médio de uma escola pública do município de Florianópolis, Santa Catarina, com o objetivo de identificar indícios de ocorrência de aprendizagem significativa, a partir dos mapas conceituais construídos pelos alunos. Para análise dos resultados, o pensamento sobre aprendizagem significativa estudado por Ausubel e seus colaboradores foi o aporte teórico utilizado. A pesquisa teve caráter qualitativo, e a observação e a análise dos mapas conceituais construídos e das conexões ali estabelecidas demonstraram a organização dos conceitos, algumas diferenciações progressivas, reconciliações integrativas e o estabelecimento de ligações cruzadas.Universidade Estadual de Campinas2014-10-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTexto info:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/864658010.20396/zet.v22i41.8646580Zetetike; Vol. 22 No. 1 (2014): jan./jun. [41]; 115-141Zetetike; Vol. 22 Núm. 1 (2014): jan./jun. [41]; 115-141Zetetike; v. 22 n. 1 (2014): jan./jun. [41]; 115-1412176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646580/13481Brazil; ContemporaryBrasil; ContemporâneoCopyright (c) 2014 Zetetiké: Revista de Educação Matemáticahttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessPivatto, WanderleySilva, Sani de Carvalho Rutz da2023-12-01T13:03:48Zoai:ojs.periodicos.sbu.unicamp.br:article/8646580Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2023-12-01T13:03:48Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Conceptual maps: estratégic and pedagogical supervisor for the construction of historical concepts in the discip
Mapas conceituais: estratégia pedagógica para a construção de conceitos históricos na disciplina de matemática
title Conceptual maps: estratégic and pedagogical supervisor for the construction of historical concepts in the discip
spellingShingle Conceptual maps: estratégic and pedagogical supervisor for the construction of historical concepts in the discip
Conceptual maps: estratégic and pedagogical supervisor for the construction of historical concepts in the discip
Pivatto, Wanderley
Concept maps
Teaching Geometry
Meaningful learning
Teaching geometry
Concept maps. Teaching Geometry. Meaningful learning
Mapas conceituais
Ensino de geometria
Aprendizagem significativa
Aprendizagem Significativa
Mapas Conceituais
História da Geometria
Pivatto, Wanderley
Concept maps
Teaching Geometry
Meaningful learning
Teaching geometry
Concept maps. Teaching Geometry. Meaningful learning
Mapas conceituais
Ensino de geometria
Aprendizagem significativa
Aprendizagem Significativa
Mapas Conceituais
História da Geometria
title_short Conceptual maps: estratégic and pedagogical supervisor for the construction of historical concepts in the discip
title_full Conceptual maps: estratégic and pedagogical supervisor for the construction of historical concepts in the discip
title_fullStr Conceptual maps: estratégic and pedagogical supervisor for the construction of historical concepts in the discip
Conceptual maps: estratégic and pedagogical supervisor for the construction of historical concepts in the discip
title_full_unstemmed Conceptual maps: estratégic and pedagogical supervisor for the construction of historical concepts in the discip
Conceptual maps: estratégic and pedagogical supervisor for the construction of historical concepts in the discip
title_sort Conceptual maps: estratégic and pedagogical supervisor for the construction of historical concepts in the discip
author Pivatto, Wanderley
author_facet Pivatto, Wanderley
Pivatto, Wanderley
Silva, Sani de Carvalho Rutz da
Silva, Sani de Carvalho Rutz da
author_role author
author2 Silva, Sani de Carvalho Rutz da
author2_role author
dc.contributor.author.fl_str_mv Pivatto, Wanderley
Silva, Sani de Carvalho Rutz da
dc.subject.por.fl_str_mv Concept maps
Teaching Geometry
Meaningful learning
Teaching geometry
Concept maps. Teaching Geometry. Meaningful learning
Mapas conceituais
Ensino de geometria
Aprendizagem significativa
Aprendizagem Significativa
Mapas Conceituais
História da Geometria
topic Concept maps
Teaching Geometry
Meaningful learning
Teaching geometry
Concept maps. Teaching Geometry. Meaningful learning
Mapas conceituais
Ensino de geometria
Aprendizagem significativa
Aprendizagem Significativa
Mapas Conceituais
História da Geometria
description We present the results of a report of experience about the knowledge of history of Geometry performed with students of the second High School in a public school of the city of Florianopolis, Santa Catarina with duration of two weeks, aiming to identify, from the conceptual maps constructed by students, evidence of occurrence of significant learning. For analysis of the results, the thinking about significant learning studied by Ausubel and his collaborators was the theoretical used. The research is qualitative nature and the conceptual maps built served as analysis that happened by your observation and established connections, where the results demonstrated an organization of concepts, some differentiations progressive integrative, reconciliations and the establishment of cross-links. 
publishDate 2014
dc.date.none.fl_str_mv 2014-10-21
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/8646580
10.20396/zet.v22i41.8646580
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646580
identifier_str_mv 10.20396/zet.v22i41.8646580
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/8646580/13481
dc.rights.driver.fl_str_mv Copyright (c) 2014 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) 2014 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. 1 (2014): jan./jun. [41]; 115-141
Zetetike; Vol. 22 Núm. 1 (2014): jan./jun. [41]; 115-141
Zetetike; v. 22 n. 1 (2014): jan./jun. [41]; 115-141
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_ 1822181123524919296
dc.identifier.doi.none.fl_str_mv 10.20396/zet.v22i41.8646580

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