Introdução a noções de cálculo diferencial e integral no ensino médio no contexto das TIC: implicações para prática do professor que ensina matemática

• Autor(a) principal: Farias, Maria Margarete do Rosário [UNESP]
• Data de Publicação: 2014
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/132207
• topic: Matemática - Estudo e ensino; Tecnologias de informação e comunicação; Pratica de ensino; Cálculo diferencial; Calculo integral; Ensino médio

The difficulties related to the processes of teaching and learning Differential and Integral Calculus (DIC) are very old and the focus of concern of teachers and researchers in the field of mathematics education. With the evolution of technology, we notice that when used well, these can promote learning, when we consider aspects such as geometric visualization, the dynamic nature of exploration and the opportunities to consider the properties of mathematical objects. In this research study, debates around Information and Communication Technologies (ICT) created opportunities for all participants to consider the possibilities and challenges associated with the introduction of ICT in the secondary school. With the advances in technologies, new educational software allows teachers to consider new theoretical-methodological approaches for the teaching of concepts taught in their classes. Today it is feasible that concepts of ICT, that have always been dynamic in nature, can be approached dynamically as well, using software such as GeoGebra or Winplot. With this consideration, in this study we propose to answer the following question: What are the implications, for a mathematics teacher's practices, of using ICTs to introduce concepts of Differential and Integral Calculus when teaching functions in the secondary school? The goal of this thesis is to determine secondary mathematics teachers' reconceptualization of their practice as they introduce notions of Differential and Integral Calculus in their teaching of functions using ICTs. The theoretical framework of the study is based on the interrelations of Activity Theory (AT) and Communities of Practice (CoP). The methodological approach was qualitative, using participant observation; and methodological instruments consisted of an online extension course for and interviews with secondary mathematics teachers - subjects of the research study. Data analyses were based on the ideas of...