PRPG - Pró-reitoria de Pós-graduação

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Navegando PRPG - Pró-reitoria de Pós-graduação por Por Área do CNPQ "CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA"

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    O ensino da Matemática para além do racionalismo
    (Universidade Federal de Goiás, 2009-12-10) ARAÚJO, Maxwell Gonçalves; BARRIO, Juan Bernardino Marques; http://lattes.cnpq.br/6859482550702496
    From Plato to the present were the many philosophies that tried to acquire the mathematical knowledge of a unique design. Still, the rationalist perspective of seventeenth and eighteenth centuries, almost to absolute, always has a great influence, even today, in Mathematics Teaching. In this sense, despite the implementation of actions aimed at alleviating the rational view, the problems relating to education and the difficulties in learning Mathematics, persist. This believe/do/think/teach a school mathematics, without any questioning, that is, without a critical and reflective thinking has been criticized, particularly by means of Critical Mathematics Education, which takes one of his biggest Skovsmose referents. In view of this, it is necessary to reflect on this relationship is conceived between mathematical knowledge and society. In this work we demonstrate the importance of historical/philosophical/social teaching of mathematics, so that the processes of teaching and learning have a true social significance. Accordingly, no dogma, the individual must be craftsman of his own education that will guarantee a more harmonious and integral development of more humane. For this, we need to think/rethink the teaching of mathematics, leading to a significant learning really can not be alien to the construction of mathematical knowledge. To do this, this education should be focused beyond rationalism.
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    Pequeno construtor: cenário de investigação para o estudo da geometria
    (Universidade Federal de Goiás, 2009-10-16) BOMTEMPO, Kênia; BARRETO, Maria de Fátima Teixeira; http://lattes.cnpq.br/1434730073194299
    This work investigates the possibilities of building miniature houses are scenarios for research for the study of geometry. It has made through a Master Programme of Education in Sciences and Mathematics at Federal university of Goiás. The study of geometry through the trial is a form of education defended by Education many researchers in mathematics education (ANDRADE; NACARATO, 2008; FAINGUELERNT, 1999; PAULO, 2001; PAVANELLO, 2007). Begin of a proposal to work through scenarios for mathematics research as it considers the student's participation in an investigative approach, through play and through the act of playing. Developed the project "Small Builder" in which students built mini-houses that the process of building geometric concepts we studied. The activities were developed in the Escola Municipal Santa Helena , at Goiania, in a room with 27 children between 10 and 12 years. The data were analyzed following the paths of qualitative research in a phenomenological approach. In the investigative process, we analyzed the ways of understanding expressed by the students and the educational intervention carried out by the teachers involved. The study converged to open three categories: the understandings expressed on the measures proposed scenario, the understandings expressed on ways and plane figures in the proposed scenario, the understandings expressed in addition to the geometry in the proposed scenario. These categories have shown the possibility of the project "Small Builder" is set as the for research, by enabling the study of geometry and also go beyond. The analysis showed the weaknesses of the teacher and student, and the ephemerality of the scenarios for research, allowing one to rethink the life-world classroom geometry.
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    O blog nas aulas de Matemática: um instrumento capaz de contribuir para que o aluno elabore e reelabore suas compreensões sobre seu conhecimento matemático?
    (Universidade Federal de Goiás, 2009-10-07) LUCAS, Marcello; BARRETO, Maria de Fátima Teixeira; http://lattes.cnpq.br/1434730073194299
    Will Blog in Math classes be an instrument that can contribute to students elaboration and reelaboration of their understanding of Math knowledge? Starting from this question, this paper investigates the use of blog as a methodology resource to Math teaching in High School. It tries to understand and points to the viability or not of the use of Blog to contribute to the learning of Math and to the development of other necessary abilities to the learning of the subject as well as to life in society. The ability to read and write, for example. The research uses the phenomenological investigation. The data consisted of descriptions of the discussions held during the process of content production to be published on Blog. Convergencies were sought, in those descriptions, to make it possible to put in evidence the phenomenon searched without worrying to find generalizations, but the explicitation of the understanding of Math knowledge demonstrated by the subjects of the research through the produced material to be published on Blog in a certain time and context. Math classes whose validity will only be efficient through the active, persistent and persistent teacher performance as a member of the Blog. The teacher s characteristics of attentiveness and intentionality will help to motivate, resume, maintain and point aspects not yet approached and this investigate the dialog about the Math knowledge. It is possible, through the use of blog to create Math learning situations besides the creation of a classroom environment in which the students can elaborate and re-elaborate their understanding of their math knowledge
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    O reconhecimento do contexto sociocultural do aluno em meio ao ensino e à aprendizagem da Matemática na educação de adolescentes jovens e adultos - Goiânia/GO
    (Universidade Federal de Goiás, 2009-10-16) PORFÍRIO, Alexandre Guilarducci; FERREIRA, Rogério; http://lattes.cnpq.br/7841869231824490
    In this work, we point out the importance of the development of the mathematical knowledge from the partner-culture context of the pupil who attends a course the Education of Adolescents, Young and adult (EAJA). We detach the relevance to value the knowledge previously acquired by these pupils in the practical one of the teacher of athematics in classroom. The research looked for to approach different spheres of the education, having for focus to understand the necessities concerning the EAJA. In harmony to a current and recognized theoretical recital for the scholars that they search improvements for adult young the pertaining to school education of and, we search to display some of the relations that surround the development of the mathematical knowledge in the school from the partner-cultural context of the individual. For this, we carry through a research of field next to the pupils the school City Maria Helena Bretas in Goiânia- GO, place where our results are context.