Navegando por Autor "FERREIRA, Maria Cristina Costa"

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    Da pratica do matemático para a prática do professor: mudando o referencial da formação matemática do licenciado
    (1997) SOARES, Eliana Farias; FERREIRA, Maria Cristina Costa; MOREIRA, Plinio Cavalcanti
    The authors believe that the mathematical part of the curriculum of undergraduate courses in Teaching Mathematics in Brazil almost always reflects the perspective of the professional mathematician and not that of the Mathematics teacher at elementary and higt-school level. In this they analyse the effects of such a distortion over the general organization of courses for prospective teachers be developed so as fully integrate with his future practice at school level. such a change in view requires rethinking the contents to be emphasised in mathematical knowledge, which would be, moreover, organically interwoven with an approach that will best suit the interests of a mathematics teacher. The following question, thus, poses itself upon research in Mathematics Education: what is the relevant Mathematics to form a Mathematics teacher?
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    Números reais: concepções dos licenciados e formação matemática na licenciatura
    (1999) SOARES, Eliana Farias E.; FERREIRA, Maria Cristina Costa; MOREIRA, Plinio Cavalvanti
    The authors believe that a specific approach to the numeric sistems – especially designed for the teaching degrees – should be developed. They propose that such an approach should spring from whatever conceptual idealizations are current among undergraduate students and reach a global understanding that will actually aid teaching at the fundamental and high school level. This article presents some analysed results of a survey conducted among 84 students of Mathematics with the Federal Universities of Minas Gerais and Santa Catarina, Brazil, aimed at a greater understanding of their “conceptual images” about the set of the real numbers. It was noted that very few students are aware of the meaning of the incommensurability of two line segments, and the consequent need for the irracional numbers. This may be the core of the usual difficulties found among Brazilian students to comprehend various concepts related to the structure of the real number set.