Zetetiké

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https://edubase.sbu.unicamp.br/handle/EDUBASE/77

A Zetetiké é uma publicação institucional da Faculdade de Educação da Universidade Estadual de Campinas (em parceria editorial com a UFF), tendo como objetivo contribuir, de um lado, para o desenvolvimento da pesquisa na Área da Educação Matemática e, de outro, para a formação de pesquisadores dessa Área, mediante intercâmbio e divulgação de pesquisas e estudos realizados por educadores matemáticos vinculados a instituições brasileiras ou estrangeiras.

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Mantenedor: UNICAMP

Tipo: IESE

Região: Sudeste

Cidade: Campinas | SP

ISSN: 2176-1744

Periodicidade: Publicação contínua

E-mail: zetetike@unicamp.br

Editor: Carlos Miguel da Silva Ribeiro

Título abrev.: Zetetiké (Online)

Sistema de Preservação Digital: Rede Cariniana | PKP PLN

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Agora exibindo 1 - 20 de 62

A concepção de matemática de Auguste Comte
(1994) SILVA, Circe Mary Silva da
An analysis of the conception of Mathematics according to Comte is only possible within the context of his Philosophy. Conte does not think of mathematics in a way dissociated from his philosophical conception.
A dimensão tácito-explicita da aprendizagem matemáticarelato de uma investigação
(2005) FRADE, Cristina
This paper reports on research that investigated the tacit-explicit dimension of the learning of mathematics. The research was carried out in a secondary school and consisted of two sequential studies. In the first study, we have analyzed an episode related to a discussion about the difference between plane figures and spatial figures promoted by the teacher in her mathematics classroom. In the second study, the development of area measurement knowledge of a student-pair was observed. The data analysis was based on some aspects of Polanyi’s theory on tacit knowledge and Ernest’s model of mathematical knowledge, according to its mainly tacit and mainly explicit components. Among the results of research, a strong finding was that of cognition is not necessarily restricted to and coincident with language, but seen as a situated social practice, moving between the poles of the tacit dimensions of effective action and the explicit, intersubjective projection of such an action.
A reflexão na construção dos conhecimentos profissionais do professor de matemática em curso de formação inicial
(1998) DARSIE, Marta Maria pontin; CARVALHO, Anna Maria Pessoa de
The aim of this paper is to show how distant reflection about learning ( what and how to teach) can contribute to build the teacher's professional knowledge to intruct mathematics to the elementary school, this work tries to analyse how reflection contributes to the evolution of the knowledge and to the previous experiences of the students-teachers. The reflection comprehends concepts of teaching and learning of mathematics, the historic, social and epistemological nature of this science, the negative beliefs of students-teachers toward this subject and learning of mathematical concepts. The date we have and analyse are the ones colected by the students-teachers. They are presented like reflective diares made a posteriori after theyown apprenticeship.Through the interpretative analyse of the data we see the path of the reflection. This analyse shows that the reflection about our own learning makes us aware personal and professional knowledge.
A relação e as dificuldades dos alunos com a matemática: um objeto de investigação
(2009) SANTOS, Vinício de Macedo
This text presents and discusses a particular type of studies into the relation and difficulties of students with mathematics as a possibility for investigation in the field of mathematics education. It takes as its reference three studies that, among others in this field, investigate how students organize their interests, representations, sensitive experiences and "their logic" with mathematical knowledge; what difficulties arise in this process and what they reveal about teacher-training processes. One of the studies that is still in progress seeks to characterize, map and understand the relation of students from a large urban center and their difficulties with mathematics, and to discuss the weight of the social context, the curricular demands of the teaching system in question and the negotiations between teachers and students of mathematics. By highlighting questions, focuses, strategies, methodologies and study results, a combination of elements that reveals contributions from research activity, the impact of educational policies and relationships between the two also becomes apparent.
A utilização do computador no processo de ensinar-aprender calculo: a constituição de grupos de ensino com pesquisa no interior da universidade
(2002) MEYER, João Frederico da Costa Azevedo; SOUZA JUNIOR, Arlindo Jose de
In this paper, besides presenting a brief list of historically relevant analyses of previous experiences, specially in Brazil, with teaching and learning calculus with the aid of computers in several technological environments, the authors highlight what was verified to be an important factor in obtaining positive results: the necessary agreements the had to be reached by teachers, teaching assistants and tutors in terms of defining teaching strategies, pedagogical decisions and classroom emphases.
Adaptação e validação de uma escala de atitudes em relação à matemática
(1998) BRITO, Marcia Regina F. de
This paper deals with the process of adaptation, aplication and validation of yhe AIKEN's attitudes toward Mathematics scale (AIKEN, 1961; 1963; AIKEN e DREGER, 1961). The subjects were 2007 satudents (grades 3 to 8 and second grade) attending four public urban schools. A questionnare, developed to attend the objectives of the wider research about attitudes (BRITO, 1996) was also developed. The scale presets 20 itns and those were considered the variables submitted to statistical analysis (p<.050). The results showed consistent relations between itens(alfa=.9494 e r=.080). The Kaiser-Meyer-Olkin measure presented a value = 0.97200 and also was applied the Principal - components Analysis (PCA) and two non-related and independent factors were been extracted. The ANOVA was also used and the mean obtained was M=52,514. Students that obtained a value superior were considered those with positive attitudes. The results lead us to conclude that AIKEN'scale is adequate to measure student's attitudes toward Mathematics
Adaptação e validação de uma escala de atitudes em relação à matemática (Segunda parte)
(1998) BRITO, Marcia Regina F. de
This paper deals with the process of adaptation, aplication and validation of yhe AIKEN's attitudes toward Mathematics scale (AIKEN, 1961; 1963; AIKEN e DREGER, 1961). The subjects were 2007 satudents (grades 3 to 8 and second grade) attending four public urban schools. A questionnare, developed to attend the objectives of the wider research about attitudes (BRITO, 1996) was also developed. The scale presets 20 itns and those were considered the variables submitted to statistical analysis (p<.050). The results showed consistent relations between itens(alfa=.9494 e r=.080). The Kaiser-Meyer-Olkin measure presented a value = 0.97200 and also was applied the Principal - components Analysis (PCA) and two non-related and independent factors were been extracted. The ANOVA was also used and the mean obtained was M=52,514. Students that obtained a value superior were considered those with positive attitudes. The results lead us to conclude that AIKEN'scale is adequate to measure student's attitudes toward Mathematics.
Algumas considerações sobre um processo de pesquisa coletiva em educação matemática
(1995) PAIS, Luiz Carlos
This paper describes the experience of a group of french who carries research in Mathematical Education. The methodology is based in a collective action of the team and is conceive from the existence of a strong dialects relation between the research and the continuous training of secondary school teachers of Mathematics.
Algumas reflexões sobre a perspectiva educacional da etnomatemática
(2004) MONTEIRO, Alexandria
The curriculum discourse has been calling our attention to the need of relating general daily knowledge to school knowledge. Nonetheless, little has been discussed about the characteristics of these two kinds of knowledge. Following this line of thought, in the field of mathematics teaching, we point out to the proposal of ethnomathematics. In general, it is understood as a teaching methodology or as a magical possibility of relating general daily concepts to school concepts. Another trend is the negation of ethnomathematics under the allegation that, by reviewing daily concepts, the students would not have access to school knowledge. With these two perspectives in mind, we expect to point out some elements which we consider fundamental to the understanding of ethnomathematics in a pedagogic perspective. We start the discussion in the fields of history and epistemology of the sciences, and then, under the light of these considerations, we infer that ethnomathematics is like a science of contemporary man and world,working as a reaction to the fragmentation of the knowledge generated by the project of modernity.
Alterando o ensino da trigonometria em escolas publicas de nível médio: a representação de alguns professores
(2000) BRIGUENTI, Matia José Loureiro
Alterning trigonometry teaching in government high schools: the representation of a few teachers. This study which was developed by means of a qualitative data analysis from interviews with three public school mathematics teachers. Has aimed at verifying the of a possibility day by day Appropriation of an alternative proposal for the teacher and learning of Trigonometry in different teacher situations, as well as in different shifts and hign schools. Consequently, through the representations of these three mathematics teacher involved in this process, this research was able to verify: the teaching process was developed, in a was developed, in a way to unveil these teacher’s conceptions about on this theme; what are their views on the influence of the proposed methodology: now the students were involved during the process; and the existence of other factors that have influenced the teaching process. The work done throughout this research led to the conclusion that the investigated proposal ca be used by public school mathematics teachers.
Avaliação de um projeto pedagógico para a formação de professores de matemática um: estudo de caso
(1999) GARNICA, Antonio Vicente Marafioti; MARTINS, Ronaldo Marcos
The purpose of this paper is to analyze, from a phenomenological point of view, the implementation of a Pedagogical Project for Math Teachers Preparation. This program has been in existence at the Faculdade de Ciências-UNESP-Bauru (BR) since 1991 and, according to some authors, it is innovative and deserving of assessment. To accomplish the goal for this case study, we have analyzed some data collected from students and teachers of that program and made an interpretative sketch of our results.
Avaliação escrita de matemática: em busca de explicação
(1996) FINI, Lucila D.T.; OLIVEIRA, Gislene C.; SISTO, Fermini Fernandes; SOUZA, Maria Thereza C.C. de; BRENELLI, Roseli Palermo
The aim of this article was investigate the matematical performance of 30 seconds grades children of a public school. The matematical proof had 12 exercises and it was computed errors in addiction, substraction, comprehension of the problems and no answers. The cognitive variables were: a) operational tendency (six tasks); b) the creative tendency (two tasks); c) psychomotricity (six aspects); d) reading comprehension; e) reading; f) reading + comprehension. Results show that reading, reading and comprehension and psychomotricity can explain the number of errors in maths tasks. However reading and comprehension seem to explain better the results. operational tendency and creativity tendency show no realtions with math performance
Cenas de uma aula de álgebra: produzindo e negociando significados para "a coisa"
(1997) PINTO, Ranata Anastacio; FIORENTINI, Dario
This paper intends to analyze, from a semiotic, epistemological and pedagogical point of view, the meanings produced and negotiated in a math class of the 7th grade when the teacher and her pupils conduct an algebraic activity. The analysis, regarding the communication/meaning process, is founded theoretically on Vygotsky and Bakhtin. With respect to the didactic and epistemological aspects, the analysis is founded on Bachelard e Brousseau. This study shows that when the teacher and pupils try to produce/negotiate meanings for algebraic representations, they are likely to produce "polyssemies" (multiplicity of meanings) for words, such as, in the case, "square" and "thing", that may generate didactic, epistemological or verbal obstacles
Comparação de duas estrategias no ensino de complementos de matemática
(1998) MATINEZ, Jose Mario; SANTOS, Lucio Tunes dos
We applied two different teaching methodologies in two classes of the MS148 discipline: Mathematics Complements in the first year of the so-called Cursion. UNICAMP. In the first group, the strategy was the one generally used in this type of discipline. In an alternative class, we used a different method (although nothing new) that consisted of giving priority to the students' work in the classroom. Through five different evaluations, and comparisons with students' grades in the Vestibular Mathematics test, seeking to reach quantitative conclusions regarding the effectiveness of both strategies.
Constituição do paradigma do formalismo pedagógico clássico em educação matemática
(1995) MIGUEL, Antonio
The aim of this paper is to show the classical pedagogic formalism paradigm has been constituted in the light of four analytic categories as fallows: the conception of mathematics underlying the paradigm; the conception of the aims of mathematical education and of the values it is supposed to promote; the conception of the way the learner can acquire mathematical knowledge and the conception of the teaching method in mathematics.
Constituição do paradigma do formalismo pedagógico clássico em educação matemática
(1995) MIGUEL, Antonio
The aim of this paper is to show the classical pedagogic formalism paradigm has been constituted in the light of four analytic categories as fallows: the conception of mathematics underlying the paradigm; the conception of the aims of mathematical education and of the values it is supposed to promote; the conception of the way the learner can acquire mathematical knowledge and the conception of the teaching method in mathematics.
Constituição do paradigma do formalismo pedagógico clássico em educação matemática (Terceira parte)
(1995) MIGUEL, Antonio
The aim of this paper is to show the classical pedagogic formalism paradigm has been constituted in the light of four analytic categories as fallows: the conception of mathematics underlying the paradigm; the conception of the aims of mathematical education and of the values it is supposed to promote; the conception of the way the learner can acquire mathematical knowledge and the conception of the teaching method in mathematics.
Contenidos, acciones y actividades significativas en una experiencia de aprender a ensenar matematica
(2004) VILLEGAS, Margarita; GONZALEZ, Fredy
Based on the content analysis of the class diaries prepared by a group of students (14H and 2V) - belonging to the Integral Education program - during the classes of the subject "Methodology of Teaching Mathematics", in the period 99/1 at the Universidad Pedagógica Experimental Libertador - Núcleo Maracay, whose purpose was to identify and characterize the mathematical content, the actions and activities developed that are considered significant for their learning and later teaching when, in the future, they will perform as teachers in Basic Education. A first approximation to the results of this study reveals that among the most valuable contents are those associated with the delimitation and location of space-time through the study of geometry; (b) other disciplines, considered to belong to the art world, such as music, poetry and narrative, as they have common characteristics with mathematics, such as abstraction, complexity, analysis and symbology. On the other hand, among the actions and activities that stand out are those referring to the methodology and resources that the teacher has used as support in his classes: (a) making little use of the blackboard and chalk to teach; (b) teaching outdoors; (c) use a variety of unstructured material to teach mathematics, such as the physical structure of the classroom, steering wheels, periodicals, magazines, etc .; and (d) associating mathematics with the qualities of the teacher or teacher who administers it. Each of the students, in their reflections, expresses satisfaction for having learned to teach mathematics from the elements that make up the classroom and for having realized how everything in life has expressions that can be read considering mathematical symbology. The previous results show the need to provide pleasant experiences involving the teaching-learning of mathematics, supported by a methodology of learning to learn, with didactic resources belonging to the geographic social context of the individuals who are subjects and actors in the classroom. As a recommendation, it is suggested the establishment of an affective and conducive climate to the emerging subjectivities, with the purpose of making the teachers, in each class, allow the construction and creation of interpretations and meanings that, later, the students can extend or transfer to other contexts.
Desenvolvimento e analise de uma metodologia para o ensino da função quadrática utilizando os softwares 'parábola' e 'oficina de funções'
(2006) SOUZA, Aguinaldo Robinson de; SILVA, Gilmara Aparecida da
One of the greatest challengers in Mathematics Education is to turn Mathematics more attractive to the students. The use of information technology and more specifically computer technology are some of the new promises currently advocated to contribute to the debate involving the use of microcomputers in the classroom. The objective of the present study is to present a methodology involving the manipulation of two different software named 'Parabola' and 'Oficina de Funções'. The activities involved the student's interaction, experimentation, and visualization in the universe of the second degree functions
Desenvolvimento historico do conceito e do processo de aprendizagem, a partir de recentes concepções matemático-didáticas (erro, obstáculos, transposição)
(1998) SCHUBRING, Gert
The article intends to emphasize a function of mathematics history which transcends the traditional but unsatisfactory one of motivator for classroom practice: as a foudation for theory construction imn mathematics education. For this purpose, ressentapproaches in mathematics historiography and in mathematicas education are presented. Discussing them yields a strutural convergence which is due to the view which conceptualizes the researcher and the learner as respective members of an interacting social community. At the same time, the close connection between teaching knowledge and developing knowledge is analyzed

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