Zetetiké
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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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- ItemDe aluno a professora a: redescoberta da escola(1993) SAMPAIO, Fausto ArnaudA descent in slow steps, trembling with doubts, under the strong midday sun. suffocating as the short commute. now endless. The feeling of time seems to expand, when imagining other students in the same circumstance, asking the same questions and then comparing the impressions with those communicated by veteran students. Will Corm be my teacher? Brava? Pretty? Does she scream like my brother's? How many students will we be in the classroom? Will sweat drip from my face, nervous, if the teacher talks to me? Will she let me go to the bathroom? ...
- ItemRessonâncias e dissonâncias do movimento pendular entre álgebra e geometria no currículo escolar brasileiro(1993) MIORIM, Maria Ângela; MIGUEL, Antonio; FIORENTINI, DarioThe article "ALGEBRA or geometry where the pendulum?", By our author, published in Revista Pro-posiçåes, vol.3. No. 1 (7), March 1992 (pp.39-54). raised, by some colleagues who work in the area of Mathematical Education, valuable considerations that, certainly, contribute to the deepening of the researches that we are developing. there is already some ground, about the teaching of elementary.
- ItemRessonâncias e dissonâncias do movimento pendular entre álgebra e geometria no currículo escolar brasileiro(1993) MIORIM, Maria Ângela; MIGUEL, Antonio; FIORENTINI, DarioThe article "ALGEBRA or geometry where the pendulum?", By our author, published in Revista Pro-posiçåes, vol.3. No. 1 (7), March 1992 (pp.39-54). raised, by some colleagues who work in the area of Mathematical Education, valuable considerations that, certainly, contribute to the deepening of the researches that we are developing. there is already some ground, about the teaching of elementary.
- ItemSeculo XXI: qual matemática e recomendável?(1993) LORENZATO, Sergio; VILA, Maria do CarmoOur technological society is undergoing continuous transformations, at an amazing speed. As part of a changing society, we, mathematics teachers, often feel anguish and concern, as we have difficulty in defining the minimum basic mathematics content that our students will need in their activities to better act in the changing society of the next millennium.
- ItemO abandono do ensino da geometria no Brasil: causas e consequências(1993) PAVANELLO, Regina MariaThe gradual abandonment of the teaching of geometry, verified in the last decades, in Brazil, is a fact that has been very worrying. Brazilian mathematical educators and who, although reflecting a general trend, are more evident in public schools, especially after the enactment of Law 569271.
- ItemMemória e análise da pesquisa acadêmica em educação matemática no Brasil: o Banco de Teses do CEMPEM/FE/UNICAMP(1993) FIORENTINI, DarioThe main objective of this article is to disclose to the educators researchers in Mathematics Education the "BANCO DE TESES EDUMAT". which has been organized by CEMPEM at the Faculty of Education at UNICAMP.
- ItemCompreendendo e interpretando as dificuldades sentidas pelos alunos ao estarem com a matemática(1994) BICUDO, Maria Aparecida Viggiani; CHAMIE, Lucila mancini StellaThis article reports a research carried out on the difficulties that students of the 1st grade of high school perceive, when they are with Mathematics, as it presents itself to them in their school routine (Chamie, 1990).
- ItemLogo-tridimensional como estrategia para a exploração da geometria espacial(1994) BARANAUSKAS, M. Cecilia C.; MISKULIN, Rosana S.GEOMETRIC LOGO is a subset of the Logo programming language, proposed by S. papert, whose main idea is that of an object (turtle) that can move in a plane, represented, for example, by the monitor screen. The possible movements for this object are the displacement - forwards and backwards and the rotation - for the right and for the left - on a flat surface. In this way, the movements of this object, under the command of a user, can define geometric figures.
- ItemA representação dos corpos redondos no ensino da geometria(1994) PAIS, Luiz CarlosThis article has its origin in the work of the Research Group on the Teaching of Geometry at IREM de Montpellier. This team is coordinated by Professor Gérard AUDIBERT and composed of about fifteen professors involved in research in Didactics of Mathematics. A number of experiments carried out by this group found that the teaching and learning of Euclidean and spatial geometry are inseparable from drawing.
- ItemNoigrandes, Nonada, Zetetike(1994) FONTES, Joaquim BrasilWho speaks this phrase, in a tragedy of Sophocles, is Oedipus, who is looking for the murderer of Laius, son of Lâmbdakos. To express the idea of "investigating", "doing a search", "searching for", he uses the Greek verb shlTé? D (dzëtéö), cognate of our dzëtëtikë. We all know the result of the sinister survey: examining clues, interrogating signs and following indexes, Oedipus discovers that Laio is his father, of whom he himself is the murderer.
- ItemEnsino da matemática: reflexões para uma aprendizagem significativa(1994) RABELO, Edmar H.; LORENZATO, Sergio A.Improving the quality of mathematics teaching has been a constant challenge for everyone concerned with teaching this knowledge, but as a rule, searches have been limited to changes in methods, techniques or curricular sequences.
- ItemUma aplicação do conceito de simetria axial plana visando um ensino interdisciplinar(1994) KALEFF, Ana Maria Martensen RolandIt is important, when teaching basic school geometry, that we not only limit ourselves to developing concepts, but that we seek to contextualize them in increasingly broad fields, relating them to other disciplines outside the scope of mathematics and interconnecting them with the real life.
- ItemA concepção de matemática de Auguste Comte(1994) SILVA, Circe Mary Silva daAn 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.
- ItemCritérios norteadores para a adoção da modelagem matemática no ensino secundário e fundamental(1994) BURAK, DionisioIn recently updated refresher courses, participating teachers were asked to write about how they see mathematics teaching today.
- ItemConstituição do paradigma do formalismo pedagógico clássico em educação matemática(1995) MIGUEL, AntonioThe 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.
- ItemFormalização e intuição no contexto do conhecimento, do ensino e da atuação social(1995) SOARES, Eliana Maria do SacramentoSome parallel lines may be drawn between formalization and intuition. Intuition is a starting point for accessing reality. However, it is desirable to make use of the deductive reasoning of formalization to base and complement the conclusions of intuitive thought. The teaching of the bases of the bases of the deductive method and evaluation of intuitive ideas are, thus, fundamental I every education level.
- ItemEnsino remedial em recuperação paralela(1995) BALDINO, Roberto RibeiroIn this paper we seek to use Lacan’s theory of desire in order to justify the following thesis: 1. Special difficulties of students in calculus courses can neither be explained or solved by only considering the imaginary (beliefs) and symbolic (statements) registers. They require taking into account the juissance organization in the real register that regulates the choice of justifications. 2. Psychoanlysis provides elements for effective organization of remedial teaching. 3. The theorectical elements and reports from classroom practices already available, are sufficient in order to include remedial teaching as an object of study in teacher’s formation courses. As a method for sustaining these thesis we present the report of a tutorial session for freshmen calculus student where remendial teaching indicates a phenomenon of repetition in the passage from one semantic field to another. As corollaries we show: 1) an adequate work contract can bring a number of students to tutorial sessions, compatible with the available teaching facilities. 2) Special difficulties of calculus students are ore serious and the teaching task is more difficult than it is generally admitted by the Istitution. 3) The tutorial teaching does not have to be carried out by the same teacher of the regular curse.
- ItemReconstrução de conceitos: o uso de disparadores no estudo de funções(1995) CARNEIRO, Vera ClotildeThis paper reports to na experience on teachig the basic pré-calculus concepts to future mathematics teacher on the beginning of their course. The intention was to (re)construct these concepts in a justified manner. In order to do that we propose application problems, called “teaching shootigs”, that could be solved by the own students based on their previous knowledge and were used to introduce new themes. Simultaneously we relate the usage of parallel didactics recourses to favor the student’s interest and participation, such as visits to other science laboratories an libraries, enterviews with other areas professionals, use of computational softwares, concrete materials ad games, oral and visual public expositions etc. Here we explain how the experience was built and grew up inside the classroom as consequence of the diary observations ad from the answers ad mistakes analysis. It had a good result not only because the amount of subjects learned but also because the contribution given to this future teacher apprendiceship, which can help him to be dynamic, creative and interdisciplinarian mathematics teacher.
- ItemHistória, sensos matemáticos e construtos reflexivos matemáticos: questões sobre educação matemática(1995) SOUZA, Antonio Carlos Carrera deThis paper seeks for the foundations in the History of Mathematics, Psycology and Antropology in order to establish an epistemological paradigm for Mathematical Education. The purpose is to show that it’s possible to restore historically the external approach in contraposition to the internal approach, by using the Mathematical Senses and Mathematical Reflexive Constructs. Therefore, we indicate that science should be taken as the sober experience followed by the necessary “mathematization”.
- ItemConstituição do paradigma do formalismo pedagógico clássico em educação matemática (Terceira parte)(1995) MIGUEL, AntonioThe 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.