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.

Descrição

Mantenedor: UNICAMP

Tipo: IESE

Região: Sudeste

Cidade: Campinas/SP

ISSN: 2176-1744

Qualis: A2

Periodicidade: Publicação contínua

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Agora exibindo 1 - 20 de 126

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 epistemologia genética e o ensino de matemática
(1996) BITTENCOURT, Jane
This paper intends to analyse some aspeets of Piagel’s genetic epistemology, closely related to Mathemathics. More specifically, we discuss Piaget’s epistemological point of view; his conceptions of the major epistemological problems in regard to Mathematics, and the genetic epistemology’s view about the features of the mathematics teaching, having in view the improvement of the thinking about teacher’s practice.
A obra de Gerolamo Saccheri e a historia da geometria não-euclidiana
(1998) BRITO, Arlete de Jesus; MORAES, Lafayette de
We translated part of the Saccheri's book Euclídes ab omni naevo vindicatus: sive conatus geometricus quo stabiliuntur prima ipsa universae Geometriae Principia (Milão, 1733) and did some remarks about it
A problemática do desenho em perspectiva: uma questão de convenção
(2003) FLORES, Claudia Regina
In this article we intend to understand how the technique of perspective drawing, as we see it nowadays, has been established and which truths have been created in the process. We have chosen to study this issue within the scope of Art History, since the history of perspective is close to the history of pictorial representation. Concerning philosophical aspects, concepts and space representation, three eras are analyzed in this article – the Antiquity, the Middle Ages and the Renaissance. We consider the reflection on this history appropriate to the field of Education, and especially to the field of Mathematics Education, in the sense that it contributes to the understanding of the complexity involved in the reading and interpretation of three-dimensional geometric pictures drawn in perspective.
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 relação entre as concepções de matemática e de ensino de matemática de professores na pratica pedagógica
(1997) THOMPSON, Alba Gonzalez
Case studies were conducted to investigate the concepts of mathematics and mathematics teaching supported by three teachers from "Junior High School" (4th cycle of elementary school). The Examination of the relations between conceptions and practice showed that teachers' beliefs, views and preferences regarding mathematics and its teaching had a significant, although subtle, role in the formation of their pedagogical behavior. The differences between the teachers, in their conceptions and practices, are presented followed by a discussion of the properties of their conceptual systems.
A relação entre as concepções de matemática e de ensino de matemática de professores na pratica pedagógica
(1997) THOMPSON, Alba Gonzalez
Case studies were conducted to investigate the concepts of mathematics and mathematics teaching supported by three teachers from "Junior High School" (4th cycle of elementary school). The Examination of the relations between conceptions and practice showed that teachers' beliefs, views and preferences regarding mathematics and its teaching had a significant, although subtle, role in the formation of their pedagogical behavior. The differences between the teachers, in their conceptions and practices, are presented followed by a discussion of the properties of their conceptual systems.
A representação dos corpos redondos no ensino da geometria
(1994) PAIS, Luiz Carlos
This 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.
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.
Alguns aspectos negligenciados na compreensão e ensino de números e sistemas numéricos
(1999) GRATTAN-GUINNES, Ivor
Cultural questions have attended arithmetic since it began to develop in ancient times. They include possible differences between integers and non-integral numbers and in operating with them, religious and mystical uses and interpretations, the roles of zero, extensions to infinite numbers, and representing numbers by numerals in ways which are not well known but could be used in teaching, either at school or undergraduate level. Comments on educational utility are given, mostly at the end of each section; the word "student"refers to learners of all ages.
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.
Apas Kayabi e simetria
(1996) SCANSIUZZI, Pedro Paulo
This article focuses the aspects of indiana pás - of the Kayabi tribe from the Xingu National Park – a kind of sieve, without holes, used as covers or adorns. The article describes how this Indian tribe relates the story of how the apás came ito use, dicusses the sequence in the learning of this manufacture and presents a geometrical/symmetrical study that involves the apás designs.
Aprender Matemática em grupo de estudos: uma experiência com professoras das séries iniciais
(2008) GIMENES, Jucelene; PENTEADO, Miriam Godoy
The aim of this paper is to consider a study group in mathematics education as an environment for supporting teacher's professional development and discussing possible ways of its implementation at school. The discussion draws on data from a group of ten primary school teachers from a São Paulo state school who wanted to study "the why(s) and wherefore(s)" of the decimal system and the four fundamental operations: addition, subtraction, multiplication and division, which they considered a difficult content to be taught. The results show that participation in the study group contributed to a better understanding among the teachers of the following issues: mathematics is something which can be constructed; the importance of learning history of mathematics; how to use manipulative didactical material; the students' learning process; and the teaching knowledge as something to be continually constructed.
Aproximações de um valor de bifurcação usando uma planilha
(2000) PALIS, Gilda de La Rocque
Approximations of a bifurcation value using a spreadsheet. The relative availability and flexibility of spreadsheets make them very attractive, especially un an environment where computer resources are scarce. The present demand for the introduction of computer work in schools and colleges in brazil has led us to design a set of spreadsheet-supported activities to examine how pre-service and in-service teachers behave in an exploratory computer setting We describe the content of the activities devised and some of the strategies used by pre-service teachers in carrying it out.

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