Zetetiké

URI Permanente para esta coleção

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

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 - 5 de 126

Equação e seus multisignificados: potencialidades para a construção do conhecimento matemático
(2009) RIBEIRO, Alessandro Jacques; MACHADO, Silvia Dias Alcântara
This paper aims to introduce, analyze, and characterize different meanings that can be given to equation in Mathematics teaching and learning. Based on one of the authors doctorate thesis, this work brings to discussion some research results in Algebraic Education field, about the process of giving meaning to the notion of equation. Following this discussion, the authors analyze how textbooks present equation idea, and indicate PCN´s recommendation about the importance of working with activities based on different perspectives and shapes to conceive Algebra. At last, the authors present the multimeanings of equation, discussing and analyzing their potentialities in the construction of mathematical knowledge during Teacher Training Courses.
Práticas matemáticas: contribuições sóciofilosóficas para a Educação Matemática
(2009) VILELA, Denise Silva
The objective of this study is to understand mathematics as social practices, that is, discuss theorically the conception of mathematic practices. It departs from an earlier study that perceives several ways of adjetivizing the term mathematics, such as school mathematics, street mathematics, academic mathematics, popular mathematics, everyday mathematics, and so on, supported by recent academic researches and publications in the field of Mathematics Education. Adjectivizes are understood as differences language-games along family resemblances, in the sense given by Wittgenstein to these concepts. Sociological concepts developed by Bourdieu are incorporated to this philosophical explanation. His conception of science is a reference to understanding mathematics as social practices, in which lies a situationist logic that determines specific mathematic norms and patterns.
Quem dança com quemo desenvolvimento do raciocínio combinatório de crianças de 1ª a 4ª série
(2009) BORBA, Cristiane Pessoa e Rute
In the present study it was observed how Elementary School pupils understand combinatorial problems and what strategies they use. Different types of problems (Cartesian product, arrangements, permutations and combinations) were present in the test applied and answers were analyzed according to age and problem type. Progress was observed through different school grades. Arrangements and permutations problems were the most difficult, probably because of the difficulty in exhausting all possibilities, in which the order of presentation of the elements is important. Strategies varied from total incomprehension of the relations involved, passing by relation comprehension without exhaustion of possibilities, until the identification of the product that summarizes the situation. It is necessary to recognize that combinatorial reasoning may develop also out of school, being necessary emphasis on the total exhaustion of possibilities whilst solving these types of problems in the classroom.
Relatos em torno do cálculo de um aluno do 2º ano do ensino fundamental
(2008) MARANHÃO, Maria Cristiba S. A.; CARMEJO, Adriana; MACHADO, Silvia
This text presents the relation between two researches: the first one is a collaborative investigation involving teachers and their adviser analyzing the production of K-2 pupils (7 - 8 years old) about integers, and the other one is about the use of the same pupils production in a work with undergraduates Pedagogic students who are already teachers. The teachers' analyses that we found out provided different levels of ideas about the meaning of Integers.
As influências das políticas públicas curriculares na constituição da identidade do professor de matemática: análise de um caso
(2009) MATHEUS, Amanda Aparecida de Oliveira Fernandes; NACARATO, Adair Mendes
This paper is related to a master's dissertation that had as focus the constitution of the identity of the mathematics teacher considering the public politics influence. Our look will be upon the curricular reforms, in special, the State of São Paulo one, of 2008. The research was done with mathematics teachers of the city of Bragança Paulista/SP and the data for the research was constituted by: questionnaire, interview and classroom observations. For this paper we choose the case of teacher Íris, which reveals crisis in her professional identity facing the conflicts and contradictions for the implementation of an imposed curriculum. At the same time in which Íris saw positive aspects in the material to be used, she didn't manage new ways of teaching mathematics due to, mainly, the lack of a collective work in the school and of a politics of teacher education that sustained the curricular reform.

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