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

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.
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.
Grupo colaborativo e o desenvolvimento profissional de formadores de professores de matemática
(2009) TRALDI ÚNIOR, Armando; PIRES, Célia Maria Carolino
This article takes as a reference the research conducted with the goal of analyzing the possibilities of forming a collaborative type of work group of instructors of teachers, responsible for the discipline of Differential and Integral Calculus, in a Teaching Credentials Course in Mathematics. The guiding questions of the investigation were: what are the possibilities and difficulties so that a collective work group, consisting of instructors of teachers, can begin to work in a collaborative way? In what way can experiences such as this one improve the teaching activities in undergraduate courses, and in particular, in Mathematics Teacher's Credentials courses? In this article, we present theoretical foundations of the research and data analysis, highlighting: personal relationships between group members, participation rate, aspects related to leadership and forms of relationship, problems faced by the group for lack of knowledge about a certain subject and the attitudes taken together by the group, and, finally, the evaluation of the participants.
Estudando funções no ensino médio noturno utilizando objetos de aprendizagem
(2008) TOGNI, Ana Cecília; CARVALHO, Jane Soares Carvalho
The present essay results from the Doctorate Thesis "Using Learning Objects on the Construction of Mathematics Functions in Evening Secondary Education", from UFRGS - Informatics Educational Graduation Program. The theoretical support is based on Meaning Learning by David Ausubel, prior-knowledge by Rafael Porlan, the use of solving-problems methodology by David Jonassem, and Learning Objects by David Willey. The proposed methodology directs to Evening Secondary School Students featured by the available human and physical conditions and alerts to the possibilities of students to experience Mathematics as an indispensable tool in the daily solving- problems activities. This synthetic exposition shows the work developed and achieved in the present study so far.

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