Um modelo teórico de matemática para o ensino do conceito de função a partir de um estudo com profesores

• Autores: Graça Luzia Dominguez Santos, Jonei Cerqueira Barbosa
• Localización: Unión: revista iberoamericana de educación matemática, ISSN-e 1815-0640, Nº. 48, 2016, págs. 143-167
• Idioma: portugués
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• Dialnet Métricas: 2 Citas
• Resumen
  • español

    En este estudio desarrollamos un modelo teórico de Matemáticas para la Enseñanza del Concepto de Función. Utilizamos como aporte teórico las reglas de reconocimiento y realización de la teoría del sociólogo Basil Bernstein, y como herramienta metodológica la estructura organizacional del Estudio del Concepto. Los datos fueron recolectados en una investigación empírica con un grupo de profesores.

    El modelo fue estructurado a partir de la categorización de las realizaciones (llamadas Panoramas), identificados como tabular, algebraico, máquina de transformación, generalización de patrones, gráfico, diagrama y formal. Estos Panoramas fueron construidos a la luz de la convergencia entre las reglas de realización y reconocimiento. El modelo puede ser empleado como cuadro teórico en pesquisas sobre Matemáticas para la Enseñanza, así como para analizar y generar una amplia gama de formas de realización del concepto de función en la enseñanza.

  • English

    In this study, we built a theoretical model of Mathematics for Teaching the Concept of Function. Recognition and realization rules from Basil Bernstein’s theory and the structure so-called concept study were used as methodological tools. Data were collected at a group of schoolteachers discussing on teaching function. The model was structured through categories of realizations, which we named as landscapes:

    tabular, algebraic, transformation machine, pattern generalization, graphics, diagram and formal. These landscapes were built in light of their realization and recognition rules. The model might be used as theoretical framework in researches about Mathematics for Teaching, as well to analyze and produce a wide set of forms of realizing the concept of function in pedagogical practices.

  • português

    Nesse estudo, desenvolvemos um modelo teórico de Matemática para o Ensino do Conceito de Função. Utilizamos como aporte teórico, os construtos regras de reconhecimento e realização da teoria do sociólogo Basil Bernstein e como ferramenta metodológica, a estrutura organizacional do Estudo do Conceito. Os dados foram coletados em uma investigação empírica com um grupo de professores.

    O modelo foi estruturado nas categorias de realizações (panoramas): tabular, algébrico, máquina de transformação, generalização de padrões, gráfico, diagrama e formal. Estes foram construídos à luz da convergência das regras de realização e reconhecimento. O modelo pode ser empregado tanto como quadro teórico em pesquisas sobre Matemática para o Ensino, quanto para analisar e gerar uma ampla gama de formas de realizar o conceito de função no ensino nas práticas pedagógicas

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