Banca de QUALIFICAÇÃO: FERNANDA VIEIRA DE SOUSA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : FERNANDA VIEIRA DE SOUSA
DATA : 18/04/2024
HORA: 16:00
LOCAL: PLATAFORMA GOOGLE MEET
TÍTULO:

A Modular Function Teaching Proposal.

PALAVRAS-CHAVES:

Teaching Mathematics, Modular Function, Didactic Sequence.

PÁGINAS: 126
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Ensino-Aprendizagem
ESPECIALIDADE: Métodos e Técnicas de Ensino
RESUMO:

This research report is the result of research linked to the Postgraduate Program in Mathematics Teaching at the University of the State of Pará (UEPA), a professional master's course in Mathematics Teaching, which sought to identify to what extent a didactic sequence prepared according to Does the structuring model of Articulated Units of Conceptual Reconstruction (UARCs) enhance the teaching and learning process of Modular Function in high school? To obtain elements that answer this question, the general objective was to analyze the potential of a didactic sequence, structured according to the UARCs, for teaching modular function to high school students in public schools, with a view to identifying potential potential based on the data resulting from its application and analyzed according to discourse analysis and Microgenetics. For the development of the research, a theoretical foundation was carried out based on Brousseau's Theory of Didactic Situations, correlated with the Didactic Sequence according to Zabala's perceptions, as well as Cabral's Articulated Units of Conceptual Reconstruction. Regarding students' learning perceptions after applying the didactic sequence, the theories of Góes' Microgenetic Analysis and Discourse Analysis according to Mortimer and Scott were used. To support the elaboration of activities in the didactic sequence, a review of the literature on the topic was carried out, in addition, to identify the perceptions of students who graduated from the 1st year of high school and also of high school math teachers from public schools, about modular teaching and learning processes. Information obtained from textbooks approved by the PNLD supported a better understanding of the topic and its methodological approach in these books. (UNDER CONSTRUCTION) After combining this information, the activities that made up the didactic sequence were developed in line with the structures of the UARCs. After the application, the interactions between students and teacher/researcher were transcribed with the aim of identifying signs of learning during the process through discourse analysis and microgenetics.

MEMBROS DA BANCA:
Interno - 5858852 - ACYLENA COELHO COSTA
Presidente - 469289 - MIGUEL CHAQUIAM
Externo à Instituição - NATANAEL FREITAS CABRAL - PUC - RJ