Um estado do conhecimento de dissertações e teses brasileiras sobre equações: o uso das tecnologias no ensino médio (1998-2008)

• Ano de defesa: 2010
• Autor(a) principal: Hessel, Lucimar de Andrade
• Orientador(a): Maranhão, Maria Cristina Souza de Albuquerque
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação Matemática
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Estado do conhecimento; Equações; Ensino médio; Tecnologia
• Palavras-chave em Inglês: State of knowledge; Equations; High school education; Technology
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://tede2.pucsp.br/handle/handle/10841

This study synthesizes Brazilian dissertations focused on High School Education, which is about equations using Technologies of Information and Communication. The content selected for analysis is composed of four dissertations published between the years of 1998 and 2008, in the area of Mathematical Education. The selection of these papers took place through the search of dissertations and thesis according to some research instruments and criteria previously determined, what led us to concentrate only on the dissertations, due to the fact the we did not find thesis about the main theme and subjects. Methodologically, this study is characterized as a documental research that we call State of Knowledge, which we tried to summarize, in a systematic way, a set of researches. We present here a confrontation of the selected material to show the purposes and results, theoretical references, methodological-theoretical and technologies used. About the mathematical topics related in the purposes and results in the selected papers, there is a preference to graphic and algebraic representations of 1st, 2nd and/or 3rd degree polynomial functions because all the selected papers focus on them. In addition, this study shows that two of the works are ruled in the same theoretical referential systems: Computational Transposition by Balacheff and Duval s records of Representation, other uses different theoretical referential: The Anthropological Theory of Didactic by Chevallard, besides one does not present explicit theoretical referential. It can be noted that two of the papers do not explicitly relate to a methodological-theoretical referential and that two others are based on: Engineering Didactic on basis of Artigue (1996) in his methodology. Moreover, the papers converge according to the type of technologies of Information and Communication used: software, considering that the software Winplot appears in three of the selected dissertations. Therefore, this study indicates results that can subsidize future investigations, emphasizing the need of further research in some points about the theme of this study: investigations that focus the Algebra and include several technologies of Information and Communication