Estudo das trajetórias hipotéticas da aprendizagem de geometria espacial para o ensino médio na perspectiva construtivista

• Ano de defesa: 2009
• Autor(a) principal: Luna, Maria de Fátima Aleixo de
• Orientador(a): Traldi Júnior, Armando
• 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: Trajetórias hipotéticas de aprendizagem; Perspectiva construtivista; Geometria espacial; Educação matemática; Aprendizagem; Construtivismo (Educacao); Matematica (Ensino medio) > Estudo e ensino; Geometria > Estudo e ensino
• Palavras-chave em Inglês: Hypothetical learning trajectories; Constructivist perspective; Space geometry; High school; Mathematics education
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://tede2.pucsp.br/handle/handle/11428

The aim of this research was to investigate the possibility of harmonizing constructivist learning perspective to the planning of education, in collaboration researcher and teacher in the particular geometry of space and check the performance of teachers of mathematics in relation to plan activities education, consistent with a constructivist view of learning. Part of the research project "construction of hypothetical learning trajectories and implementation of curricular innovations in mathematics in high school." The theoretical foundation was based on the works of Simon (1995) about hypothetical learning trajectories (HLT). The study was qualitative and involved three mathematics teachers from the public schools of Sao Paulo and his performances with 104 students in the second year of high school. From the stages of Mathematics developed by Simon, was elaborated HLTs, seeking proposing tasks that explore research, use of technology, everyday contexts and in other areas of knowledge and of mathematics itself. Data were collected through semi-structured interviews, questionnaires and observations at two different times: before and during the development of MASD. It was found that although the MASD are potentially rich in order to produce situations in which the teacher participates cogito is constantly (re) organization of school planning, it is understood that the HLT itself does not guarantee a constructivist learning perspectives. Thus, it was found, as already mentioned by different authors, the teacher plays a fundamental role in mediating the construction of knowledge of their students. The performance of teachers, it was considered that this path is still challenging in the sense of teachers' willingness to approach the world of research and continuing education, relying on different methodologies and didactic procedures. For students, it was felt that their involvement has become more promising, when participating in tasks that involve the use of technology and materials handling, particularly in relation to the concepts and procedures of the Space Geometry