Aprendizagem de estat?stica na EJA com tecnologia : uma sequ?ncia did?tica com base nos registros de representa??o semi?tica
Ano de defesa: | 2014 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontif?cia Universidade Cat?lica do Rio Grande do Sul
|
Programa de Pós-Graduação: |
Programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica
|
Departamento: |
Faculdade de F?ca
|
País: |
BR
|
Palavras-chave em Português: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede2.pucrs.br/tede2/handle/tede/3479 |
Resumo: | This research has as one of its objectives to understand the contributions of a didactic sequence of graphical and tabular representations with the use of technologies for learning Statistics in EJA. The purpose was to answer the following question: "What contributions a didactic sequence, using activities with technologies that include reading and interpreting graphs and tables in the microcosm of the mathematics classroom, can provide for learning Statistics in EJA? In this sense, the methodology of this research was developed along the lines of the French Didactic Engineering researcher Mich?le Artigue (1995). As a theoretical framework adopted the Representation Theory of Semiotics Records Duval (2003), as well as studies of the levels of reading comprehension and interpretation of graphs Curcio (1989) and Wainer (1995) tables. Data collection occurred through field notes (journal of the researcher), direct observations, photographs, audio recordings and video of all class, records produced by the students during the activities, questionnaires and diagnostic tests. Our study subjects were 15 volunteer students from Stage 4 (old 7th and 8th grade) elementary school in a public school in the municipality of Thailand / PA, who attended the sessions, which occurred during normal school hours with permission of faculty and from the school. In general, it was found that the activities of reading and interpreting tables and graphs performed by students of the EJA, allowed the use and exploitation of different registers of semiotic representation, such as natural language, numerical, treatment, conversion and coordination between records, besides the improvement of reading and interpreting data. It follows therefore that the involvement of students during all stages of research and dialogue among themselves and with their teacher were important determinants for the success of research and the promotion of learning. In short, without claiming to extrapolate the results beyond the research universe , since the study sample was small , it is believed that the research problem was answered because it was found that the instructional sequence mediated by technology particularly in this case the worksheet was crucial for learning the contents of Statistics proposed and consequently to job success . |
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Viali, Lor?CPF:11851686053http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4790054Y1CPF:77413695200http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4202502E8Lima, Reinaldo Feio2015-04-14T14:13:05Z2014-11-032014-02-28LIMA, Reinaldo Feio. Aprendizagem de estat?stica na EJA com tecnologia : uma sequ?ncia did?tica com base nos registros de representa??o semi?tica. 2014. 143 f. Disserta??o (Mestrado em Ci?ncias e Matem?tica) - Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Porto Alegre, 2014.http://tede2.pucrs.br/tede2/handle/tede/3479This research has as one of its objectives to understand the contributions of a didactic sequence of graphical and tabular representations with the use of technologies for learning Statistics in EJA. The purpose was to answer the following question: "What contributions a didactic sequence, using activities with technologies that include reading and interpreting graphs and tables in the microcosm of the mathematics classroom, can provide for learning Statistics in EJA? In this sense, the methodology of this research was developed along the lines of the French Didactic Engineering researcher Mich?le Artigue (1995). As a theoretical framework adopted the Representation Theory of Semiotics Records Duval (2003), as well as studies of the levels of reading comprehension and interpretation of graphs Curcio (1989) and Wainer (1995) tables. Data collection occurred through field notes (journal of the researcher), direct observations, photographs, audio recordings and video of all class, records produced by the students during the activities, questionnaires and diagnostic tests. Our study subjects were 15 volunteer students from Stage 4 (old 7th and 8th grade) elementary school in a public school in the municipality of Thailand / PA, who attended the sessions, which occurred during normal school hours with permission of faculty and from the school. In general, it was found that the activities of reading and interpreting tables and graphs performed by students of the EJA, allowed the use and exploitation of different registers of semiotic representation, such as natural language, numerical, treatment, conversion and coordination between records, besides the improvement of reading and interpreting data. It follows therefore that the involvement of students during all stages of research and dialogue among themselves and with their teacher were important determinants for the success of research and the promotion of learning. In short, without claiming to extrapolate the results beyond the research universe , since the study sample was small , it is believed that the research problem was answered because it was found that the instructional sequence mediated by technology particularly in this case the worksheet was crucial for learning the contents of Statistics proposed and consequently to job success .Esta pesquisa tem como um dos seus objetivos compreender as contribui??es de uma sequ?ncia did?tica sobre representa??es tabular e gr?fica com uso de tecnologias para a aprendizagem de Estat?stica na EJA. O prop?sito era responder ? seguinte quest?o: Que contribui??es uma sequ?ncia did?tica, utilizando atividades com tecnologias, que contemplem leitura e interpreta??o de gr?ficos e tabelas no microcosmo da sala de aula de matem?tica, pode oferecer para a aprendizagem de Estat?stica na EJA?. Nesse sentido, a metodologia dessa pesquisa foi desenvolvida nos moldes da Engenharia Did?tica da pesquisadora francesa Mich?le Artigue (1995). Como referencial te?rico adotou-se a Teoria dos Registros de Representa??o Semi?tica de Duval (2003), bem como os estudos dos n?veis de compreens?o de leitura e interpreta??o de gr?ficos de Curcio (1989) e o de tabelas de Wainer (1995). A coleta de dados se deu por meio de notas de campo (di?rio do pesquisador), observa??es diretas, fotografias, grava??es em ?udio e v?deo de todas as aulas, registros produzidos pelos alunos ao longo das atividades, question?rios e testes diagn?sticos. Nossos sujeitos de pesquisa foram 15 alunos volunt?rios da 4? Etapa (antiga 7? e 8? s?rie) do Ensino Fundamental de uma escola p?blica do munic?pio de Tail?ndia/PA, que participaram das sess?es, que ocorreram durante o hor?rio normal de aulas sob autoriza??o dos professores e da dire??o da escola. Em termos gerais, verificou-se que as atividades de leitura e interpreta??o de tabelas e gr?ficos realizados pelos alunos da EJA, possibilitaram a utiliza??o e explora??o de diferentes registros de representa??o semi?tica, como a da linguagem natural, da num?rica, do tratamento, da convers?o e da coordena??o entre os registros, al?m do aprimoramento de ler e interpretar dados. Conclui-se assim que o envolvimento dos alunos durante todas as etapas da investiga??o bem como o di?logo entre eles e deles com o professor foram aspectos determinantes para o sucesso da investiga??o e para a promo??o da aprendizagem. Em suma, sem ter a pretens?o de extrapolar os resultados apresentados para al?m do universo da pesquisa, uma vez que a amostra investigada foi pequena, acredita-se que o problema de pesquisa foi respondido, pois se constatou que a sequ?ncia did?tica mediada pela tecnologia, particularmente nesse caso a planilha, foi determinante para aprendizagem dos conte?dos de Estat?stica propostos e, consequentemente, para o sucesso do trabalho.Made available in DSpace on 2015-04-14T14:13:05Z (GMT). No. of bitstreams: 1 462336.pdf: 2354923 bytes, checksum: 9754b9a1a763df1be413e2ca9b27b61e (MD5) Previous issue date: 2014-02-28application/pdfhttp://tede2.pucrs.br:80/tede2/retrieve/12699/462336.pdf.jpgporPontif?cia Universidade Cat?lica do Rio Grande do SulPrograma de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?ticaPUCRSBRFaculdade de F?caEDUCA??OAPRENDIZAGEMTECNOLOGIA EDUCACIONALESTAT?STICA - ESTUDO E ENSINOEDUCA??O DE ADULTOSSEMI?TICACNPQ::CIENCIAS HUMANAS::EDUCACAOAprendizagem de estat?stica na EJA com tecnologia : uma sequ?ncia did?tica com base nos registros de representa??o semi?ticainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis35656275549983304235006006574392640991280001info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAIL462336.pdf.jpg462336.pdf.jpgimage/jpeg3010http://tede2.pucrs.br/tede2/bitstream/tede/3479/3/462336.pdf.jpg463093508ab98db8a1d742480248f29bMD53TEXT462336.pdf.txt462336.pdf.txttext/plain258615http://tede2.pucrs.br/tede2/bitstream/tede/3479/2/462336.pdf.txtd4ae608a13dd32bb0ab23877357993dcMD52ORIGINAL462336.pdfapplication/pdf2354923http://tede2.pucrs.br/tede2/bitstream/tede/3479/1/462336.pdf9754b9a1a763df1be413e2ca9b27b61eMD51tede/34792015-04-30 08:15:38.429oai:tede2.pucrs.br:tede/3479Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2015-04-30T11:15:38Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
Aprendizagem de estat?stica na EJA com tecnologia : uma sequ?ncia did?tica com base nos registros de representa??o semi?tica |
title |
Aprendizagem de estat?stica na EJA com tecnologia : uma sequ?ncia did?tica com base nos registros de representa??o semi?tica |
spellingShingle |
Aprendizagem de estat?stica na EJA com tecnologia : uma sequ?ncia did?tica com base nos registros de representa??o semi?tica Lima, Reinaldo Feio EDUCA??O APRENDIZAGEM TECNOLOGIA EDUCACIONAL ESTAT?STICA - ESTUDO E ENSINO EDUCA??O DE ADULTOS SEMI?TICA CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Aprendizagem de estat?stica na EJA com tecnologia : uma sequ?ncia did?tica com base nos registros de representa??o semi?tica |
title_full |
Aprendizagem de estat?stica na EJA com tecnologia : uma sequ?ncia did?tica com base nos registros de representa??o semi?tica |
title_fullStr |
Aprendizagem de estat?stica na EJA com tecnologia : uma sequ?ncia did?tica com base nos registros de representa??o semi?tica |
title_full_unstemmed |
Aprendizagem de estat?stica na EJA com tecnologia : uma sequ?ncia did?tica com base nos registros de representa??o semi?tica |
title_sort |
Aprendizagem de estat?stica na EJA com tecnologia : uma sequ?ncia did?tica com base nos registros de representa??o semi?tica |
author |
Lima, Reinaldo Feio |
author_facet |
Lima, Reinaldo Feio |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Viali, Lor? |
dc.contributor.advisor1ID.fl_str_mv |
CPF:11851686053 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4790054Y1 |
dc.contributor.authorID.fl_str_mv |
CPF:77413695200 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4202502E8 |
dc.contributor.author.fl_str_mv |
Lima, Reinaldo Feio |
contributor_str_mv |
Viali, Lor? |
dc.subject.por.fl_str_mv |
EDUCA??O APRENDIZAGEM TECNOLOGIA EDUCACIONAL ESTAT?STICA - ESTUDO E ENSINO EDUCA??O DE ADULTOS SEMI?TICA |
topic |
EDUCA??O APRENDIZAGEM TECNOLOGIA EDUCACIONAL ESTAT?STICA - ESTUDO E ENSINO EDUCA??O DE ADULTOS SEMI?TICA CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research has as one of its objectives to understand the contributions of a didactic sequence of graphical and tabular representations with the use of technologies for learning Statistics in EJA. The purpose was to answer the following question: "What contributions a didactic sequence, using activities with technologies that include reading and interpreting graphs and tables in the microcosm of the mathematics classroom, can provide for learning Statistics in EJA? In this sense, the methodology of this research was developed along the lines of the French Didactic Engineering researcher Mich?le Artigue (1995). As a theoretical framework adopted the Representation Theory of Semiotics Records Duval (2003), as well as studies of the levels of reading comprehension and interpretation of graphs Curcio (1989) and Wainer (1995) tables. Data collection occurred through field notes (journal of the researcher), direct observations, photographs, audio recordings and video of all class, records produced by the students during the activities, questionnaires and diagnostic tests. Our study subjects were 15 volunteer students from Stage 4 (old 7th and 8th grade) elementary school in a public school in the municipality of Thailand / PA, who attended the sessions, which occurred during normal school hours with permission of faculty and from the school. In general, it was found that the activities of reading and interpreting tables and graphs performed by students of the EJA, allowed the use and exploitation of different registers of semiotic representation, such as natural language, numerical, treatment, conversion and coordination between records, besides the improvement of reading and interpreting data. It follows therefore that the involvement of students during all stages of research and dialogue among themselves and with their teacher were important determinants for the success of research and the promotion of learning. In short, without claiming to extrapolate the results beyond the research universe , since the study sample was small , it is believed that the research problem was answered because it was found that the instructional sequence mediated by technology particularly in this case the worksheet was crucial for learning the contents of Statistics proposed and consequently to job success . |
publishDate |
2014 |
dc.date.available.fl_str_mv |
2014-11-03 |
dc.date.issued.fl_str_mv |
2014-02-28 |
dc.date.accessioned.fl_str_mv |
2015-04-14T14:13:05Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
LIMA, Reinaldo Feio. Aprendizagem de estat?stica na EJA com tecnologia : uma sequ?ncia did?tica com base nos registros de representa??o semi?tica. 2014. 143 f. Disserta??o (Mestrado em Ci?ncias e Matem?tica) - Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Porto Alegre, 2014. |
dc.identifier.uri.fl_str_mv |
http://tede2.pucrs.br/tede2/handle/tede/3479 |
identifier_str_mv |
LIMA, Reinaldo Feio. Aprendizagem de estat?stica na EJA com tecnologia : uma sequ?ncia did?tica com base nos registros de representa??o semi?tica. 2014. 143 f. Disserta??o (Mestrado em Ci?ncias e Matem?tica) - Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Porto Alegre, 2014. |
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http://tede2.pucrs.br/tede2/handle/tede/3479 |
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