O desenvolvimento do pensamento algébrico e das relações funcionais com uso de padrões matemáticos: Uma compreesão à luz da Teoria das Situações Didáticas

• Ano de defesa: 2016
• Autor(a) principal: Silva Junior, Luciano Moreira da
• Orientador(a): Assis, Cibelle de Fátima Castro de
• Banca de defesa: Rêgo, Rogéria Gaudencio do , Alves, Francisca Terezinha Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Ensino de Álgebra; Relações funcionais; Situações didáticas; Sequência didática
• Palavras-chave em Inglês: Algebra Teaching; Teaching Situations; Functional relations
• Área do conhecimento CNPq: EDUCACAO
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/73784

This research, entitled "The Development of Algebraic Thinking and Functional Relations Using Mathematical Patterns: An Understanding the Light of the Theory of Didactic Situations" has the objective to investigate possibilities for the development of algebraic thinking through the use of patterns from the theory of Didactic Situations in school Mathematics. This research follows a qualitative approach. The experimental study was developed with a group of the 9th year of elementary school, with a focus on working with patterns focused on the development of algebraic thinking and the study of functional relationships. For data collection, it was created a didactic sequence based on our theoretical framework on the algebra teaching, working with patterns and in particular the Theory of Didactic Situations. The same was divided into three levels, to know: introductory; intermediate and advanced. As each level formed by a set of three activities. The analysis of the data, at first concentrated on the main results and perceptions, on the development of the activities of the didactic sequence, for the development of algebraic thinking and functional relationships, and later, in a second moment, focused on identification experiences of teaching situations by students during the development of the experimental phase of the research. In class, it was identified that the students had the opportunity to experience the types of teaching situations have been identified such as action situations, formulation situations; validation situations and institutionalizing situations. The connection established between patterns, algebra and didactic situations, could bring effective contributions to building knowledge, providing the observation of regularities, development of algebraic thinking, observation and study of functional relationships, all this, through activities that led to the experience of different typologies of didactic situations.