s Uma sequência didática para estimular o mecanismo atencional top-down em tarefas sobre as transformações trigonométricas que auxiliam no cálculo de limites
Ano de defesa: | 2023 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Não Informado pela instituição
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Programa de Pós-Graduação: |
Pós-Graduação em Ensino de Ciências e Matemática
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Departamento: |
Não Informado pela instituição
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País: |
Não Informado pela instituição
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Palavras-chave em Português: | |
Link de acesso: | https://ri.ufs.br/jspui/handle/riufs/18632 |
Resumo: | The present research aims to propose a Didactic Sequence containing minimum requirements to stimulate top-down attentional mechanisms in students during tasks that explore trigonometric transformations, The choice of this subject of knowledge become evident when observe that there are no studies in the field of Mathematics Education regarding this topic, The methodological path of this research is based on the four pillars (phases) of Classical Didactic Engineering - CDE (preliminary analyses, conceptions and a priori analysis. Experimentation. a posteriori analysis. and validation). with Artigue (1988) being the pioneering scholar in this methodology in the field of Mathematics Didactics. through which the 1st and 2nd phases of this research methodology are execute, In the 1st phase of CDE. a historical. Epistemological. and customary teaching analysis is develope to understand the context (emergence and evolution) and the obstacles related to knowledge about the subject of study, The theoretical foundation of this research is anchored in the history of mathematics. (re)visiting Eves (2004) and Boyer (1996). in addition to the association with the theory of cognitive neuroscience. mainly seeking support from Gazzaniga et al. (2006). Sternberg (2010). Cosenza and Guerra (2011). Kandel (2014). with an emphasis on activating the top-down attentional mechanism to create a reference matrix for analyzing the tasks proposed in the high school textbook (Souza, 2021), Furthermore. to elaborate the Didactic Sequence. divided into six moments. the reference framework of Duval (2003). Chevallard (1998). and the theory of Cognitive Neuroscience that underpin the creation of the reference matrix for minimum requirements that would trigger the top-down attentional mechanism are use. and it is validate by members of neuroMATH (Research Group on Neurocognitive Development of Mathematical Learning at the Federal Institute of Sergipe), It is worth noting that the tasks is plan to meet the requirements that trigger the top-down attentional mechanism. with the possibility of making conversions between different ostensive objects by invoking non-ostensive technologies. |
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Oliveira, Geane SantanaFonseca, Laerte Silva da2023-11-09T14:31:56Z2023-11-09T14:31:56Z2023-05-26OLIVEIRA, Geane Santana. Uma sequência didática para estimular o mecanismo atencional top-down em tarefas sobre as transformações trigonométricas que auxiliam no cálculo de limites. 2023. 178 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) – Universidade Federal de Sergipe, São Cristóvão, 2023.https://ri.ufs.br/jspui/handle/riufs/18632The present research aims to propose a Didactic Sequence containing minimum requirements to stimulate top-down attentional mechanisms in students during tasks that explore trigonometric transformations, The choice of this subject of knowledge become evident when observe that there are no studies in the field of Mathematics Education regarding this topic, The methodological path of this research is based on the four pillars (phases) of Classical Didactic Engineering - CDE (preliminary analyses, conceptions and a priori analysis. Experimentation. a posteriori analysis. and validation). with Artigue (1988) being the pioneering scholar in this methodology in the field of Mathematics Didactics. through which the 1st and 2nd phases of this research methodology are execute, In the 1st phase of CDE. a historical. Epistemological. and customary teaching analysis is develope to understand the context (emergence and evolution) and the obstacles related to knowledge about the subject of study, The theoretical foundation of this research is anchored in the history of mathematics. (re)visiting Eves (2004) and Boyer (1996). in addition to the association with the theory of cognitive neuroscience. mainly seeking support from Gazzaniga et al. (2006). Sternberg (2010). Cosenza and Guerra (2011). Kandel (2014). with an emphasis on activating the top-down attentional mechanism to create a reference matrix for analyzing the tasks proposed in the high school textbook (Souza, 2021), Furthermore. to elaborate the Didactic Sequence. divided into six moments. the reference framework of Duval (2003). Chevallard (1998). and the theory of Cognitive Neuroscience that underpin the creation of the reference matrix for minimum requirements that would trigger the top-down attentional mechanism are use. and it is validate by members of neuroMATH (Research Group on Neurocognitive Development of Mathematical Learning at the Federal Institute of Sergipe), It is worth noting that the tasks is plan to meet the requirements that trigger the top-down attentional mechanism. with the possibility of making conversions between different ostensive objects by invoking non-ostensive technologies.A presente pesquisa tem por objetivo propor uma Sequência Didática contendo requisitos mínimos para estimular no aluno o mecanismo atencional top-down, em tarefas explorando as transformações trigonométricas. A escolha por esse objeto de conhecimento torna-se evidente ao observar que não há estudos no campo da Educação Matemática a respeito desse tema. O percurso metodológico desta pesquisa está embasado nos quatro pilares (fases) da Engenharia Didática Clássica – EDC (análises preliminares, concepções e análise a priori, experimentação, análise a posteriori e validação), sendo Artigue (1988) a estudiosa pioneira dessa metodologia no campo da Didática da Matemática, por meio da qual são executadas a 1ª e 2ª fase dessa metodologia de pesquisa. Na 1ª fase da EDC é desenvolvida uma análise histórica, epistemológica e do ensino habitual para compreender o contexto (surgimento e evolução) e os obstáculos referentes ao conhecimento sobre o objeto de conhecimento em estudo. O embasamento teórico desta pesquisa está ancorado na história da matemática, (re) visitando Eves (2004) e Boyer (1996); além da associação com a teoria da neurociência cognitiva, principalmente buscando aporte em Gazzaniga et al. (2006), Sternberg (2010), Cosenza e Guerra (2011), Kandel (2014), com ênfase na ativação do mecanismo atencional top-down, para criar uma matriz de referência com o intuito de analisar as tarefas propostas no livro didático para o Ensino Médio (Souza, 2021). Além disso, para elaborar a Sequência Didática, dividida em seis momentos, é utilizado o referencial de Duval (2003), Chevallard (1998) e a teoria da Neurociência Cognitiva que embasa a criação da matriz de referência para requisitos mínimos que despertem o mecanismo atencional top-down, sendo que ela está validada pelos membros do neuroMATH (Grupo de Pesquisa em Desenvolvimento Neurocognitivo da Aprendizagem Matemática do Instituto Federal de Sergipe). Vale destacar que as tarefas planejadas tem o intuito de atender aos requisitos que despertem o mecanismo atencional topdown, com possibilidade de realizar conversões entre os distintos objetos ostensivos ao evocar as tecnologias por meio da teoria dos não-ostensivos.São CristóvãoporMatemáticaEnsino de matemáticaTrigonometriaNeurociência cognitivaTransformações trigonométricasNeurociência cognitivaMecanismo atencional top-downMatemáticaEnsino médio e superiorTrigonometric transformationsCognitive neuroscienceAttentional mechanism top – downMathematics teaching in high school and higher educations Uma sequência didática para estimular o mecanismo atencional top-down em tarefas sobre as transformações trigonométricas que auxiliam no cálculo de limitesA didactic sequence to encourage the top-down attentional mechanism in tasks about trigonometric transformations that help in the calculation of limitsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em Ensino de Ciências e MatemáticaUniversidade Federal de Sergipe (UFS)reponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessLICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/18632/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALGEANE_SANTANA_OLIVEIRA.pdfGEANE_SANTANA_OLIVEIRA.pdfapplication/pdf3416840https://ri.ufs.br/jspui/bitstream/riufs/18632/2/GEANE_SANTANA_OLIVEIRA.pdf3919a53e43e4848bd07f44dd2d9d4b3aMD52riufs/186322023-11-09 11:32:41.802oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2023-11-09T14:32:41Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
s Uma sequência didática para estimular o mecanismo atencional top-down em tarefas sobre as transformações trigonométricas que auxiliam no cálculo de limites |
dc.title.alternative.eng.fl_str_mv |
A didactic sequence to encourage the top-down attentional mechanism in tasks about trigonometric transformations that help in the calculation of limits |
title |
s Uma sequência didática para estimular o mecanismo atencional top-down em tarefas sobre as transformações trigonométricas que auxiliam no cálculo de limites |
spellingShingle |
s Uma sequência didática para estimular o mecanismo atencional top-down em tarefas sobre as transformações trigonométricas que auxiliam no cálculo de limites Oliveira, Geane Santana Matemática Ensino de matemática Trigonometria Neurociência cognitiva Transformações trigonométricas Neurociência cognitiva Mecanismo atencional top-down Matemática Ensino médio e superior Trigonometric transformations Cognitive neuroscience Attentional mechanism top – down Mathematics teaching in high school and higher education |
title_short |
s Uma sequência didática para estimular o mecanismo atencional top-down em tarefas sobre as transformações trigonométricas que auxiliam no cálculo de limites |
title_full |
s Uma sequência didática para estimular o mecanismo atencional top-down em tarefas sobre as transformações trigonométricas que auxiliam no cálculo de limites |
title_fullStr |
s Uma sequência didática para estimular o mecanismo atencional top-down em tarefas sobre as transformações trigonométricas que auxiliam no cálculo de limites |
title_full_unstemmed |
s Uma sequência didática para estimular o mecanismo atencional top-down em tarefas sobre as transformações trigonométricas que auxiliam no cálculo de limites |
title_sort |
s Uma sequência didática para estimular o mecanismo atencional top-down em tarefas sobre as transformações trigonométricas que auxiliam no cálculo de limites |
author |
Oliveira, Geane Santana |
author_facet |
Oliveira, Geane Santana |
author_role |
author |
dc.contributor.author.fl_str_mv |
Oliveira, Geane Santana |
dc.contributor.advisor1.fl_str_mv |
Fonseca, Laerte Silva da |
contributor_str_mv |
Fonseca, Laerte Silva da |
dc.subject.por.fl_str_mv |
Matemática Ensino de matemática Trigonometria Neurociência cognitiva Transformações trigonométricas Neurociência cognitiva Mecanismo atencional top-down Matemática Ensino médio e superior Trigonometric transformations Cognitive neuroscience Attentional mechanism top – down Mathematics teaching in high school and higher education |
topic |
Matemática Ensino de matemática Trigonometria Neurociência cognitiva Transformações trigonométricas Neurociência cognitiva Mecanismo atencional top-down Matemática Ensino médio e superior Trigonometric transformations Cognitive neuroscience Attentional mechanism top – down Mathematics teaching in high school and higher education |
description |
The present research aims to propose a Didactic Sequence containing minimum requirements to stimulate top-down attentional mechanisms in students during tasks that explore trigonometric transformations, The choice of this subject of knowledge become evident when observe that there are no studies in the field of Mathematics Education regarding this topic, The methodological path of this research is based on the four pillars (phases) of Classical Didactic Engineering - CDE (preliminary analyses, conceptions and a priori analysis. Experimentation. a posteriori analysis. and validation). with Artigue (1988) being the pioneering scholar in this methodology in the field of Mathematics Didactics. through which the 1st and 2nd phases of this research methodology are execute, In the 1st phase of CDE. a historical. Epistemological. and customary teaching analysis is develope to understand the context (emergence and evolution) and the obstacles related to knowledge about the subject of study, The theoretical foundation of this research is anchored in the history of mathematics. (re)visiting Eves (2004) and Boyer (1996). in addition to the association with the theory of cognitive neuroscience. mainly seeking support from Gazzaniga et al. (2006). Sternberg (2010). Cosenza and Guerra (2011). Kandel (2014). with an emphasis on activating the top-down attentional mechanism to create a reference matrix for analyzing the tasks proposed in the high school textbook (Souza, 2021), Furthermore. to elaborate the Didactic Sequence. divided into six moments. the reference framework of Duval (2003). Chevallard (1998). and the theory of Cognitive Neuroscience that underpin the creation of the reference matrix for minimum requirements that would trigger the top-down attentional mechanism are use. and it is validate by members of neuroMATH (Research Group on Neurocognitive Development of Mathematical Learning at the Federal Institute of Sergipe), It is worth noting that the tasks is plan to meet the requirements that trigger the top-down attentional mechanism. with the possibility of making conversions between different ostensive objects by invoking non-ostensive technologies. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-11-09T14:31:56Z |
dc.date.available.fl_str_mv |
2023-11-09T14:31:56Z |
dc.date.issued.fl_str_mv |
2023-05-26 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
OLIVEIRA, Geane Santana. Uma sequência didática para estimular o mecanismo atencional top-down em tarefas sobre as transformações trigonométricas que auxiliam no cálculo de limites. 2023. 178 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) – Universidade Federal de Sergipe, São Cristóvão, 2023. |
dc.identifier.uri.fl_str_mv |
https://ri.ufs.br/jspui/handle/riufs/18632 |
identifier_str_mv |
OLIVEIRA, Geane Santana. Uma sequência didática para estimular o mecanismo atencional top-down em tarefas sobre as transformações trigonométricas que auxiliam no cálculo de limites. 2023. 178 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) – Universidade Federal de Sergipe, São Cristóvão, 2023. |
url |
https://ri.ufs.br/jspui/handle/riufs/18632 |
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Universidade Federal de Sergipe (UFS) |
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