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dc.contributor.authorGomes, Danilo Olímpio [UNESP]
dc.contributor.authorOtero-Garcia, Sílvio César [UNESP]
dc.contributor.authorDa Silva, Luciano Duarte
dc.contributor.authorBaroni, Rosa Lúcia Sverzut [UNESP]
dc.date.accessioned2018-12-11T17:00:02Z
dc.date.available2018-12-11T17:00:02Z
dc.date.issued2015-12-01
dc.identifierhttp://dx.doi.org/10.1590/1980-4415v29n53a22
dc.identifier.citationBolema - Mathematics Education Bulletin, v. 29, n. 53, p. 1242-1267, 2015.
dc.identifier.issn1980-4415
dc.identifier.issn0103-636X
dc.identifier.urihttp://hdl.handle.net/11449/172393
dc.description.abstractThis article presents results of research focused on the Analysis discipline, in Mathematics courses, with the background of a perspective of how the discipline has been structured in the Brazilian scenario, with respect to their goals, contents and bibliography. At first we saw, briefly, how course coordinators and teachers of the discipline understand the role of analysis in this major. Secondly, and constituting the main objective of this paper, we present what the undergraduates and mathematics teachers of basic education think about this discipline, through a qualitative research inspired by a phenomenological position. After the methodological procedures, three open categories were found: The presence of the analysis in the Mathematics major, The analysis as body of knowledge and The Analysis and the opening the horizon of possibilities as a teacher, which were interpreted in order to transcend the manifestations of each individual in a comprehensive synthesis movement. Finally, a third time, we present some proposals in progress and future prospects for studies about analysis education.en
dc.format.extent1242-1267
dc.language.isopor
dc.relation.ispartofBolema - Mathematics Education Bulletin
dc.sourceScopus
dc.subjectMathematics Analysis Teaching
dc.subjectMathematics Teacher Education
dc.subjectMathematics Teaching in Undergraduate Courses
dc.titleQuatro ou Mais Pontos de Vista sobre o Ensino de Análise Matemáticapt
dc.title.alternativeFour or more points of view about mathematical analysis teachingen
dc.typeResenha
dc.contributor.institutionUniversidade Estadual Paulista (UNESP)
dc.contributor.institutionColégio Jardins
dc.contributor.institutionCiência e Tecnologia de São Paulo (IFSP)
dc.contributor.institutionUniversidade Federal de Goiás (UFG)
dc.contributor.institutionCiência e Tecnologia de Goiás (IFG)
dc.contributor.institutionUniversidade de São Paulo (USP)
dc.description.affiliationUniversidade Estadual Paulista (UNESP)
dc.description.affiliationFundamental-Anos Finais e Médio Do Instituto Saber Colégio Jardins, Rua Professor José Galucci Filho, 295
dc.description.affiliationInstituto Federal de Educação Ciência e Tecnologia de São Paulo (IFSP), Rua Monsenhor José Vita, 280
dc.description.affiliationUniversidade Federal de Goiás (UFG)
dc.description.affiliationInstituto Federal de Educação Ciência e Tecnologia de Goiás (IFG), Rua 75, 46, Centro
dc.description.affiliationUniversidade de São Paulo (USP)
dc.description.affiliationInstituto de Geociências e Ciências Exatas (IGCE) Universidade Estadual Paulista (UNESP) Departamento de Matemática, Av. 24-A, 1515, Bela Vista
dc.description.affiliationUnespUniversidade Estadual Paulista (UNESP)
dc.description.affiliationUnespInstituto de Geociências e Ciências Exatas (IGCE) Universidade Estadual Paulista (UNESP) Departamento de Matemática, Av. 24-A, 1515, Bela Vista
dc.identifier.doi10.1590/1980-4415v29n53a22
dc.identifier.scieloS0103-636X2015000301242
dc.rights.accessRightsAcesso aberto
dc.identifier.scopus2-s2.0-84953381659
dc.identifier.fileS0103-636X2015000301242.pdf
dc.relation.ispartofsjr0,196
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