A conceituação do pensamento geométrico: aspectos históricos, filosóficos e as visões presentes em teses e dissertações no Brasil
Carregando...
Arquivos
Data
2021-05-24
Autores
Paiva, Suellen Moura de
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Partindo do pressuposto que o pensamento geométrico é parte das nossas atividades cotidianas e essencial em todos os ramos da Matemática, a presente pesquisa tem por objetivo estabelecer uma análise epistemológica sobre o pensamento geométrico no ensino e aprendizagem de Matemática e seus significados nas teses e dissertações brasileiras que relacionam esse tema a formação de professores de Matemática. Para isso, num primeiro momento, buscando estabelecer uma análise dos aspectos ontológicos e epistemológicos do pensamento geométrico, foi elaborado um panorama histórico e filosófico das discussões sobre o papel das representações visuais e do pensamento geométrico no processo de construção do conhecimento matemático. Em seguida, nosso objetivo foi elaborar um Estado da Arte sobre as conceituações de pensamento geométrico presentes nas teses e dissertações brasileiras que tratam desse tema na formação de professores de Matemática. Mediante a realização de tal mapeamento, constatou-se uma divergência entre as percepções e abordagens dadas ao ensino de Geometria e sua importância na formação inicial ou continuada de professores de Matemática. A pesquisa realizada deixou evidente a fragilidade na exploração do pensamento geométrico na formação dos professores de matemática. Além disso, percebemos também que as potencialidades do pensamento geométrico na formação inicial do professor são pouco exploradas. Por meio dos dados obtidos, podemos afirmar que as representações visuais podem ser exploradas não somente como facilitadoras para a compreensão de um conceito, mas também para a construção do conhecimento relacionado a um dado conteúdo. Diante disso, acreditamos que a presente pesquisa seja relevante para o atual cenário de ensino e aprendizagem da Matemática, em especial, ao ensino de Geometria, para a formação de professores e para os futuros investigadores da área de Educação Matemática. A pesquisa foi desenvolvida por meio de uma abordagem qualitativa, mediante a metodologia de análise documental e Estado da Arte.
Based on the assumption that geometric thinking is part of our daily activities and essential in all branches of mathematics, this research aims to establish an epistemological analysis of geometric thinking in teaching and learning of Mathematics and its meanings in theses and Brazilian dissertations that relate this topic to the educational training of mathematics teachers. For this, at first, seeking to establish an analysis of the epistemological aspects of geometric thinking, a historical and philosophical panorama of the discussions on the role of visual representations and geometric thinking in the process of building mathematical knowledge was elaborated. Then, our objective is to elaborate a State of the Art on the conceptualizations of geometric thinking presented in Brazilian theses and dissertations that deal with this theme in the educational training of mathematics teachers. Through the realization of the mapping, a divergence was found between the perceptions and approaches given the approaches of Geometry and its importance in the initial or continuing education of Mathematics teachers. The research carried out made evident the fragility in the exploration of geometric thought in the formation of mathematics teachers. In addition, we also realize that the potential of geometric thinking in the initial teacher education is little explored. Through the obtained data, we can affirm that the visual representations can be explored not only as facilitators for the understanding of a concept, but also for the construction of the knowledge related to a given content. In view of this, we believe that the present research is relevant to the current scenario of teaching and learning mathematics, in particular, the teaching of geometry, for the training of teachers and for future researchers in the area of mathematics education. The research was developed through a qualitative approach, using the document analysis and State of the Art methodology.
Based on the assumption that geometric thinking is part of our daily activities and essential in all branches of mathematics, this research aims to establish an epistemological analysis of geometric thinking in teaching and learning of Mathematics and its meanings in theses and Brazilian dissertations that relate this topic to the educational training of mathematics teachers. For this, at first, seeking to establish an analysis of the epistemological aspects of geometric thinking, a historical and philosophical panorama of the discussions on the role of visual representations and geometric thinking in the process of building mathematical knowledge was elaborated. Then, our objective is to elaborate a State of the Art on the conceptualizations of geometric thinking presented in Brazilian theses and dissertations that deal with this theme in the educational training of mathematics teachers. Through the realization of the mapping, a divergence was found between the perceptions and approaches given the approaches of Geometry and its importance in the initial or continuing education of Mathematics teachers. The research carried out made evident the fragility in the exploration of geometric thought in the formation of mathematics teachers. In addition, we also realize that the potential of geometric thinking in the initial teacher education is little explored. Through the obtained data, we can affirm that the visual representations can be explored not only as facilitators for the understanding of a concept, but also for the construction of the knowledge related to a given content. In view of this, we believe that the present research is relevant to the current scenario of teaching and learning mathematics, in particular, the teaching of geometry, for the training of teachers and for future researchers in the area of mathematics education. The research was developed through a qualitative approach, using the document analysis and State of the Art methodology.
Descrição
Palavras-chave
Pensamento geométrico, Kant, Modelo de conhecimento, Ensino e aprendizagem, Formação de professores, Geometric thinking, Knowledge model, Teaching and learning, Teacher training