A significação do conceito matemático de área expressa por estudantes proveniente de uma atividade orientadora de ensino
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Data
2018-02-26
Autores
Amaral, Cybelle Cristina Ferreira do
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Universidade Estadual Paulista (Unesp)
Resumo
Este estudo se ampara nos pressupostos teóricos da Psicologia Histórico-Cultural e nos caminhos metodológicos do materialismo histórico-dialético. O objetivo: compreender as significações manifestas por estudantes de um 5º ano do Ensino Fundamental, na aprendizagem do conceito matemático de área, por meio de uma Atividade Orientadora de Ensino, a partir no movimento lógico-histórico desse conceito Os procedimentos metodológicos pautam-se nos elementos estruturantes da Teoria da Atividade, por considerar a pesquisa uma atividade singular, com a finalidade de compreender o fenômeno educativo, delineando, como ações, a pesquisa e o estudo mais aprofundado acerca dos fundamentos teóricos e históricos basilares nesta investigação, bem como o levantamento bibliográfico, a elaboração das situações desencadeadoras de aprendizagem apoiadas nos nexos conceituais, a organização e o desenvolvimento da AOE. Dentre as operações, destacam-se: a coleta dos dados, por meio de gravações audiovisuais e das produções dos estudantes, a transcrição e organização desses dados para sua análise. A realização da AOE junto aos estudantes permitiu a análise do movimento do pensamento relacionado à significação desse conceito, em situação de ensino e aprendizagem. Os dados receberam uma análise qualitativa, considerando o processo de desenvolvimento do pensamento teórico constituído nos nexos internos e externos do conceito de área, como a delimitação da superfície, a divisão da superfície delimitada, a mensuração da área por unidade discreta e a padronização da unidade de medida. Os resultados indicam que as significações, enquanto processo de apropriação do conceito área, foram elaboradas no decorrer das situações desencadeadoras de aprendizagem articuladas aos nexos conceituais. Espera-se – respeitados os limites deste estudo – colaborar para a formação continuada de docentes, almejando a superação da sua prática pedagógica.
This study is based on theoretical assumptions Historical-Cultural Psychology and in the methodological paths of historical-dialectical materialism. The objective: to understand the meanings expressed by students of a 5th grade elementary school, in the learning of the mathematical concept of area, through a Teaching Activity, starting from the logical-historical movement of this concept. The methodological procedures are based on the structuring elements of the Theory of Activity, considering the research a unique activity, with the purpose of understanding the educational phenomenon, outlining, as actions, the research and the more detailed study about the basic theoretical and historical foundations in this investigation, as well as the bibliographic survey, the elaboration of the situations triggering learning supported in the conceptual links, the organization and the development of the AOE. Among the operations, the following stand out: the collection of data, through audiovisual recordings and students productions, the transcription and organization of these data for analysis. The realization of the AOE with the students allowed the analysis of the thought movement related to the meaning of this concept, in a teaching and learning situation. The data received a qualitative analysis, considering the process of development of the theoretical thought constituted in the internal and external nexuses of the concept of area, as the delimitation of the surface, the division of the delimited surface, the measurement of the area by discrete unit and the standardization of the unit of measurement. The results indicate that meanings, as process of appropriation of the concept area, were elaborated in the course of the situations triggering learning articulated to the conceptual links. It is hoped - respecting the limits of this study - to collaborate for the continuous training of teachers, aiming at overcoming their pedagogical practice.
This study is based on theoretical assumptions Historical-Cultural Psychology and in the methodological paths of historical-dialectical materialism. The objective: to understand the meanings expressed by students of a 5th grade elementary school, in the learning of the mathematical concept of area, through a Teaching Activity, starting from the logical-historical movement of this concept. The methodological procedures are based on the structuring elements of the Theory of Activity, considering the research a unique activity, with the purpose of understanding the educational phenomenon, outlining, as actions, the research and the more detailed study about the basic theoretical and historical foundations in this investigation, as well as the bibliographic survey, the elaboration of the situations triggering learning supported in the conceptual links, the organization and the development of the AOE. Among the operations, the following stand out: the collection of data, through audiovisual recordings and students productions, the transcription and organization of these data for analysis. The realization of the AOE with the students allowed the analysis of the thought movement related to the meaning of this concept, in a teaching and learning situation. The data received a qualitative analysis, considering the process of development of the theoretical thought constituted in the internal and external nexuses of the concept of area, as the delimitation of the surface, the division of the delimited surface, the measurement of the area by discrete unit and the standardization of the unit of measurement. The results indicate that meanings, as process of appropriation of the concept area, were elaborated in the course of the situations triggering learning articulated to the conceptual links. It is hoped - respecting the limits of this study - to collaborate for the continuous training of teachers, aiming at overcoming their pedagogical practice.
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Palavras-chave
Conceito de área, Lógico-histórico, Histórico-cultural, Atividade orientadora de ensino, Significação, Area concept, Logical-historical, Historical-cultural, Teaching activity, Significance