A teoria da objetivação promovendo mais de um modo de ver o mesmo objeto matemático usando como recurso uma obra histórica
The present research aims to investigate, based on the fundamental categories of the Theory of Objectification, the paths that lead the mathematics teacher in training to develop more than one way of seeing the same mathematical object using a historical work as a resource. In different periods of h...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Federal do Rio Grande do Norte (UFRN) |
| Repositorio: | Repositório Institucional da UFRN |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.ufrn.br:123456789/56865 |
| Acceso en línea: | https://repositorio.ufrn.br/handle/123456789/56865 |
| Access Level: | acceso abierto |
| Palabra clave: | Atividade de ensino-aprendizagem Ensino e aprendizagem Teoria da objetivação Tratado algébrico de Omar Khayyam CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
| Sumario: | The present research aims to investigate, based on the fundamental categories of the Theory of Objectification, the paths that lead the mathematics teacher in training to develop more than one way of seeing the same mathematical object using a historical work as a resource. In different periods of history, knowledge in general, and mathematical objects in particular, were seen from perspectives different from those of our days. Upon seeing that Omar Khayyam in his Algebraic Treatise develops all the resolutions of cubic equations by geometric procedures, we carried out a historical study supported by Depth Hermeneutics in order to seek in the mentioned work of the Islamic scholar potentially didactic historical elements to compose a investigation methodology. On the other hand, the Theory of Objectification when dealing with more than one way of seeing the same mathematical object, says that vision is a cultural organ, as a collective act that depends on the interactions and needs of society and thus the vision in historical moments distinct have particularities, which can be observed and compared. In addition, the Theory of Objectification, which conceives learning how to know and become, aiming at the dialectical formation of reflective, critical and ethical subjects, was the framework that guided us in the use of the didactic potentialities that emerged from the historical text and subsidized the elaboration of the tasks that made up the teaching-learning activity. In order to improve the research, a pilot teaching-learning activity was applied, a test task that offered answers and decision-making parameters in our study. The teaching-learning activity pilot brought changes to the activity, making it more conducive to sustaining the argument of the thesis whose proposal was work with teachers in training supported by the fundamental categories: incorporation, joint work, community ethics, objectification and subjectification The Theory of Objectification allows us to develop ways of investigating the conditions in which the teacher in training develops more than one way of seeing a mathematical object and coordinating them. In addition to the thesis defense statement, the present investigation allowed us to see that the theoretical framework of Theory of Objectification allows us to investigate issues related not only to mathematical knowledge in the teaching and learning process, but also to investigate issues related to the skills and postures of the subjects involved in the process. of teaching and learning. |
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