• português (Brasil)
    • English
    • español
  • English 
    • português (Brasil)
    • English
    • español
  • Login
About
  • Policies
  • Instructions to authors
  • Contact
    • Policies
    • Instructions to authors
    • Contact
View Item 
  •   Home
  • Centro de Educação e Ciências Humanas - CECH
  • Programas de Pós-Graduação
  • Educação - PPGE
  • Teses e dissertações
  • View Item
  •   Home
  • Centro de Educação e Ciências Humanas - CECH
  • Programas de Pós-Graduação
  • Educação - PPGE
  • Teses e dissertações
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

Browse

All of DSpaceCommunities & CollectionsBy Issue DateAuthorsAdvisorTitlesSubjectsCNPq SubjectsGraduate ProgramDocument TypeThis CollectionBy Issue DateAuthorsAdvisorTitlesSubjectsCNPq SubjectsGraduate ProgramDocument Type

My Account

Login

Álgebra e formação docente : o que dizem os futuros professores de matemática

Thumbnail
View/Open
4236.pdf (1.946Mb)
Date
2012-02-13
Author
Pires, Flávio de Souza
Metadata
Show full item record
Abstract
The main object of this study is the analysis of some speeches from a group of future Mathematics teachers from São Carlos, São Paulo State, in relation to algebraic language teaching in Basics Education. The question which led to the development of this research was to investigate what future Mathematics teachers say about the algebraic language in Basics Education based on their past and actual perception of their under graduation course. This qualitative research has foundation in an analytical-descriptive nature. The data collection was carry out by students group participation of Mathematics Degree from São Carlos, São Paulo State, whom had already taken part of an internship program in Basics Education. The data analysis was accomplished through future teachers written statements on a questionnaire disposed into categories. The mixed questionnaire was compounded by three distinct moments: the first involved some aspects concerning Algebra, Algebraic Thought and Algebraic Teaching; the second brought more specifically the movement of teacher s formation; and the third tried to identify the future teachers profile. From these statements we could identify some difficulties with algebra learning from future teachers since Basics Education, which was reinforced along academic life in Higher Education. Besides, we noticed future teachers worry about teaching when they compare scholar and academic algebra to their own learning experiences, indicating dissociation between them.
URI
https://repositorio.ufscar.br/handle/ufscar/2617
Collections
  • Teses e dissertações

Related items

Showing items related by title, author, creator and subject.

  • Estudos sobre A-identidades polinomiais 

    Naves, Fernando Augusto (Universidade Federal de São Carlos, UFSCar, Programa de Pós-Graduação em Matemática - PPGM, Câmpus São Carlos, 21/07/2021)
    The aim of this work is to study A-identities in associative algebras. More specifically, we study the A-identities of the tensor square of the unitary and infinite dimensional Grassmann algebra E, denoted by R, and we ...
  • Representações dos grupos simétrico e alternante e aplicações às identidades polinomiais 

    Fonseca, Marlon Pimenta (Universidade Federal de São Carlos, UFSCar, Programa de Pós-Graduação em Matemática - PPGM, , 28/11/2014)
    In this dissertation we ll present a discussion about the Representations of the Symmetric Group Sn and Alternating Group An. We ll study basics results of the Young s Theory about the representations of the Symmetric Group ...
  • Introdução ao estudo da álgebra no ensino fundamental 

    Pinheiro, Patricia Aparecida (Universidade Federal de São Carlos, UFSCar, Programa de Mestrado Profissional em Matemática em Rede Nacional - PROFMAT, , 23/08/2013)
    This study is based on considerations regarding the teaching and learning of algebra in its introductory phase with seventh graders and eighth year of elementary school, having as final product an instructional sequence ...

UFSCar
Universidade Federal de São Carlos - UFSCar
Send Feedback

UFSCar

IBICT
 

 


UFSCar
Universidade Federal de São Carlos - UFSCar
Send Feedback

UFSCar

IBICT