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Magnificação e Linearidade Local: Novas Tecnologias no Ensino de Conceito de Derivada

“…Encontramos um exemplo em Gray e Pitta [6]. Os autores realizaram uma experiência utilizando uma calculadora gráfica com uma criança de oito anos, Emily, considerada pelo próprios professores como uma das quatro mais fracas em aritmé-tica num grupo de 104.…”

“…Alguns trabalhos apontam para deficiências na formação de conceitos matemáticos relacionadas com o uso de novas tecnologias no ensino (ver [6,8]). No ensino de cálculo e de análise, em particular, uma questão se destaca: muitos obstáculos se relacionam com as limitações para a representação computacional dos números reais e de processos de limite de forma geral.…”

Forms of Mathematical Knowledge

“…Cobb, Yackel and Wood (1992) see this attention to objects or actions as one of the great problems in learning mathematics, particularly if learning and teaching are approached from a representational context. Pitta and Gray ( 1997) showed that certain observed differences in children's arithmetic performance could be linked to the learner's focus either on objects, on actions, or on a combination of both.…”

“…It is hypothesised that low achievers focus upon the physical aspects of the activity, which are assimilated in an episodic way. High achievers appear to focus upon the semantic mathematical aspects, which are accommodated in a generic way (Pitta and Gray, 1997).…”

Assessing Numeracy in the Upper Elementary and Middle School Years

“…Despite the provocative socio-political rationale for orienting our educational systems around the development of critical literacies including numeracy, surprisingly little research has been conducted to date on the developmental window where children are transitioning from concrete operational thought to formal operations including clarification, inference and application of representations and abstractions (Gray et al 1999;Koedinger et al1999;Ojose 2008). A search of recent peer-reviewed domestic (United States) and international publications reveals that the vast majority of studies of numeracy / quantitative literary focuses on emergent numeracy and literacy skills among preand Kinder children (e.g., Methe et.…”