Roteiros de aprendizagem a partir da transposição didática reflexiva

Abstract

ResumoEste artigo busca socializar o produto da dissertação de mestrado profissional em Ensino de Matemática. Apresentamos roteiros de aprendizagem como uma possibilidade educacional para que professores de matemática do Ensino Médio possam aplicá-los de modo a desenvolver a matemática a partir de dados reais. Os roteiros foram adaptados de trabalhos oriundos do Projeto de Iniciação Científica do IFC -Campus Rio do Sul. A pesquisa foi embasada na teoria da Transposição Didática e na Educação Matemática Crítica. Essa abordagem foi denominada de Transposição Didática Reflexiva, com o intuito de unir as duas teorias num processo em que o saber a ser ensinado seja adaptado de forma a provocar reflexões, instituindo um cenário para investigação que propicie a participação do aluno no processo, provoque discussões e tomada de decisão, de modo a instigar o sujeito a ser transformador de sua própria realidade. De modo particular, o artigo apresenta, em linhas gerais, um dos roteiros detalhados na dissertação, aplicado em uma turma do IFC -Campus Rio do Sul.

Mathematical Modelling in Education Research and Practice

“…Confirming the claims of Civiero and Sant'Ana (2013), performance of RDT occurred when teachers developed classes in an environment of questions, "inciting" students to seek knowledge which would sustain, or not, assumptions defined for problem solution. Confirming the claims of Civiero and Sant'Ana (2013), performance of RDT occurred when teachers developed classes in an environment of questions, "inciting" students to seek knowledge which would sustain, or not, assumptions defined for problem solution.…”

“…Within this context, mathematical modelling developed in the first action (lesson sequence) by students composed the initial content for the second lesson sequence, being adapted for the mathematics class by means of RDT (Civiero and Sant'ana 2013), maintaining the investigation process. In this manner, the process of understanding a problem from the students' reality had as a result real meaning in mathematical concept development.…”

“…In this space, two mathematical models obtained in the project resulting from the first pedagogical action (i.e., lesson sequence) were used and submitted to the didactic transposition process (Chevallard 1991), enhanced by Civiero and Sant'Ana (2013) as Reflective Didactic Transposition. In this space, two mathematical models obtained in the project resulting from the first pedagogical action (i.e., lesson sequence) were used and submitted to the didactic transposition process (Chevallard 1991), enhanced by Civiero and Sant'Ana (2013) as Reflective Didactic Transposition.…”

“…According to Civiero and Sant'Ana (2013), DT may occur in a reflective manner, that is, it occurs during the teaching learning process, in order to instigate thinking by introducing needs established by students. According to Civiero and Sant'Ana (2013), DT may occur in a reflective manner, that is, it occurs during the teaching learning process, in order to instigate thinking by introducing needs established by students.…”

The Articulation of Didactic Engineering with the Didactic Situations Theory: Examples of Applications to the Study of Integer Sequences

“…We intend to emphasize elements and learning paths (Civiero & Sant'Ana, 2013) for the exploration of certain mathematical contents in the classroom and that provide an understanding of the epistemological, historical and mathematical evolutionary process (Alves, 2015(Alves, , 2016a(Alves, , 2016b(Alves, , 2016c.…”