Banca de DEFESA: HUGO GUSTAVO DE LIRA GOMES
Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.STUDENT : HUGO GUSTAVO DE LIRA GOMES
DATE: 28/06/2023
TIME: 15:00
LOCAL: VIDEOCONFERÊNCIA https://meet.google.com/uox- aaxn-jjs
TITLE:
THE KNOWLEDGE ANGLE IN A COLLECTION OF FUNDAMENTAL EDUCATION TEXTBOOKS UNDER THE PERSPECTIVE OF THE ANTHROPOLOGICAL THEORY OF DIDATIC
KEY WORDS:
Anthropological Didactic Theory (ADT); Textbook; Angles
PAGES: 145
BIG AREA: Outra
AREA: Multidisciplinar
SUMMARY:
This research has the general goal of analyzing the approach of a collection of mathematics textbooks from the final grades of elementary school, they were accepted in the brazilian National Book and Teaching Material Program - PNLD 2020, when it comes to the angle knowledge. For that, theoretically and methodologically, the Anthropological Theory of Didactics – ATD was supported, in which it aimed more specifically at characterizing mathematical and didactic organizations in relation to angle knowledge. For this, a qualitative documentary research was used as a methodological route, in which a collection of mathematics textbooks was analyzed, most adopted in Brazil from the 6th to the 9th grade of elementary school. The results indicated that the collection presents 226 tasks that pointed to 5 types of tasks, namely: TD – Pointing out the measure of the angle opening of a figure or region, TV – Solve propositions involving angles formed by two straight lines cut by a transversal, TI – Identifying angles in mathematical figures, TR – Recognizing angles in day-to-day situations and TCL – Classifying angles according to the opening measure and associated with these types, 21 subtypes of tasks were found. Regarding the didactic organization of the collection, we realized that in the 6th grade textbook, the knowledge of angle is related to the ideas of rotation, opening and inclination, these ideas are observed from everyday situations. It also works with the angle as a region and discusses the measurement of the opening, developing a technique focused on the use of the protractor. In the 7th grade the knowledge of angle is expanded and worked through different classifications such as: as the measure of its opening, rotation, angles related to geometry, the sum of its measures, region and angles formed by parallel lines and cut by a transversal. In this school year, the most expressive subtype is also found, which is TD6 - Determining the measure of the angle opening through algebraic processes and this predominance is also seen in later years. Regarding the 8th grade textbook, we noticed that the bisector of an angle is explored in the technological-theoretical environment, but there is no task related to this subject. It is also in this school year that the classification of right, acute and obtuse angles is explored. In the 9th grade textbook, other types of tasks explored in previous grades are seen again, such as angles formed by straight lines cut by a transversal and classification of types of angles. Therefore, when analyzing the collection, we noticed that the first encounters with knowledge in the 6th and 7th grades happen in a contextualized way, already in the 8th and 9th grades, the reunions with angle knowledge already happen in the moments of constitution of the technological-theoretical environment and of institutionalization . There is a diversity of activities and the techniques evolve from the use of the protractor to the determination of the measure through algebraic processes. The constitution of the technological-theoretical environment and institutionalization occur at the same time. We did not identify praxeological assessment in the collection, however, the authors resume some types of tasks in an attempt to carry out learning assessment.
COMMITTEE MEMBERS:
Externo à Instituição - ANDRE PEREIRA DA COSTA
Externa à Instituição - LUCIANA SILVA DOS SANTOS SOUZA - UPE
Presidente - ***.085.004-** - MARILENE ROSA DOS SANTOS - UPE
Interna - 2345694 - PAULA MOREIRA BALTAR BELLEMAIN