Navegando por Autor "Farias, Ronaldo Diones Ruiz"

Agora exibindo 1 - 2 de 2

Linguagem matemática no processo de ensino-aprendizagem: um estudo na perspectiva da teoria dos campos conceituais
(Universidade do Estado do Amazonas, 2021-07-26) Farias, Ronaldo Diones Ruiz; Costa, Lucélida de Fátima Maia da; Fonseca, Maildson Araújo; Queiroz, Gideão Teixeira
This research sought to understand, from the perspective of the Theory of Conceptual Fields, which the implications of mathematical language in the teaching-learning process in the 1st year of high school. It is a bibliographic research with a qualitative approach. In the data analysis we used the Content Analysis method to obtain the research results, where we could observe during our readings that the teaching of mathematics in schools, most of the time, happens in a traditional way, in a repetitive and exhaustive process, of content exposure and exercise resolution. However, according to Gérard Vergnaud's theory, students should not only focus on the mechanical process of mathematics, but on the conceptual field to which each content is related.
O papel da linguagem matemática no processo ensino-aprendizagem da matemática
(Universidade do Estado do Amazonas, 2020-08-01) Farias, Ronaldo Diones Ruiz; Costa, Lucélida de Fátima Maia da
In this article we present the results of a qualitative research developed at the Center for Higher Studies in Parintins (CESP), within the scope of the Scientific Initiation Support Program (PAIC), of the State University of Amazonas (UEA), with support from Amazonas State Research Support Foundation (FAPEAM). The aim of the research is to understand the role of mathematical language for the success or failure of the teaching-learning process of mathematics. The bibliographic research was developed in three phases. Initially, we defined the parameters adopted for the delimitation of the study material, which included books and scientific articles that discuss topics related to the object of study, in the next phase we carry out reflective readings of recognition of the bibliographic material and, later, the interpretative reading that allowed us to data analysis. The results indicate that language is a fundamental element in the teaching-learning process of mathematics and that its acquisition requires the apprehension of meanings that go beyond the memorization of rules and axioms, this is because the construction of the mathematical concept is not achieved with mechanical activities.