Ensino e aprendizagem de Geometria na perspectiva da teoria de objetivação
The present study, entitled Teaching and Learning of Geometry from the perspective of the Theory of Objectification, seeks to provide some answers to questions of an epistemological and methodological nature, in this order: How can the Theory of Objectification support the elaboration of a propos...
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| Formato: | doctoralThesis |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/50127 |
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| Resumo: | The present study, entitled Teaching and Learning of Geometry from the perspective of the Theory
of Objectification, seeks to provide some answers to questions of an epistemological and
methodological nature, in this order: How can the Theory of Objectification support the elaboration
of a proposal for teaching and learning Euclidean Geometry in the teacher-training course at Uni
Púnguè (Mozambique)? The research was carried out in the Graduate Program in Science and
Mathematics Teaching at the Federal University of Rio Grande do Norte, in the research line
“Culture, Epistemology and Education in Science and Mathematics”. Its purpose is: to point out
the essential parameters to design a proposal for teaching and learning Geometry, based on the
Theory of Objectification (TO), in the Mathematics teacher training course (Bachelor in
Mathematics), at the Púnguè University, in Mozambique. Therefore, the research is of a theoretical
nature and the methodology built is based on Luís Radford's Theory of Objectification. Starting
from the Euclidean Geometry program already in vogue at Uni Púnguè and from Mozambican
documents on the School Geometry curriculum, I made the first approximation of the curriculum
of the proposed Geometry course. As the theoretical framework of TO become a pillar and compass
for my studies, both in didactic, pedagogical and epistemological aspects, I had to review the course
curriculum. Classroom activities follow the TO recommendations, allowing the teaching and
learning process to add, at the same time, an organized set of theoretical principles, a methodology
and some paradigmatic research questions. Having TO's vision on the teaching and learning of
mathematics revealed the need to include Ethnomathematics and History of Mathematics issues in
the Geometry course curriculum for future mathematics teachers. Therefore, I conclude that TO
can offer teachers who teach and learn Geometry in initial and/or continuing education
opportunities to think dialogue and produce useful reflections for the continuation of the teaching
activity. Then, I recommend the dissemination of the Theory of Objectification to fellow teachers
and students in Mozambique, in order to strengthen practices in the classroom and beyond. |
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