Números reais no ensino fundamental: alguns obstáculos epistemológicos / Real numbers in the Basic School: some epistemological obstacles

AUTOR(ES)

Letícia Vieira Oliveira Costa

DATA DE PUBLICAÇÃO

2009

RESUMO

Results in national evaluations as Prova Brasil and Saeb give indications of that education/learning of Mathematics in the Basic School has been deficient. In the attempt to understand how the students learn so that education occurs of adequate form to this way to construct the knowledge, some studies have been carried through regarding the knowledges Epistemology. The Gaston Bachelards Epistemology affirms that the construction of the knowledge occurs through a movement of rupture front to the knowledge previously established, with a resistance to the rationalization of this knowledge called epistemological obstacle. The French didata Brousseau brings the idea of epistemological obstacle to Mathematics as an obstacle to the resistance of one to a badly suitable knowledge and sees it as a way to interpret some of the recurrent and not random errors committed by the students when some mathematical concepts are taught to them. The present research had for objective to identify to epistemological obstacles in education/learning of real numbers by means of applied questionnaires the students of 4th to 8th grade.

ASSUNTO(S)

education - learning in mathematics epistemologia ensino - aprendizagem de matemática epistemology obstáculo obstacle epistemological obstacle números reais obstáculo epistemológico real numbers

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