http://hdl.handle.net/11422/27110 Wed, 29 Jul 2026 15:54:10 GMT 2026-07-29T15:54:10Z http://hdl.handle.net/11422/29395 Title: Aprendizagem significativa de geometria do 8. ano do ensino fundamental: uma experiência além do material instrucional Author(s)/Inventor(s): Silva, Perla Christina Nunes da Advisor: Nasser, Lilian Abstract: This research aims to investigate the development of significative learning by 8th grade students in terms of the teaching of triangles and its properties. The research was based on the Van Hiele Theory to determine the level of learning before and after the application of a didactic sequence in parallel to the traditional of Geometry. The didactic sequence was designed in order to induce the student to understand the characteristic properties of triangles and their generalization for any triangle and to reach the conclusion of the necessary and sufficient conditions for the congruence of triangles. Considering the perspective of Zabala (1998) on didactic sequences, it was necessary to create a block of activities in order to explore the characteristic concepts of triangles, providing Meaningful Learning, according to Ausubel and Skemp. In the first stage of the research, we applied a pre-test based on the Van Hiele Theory to verify the students' previous knowledge about triangles and quadrilaterals. In addition, students responded to a discursive activity to consolidate the level reached by each of them. Based on the results obtained, we developed a didactic sequence according to the level of geometric thinking of most of the class, to be applied in parallel with the handouts adopted by the school. The activities of the applied didactic sequence differed from the instructional text by the use of concrete material and the constant demand for arguments and justifications. After some time a post-test was applied, showing the progress of 71% of the pupils of the class in the levels of van Hiele attained. Moreover, comparing with the results of the same test in another group who did not experience the didactic sequence, it was possible to verify a significant difference in the retention of learning of the pupils of the experimental group. This indicates that the activities of the didactic sequence have contributed for the pupils to achieve a significant learning. After some time it was possible to verify the learning retention, allowing the conclusion that the students achieved a significant learning, according to the responses to a post-test. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação Fri, 01 Jan 2021 00:00:00 GMT http://hdl.handle.net/11422/29395 2021-01-01T00:00:00Z http://hdl.handle.net/11422/29181 Title: As transmissões duplas dos livros-texto de Lacroix e Legendre no século XIX: o caso da Colômbia e da Venezuela Author(s)/Inventor(s): Oliveira, Carlos Antonio Assis de Advisor: Schubring, Gert Felix Abstract: This article aims to analyse the transmissions of Lacroix and Legendre's textbooks to Colombia and Venezuela during the 19th century. In this analysis, we highlight the different educational roles played by textbooks in the respective countries. For this, we methodologically mobilise the concepts of transmission (Schubring, 1999) and of historical analysis of mathematics books (Schubring, 1987, 2003). We analyse, first, how the textbooks by Lacroix and Legendre were transmitted to Spain and, secondly, to Colombia and Venezuela. We highlight the active process of the receiving poles of textbooks. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação Tue, 22 Jun 2021 00:00:00 GMT http://hdl.handle.net/11422/29181 2021-06-22T00:00:00Z http://hdl.handle.net/11422/29152 Title: O ensino e a pesquisa em matemática no Rio de Janeiro em meados do século XX: a trajetória acadêmica Carlos Alberto Aragão de Carvalho (1924–1982) Author(s)/Inventor(s): Carvalho, Raphael Alcaires de Advisor: Videira, Antonio Augusto Passos Abstract: The objective of this thesis is to analyze the mathematics course at the Faculdade Nacional de Filosofia (FNFi) of the Universidade do Brasil (UB) from its creation in 1939 until the end of the 1950s, a period in which postgraduate studies at universities, such as we know it today, did not exist. It is also of interest in this work to understand how the hiring of Brazilian and foreign professors occurred and whether there was research at FNFi. Based on the trajectory of the professor at that institution, Carlos Alberto Aragão de Carvalho, graduated at FNFi, the events that took place inside and outside the university are analyzed. Through this mathematician and in accordance to the new historiography of the sciences, it is possible to examine the circulation of ideas and teachers, scientific exchange, transnationalism and institutional history in the period covered. Aragão, among many other factors, at the beginning of his teaching career, stimulated the production of articles by his students through seminars (meetings held with the objective of encouraging students to research. They were not part of the mathematics course), got scholarships for some of them to study abroad, and went to France, sponsored by UNESCO, to specialize in a subject that was recent at that time. Aragão also has passed through several national and international teaching and research institutions besides his proposal of the creation of an international mathematical society. While working at FNFi, he sent documents to the director of that college in order to hire foreign teachers who would contribute to the teaching and research of mathematics in Rio de Janeiro. He also participated in the first two Brazilian Mathematical Colloquiums (CBM), helping to circulate his ideas that time, in an audience attended by mathematicians from different Brazilian states. Through Aragão, it is possible to visualize the formation process of a mathematical community. His participation as course coordinator and researcher at the Núcleo de Estudos e Pesquisas Científicas (NEPEC), created at FNFi, allow us to monitor the scientific and technological achievements from the work carried out by the members of this entity. The scientific biography in this thesis is not used as an end, but as a necessary means to understand an environment in which the process of institutionalization and professionalization of mathematics was still in its initial development. Publisher: Universidade Federal do Rio de Janeiro Type: Tese Fri, 26 Feb 2021 00:00:00 GMT http://hdl.handle.net/11422/29152 2021-02-26T00:00:00Z http://hdl.handle.net/11422/29151 Title: Um curso de formação continuada para o ensino de matemática em ambientes virtuais durante a pandemia de COVID 19: contribuições para a formação de professores Author(s)/Inventor(s): Carvalho, Thays Rayana Santos de Advisor: Esquincalha, Agnaldo da Conceição Abstract: This text is a doctoral thesis that aims to identify and reflect on the contributions of the continuing education course "Each one in his home: some ways to teach mathematics in virtual environments" in teacher training and practice during the covid-19 pandemic and its possible implications for the post-pandemic moment. It seeks to answer the following question: “What are the contributions of the course in the training of teachers who needed to teach mathematics in virtual environments during the covid-19 pandemic?” This course was offered during the covid-19 pandemic to teachers who teach mathematics in Brazil and is the locus of our research. For the structure of the thesis, we chose the multipaper format, in which the thesis will consist of three scientific articles that together will help us answer the proposed research question, in addition to an extended introduction and final remarks. For this, we list three specific objectives, which are objectives of each article. The articles are independent and have their own references and methodologies. In the first article, we describe the development of that course to analyze its trajectory and make some reflections. In the second article, we analyzed the speeches of 11 course participants regarding the experience provided by the course to present the contributions of the actions/activities carried out in the course in the teaching practice of these course participants. In the third article, we analyze the contributions of the collaborative work developed, the course, in the formation and in the teaching practice from the perspective of the mediators. Above all, we will discuss the mediators' perspectives on the collaborative work developed and the emerging aspects arising from this work, as well as its impact on their teaching practice during remote teaching and for the post-pandemic face-to-face period. For this, the methodological approach used was qualitative and the data were produced with 17 mediators of the aforementioned course through an online questionnaire and the interactions of the mediators in a whatsapp group. In general, the results show that both course participants and mediators engaged with the course with great intensity, performing tasks or planning the course diligently. With this, they broadened their view on the use of digital technologies in mathematics teaching not only for the ERE period, but also for the post-pandemic period. Both were able to see new possibilities for evaluating the student through technological tools. We identified as contributions of the course: the learning acquired with the tools studied and with the exchange of experience; its impact on teaching practice already during the ERT; expectations for future practices based on the course experiences; and the recovery of gas and enthusiasm for the use of digital technologies and new teaching methodologies. In relation to the mediators, the contribution in the formation due to the participation in a collaborative group is also highlighted. We observed that collaborative work presents itself as a possibility with high potential for the professional development of teachers. Publisher: Universidade Federal do Rio de Janeiro Type: Tese Sat, 01 Jan 2022 00:00:00 GMT http://hdl.handle.net/11422/29151 2022-01-01T00:00:00Z