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deTeresa B. Thesis


On April 1, 2009 Maria Teresa Bixirão Neto (University of Aveiro, Portugal ) defended his doctoral thesis,

O Raciocínio Dedutivo ao Desenvolvimento do Ensino Secundário Nível do, Use of Plane Geometry

This thesis used as the main framework ontosemiotic approach, and was directed by Professors doctors, Ana
Breda, Department Mathematics, University of Aveiro
Nilza Costa, Department of Teaching and Technology University of Aveiro.

ABSTRACT: This paper
within the mathematics education focuses on the study of alternative approaches to learning and teaching of Euclidean geometry in high school, to promote structured levels of mathematical thinking. In particular, the potential of using other models of plane geometry (eg Hyperbolic Geometry, Geometry of Taxi Driver) in relation to this problem will be investigated.
The choice of secondary education due to the fact that it is a level of education where there is a high rate of failure at school (especially at 10 years) and where it is clear the gap between the secondary and university education, under the logic - deductive.
The work aims to deepen the study of issues involved the nature of knowledge that will form the basis for decisions such as: Which processes will be taught? Processes that we want students to master? And, moreover, take into account that you want to develop higher order skills, meaning that the teaching of mathematics should proceed to higher levels of thinking such as problem solving, communicating mathematically, reasoning and demonstration.
In math curriculum for the Elementary and Secondary Education has been neglected mathematical demonstration, contributing to an inconsistency that exists between levels of education, secondary and university levels. Often teaching approaches focus on the verification of results and devalue the exploration and explanation (Villiers, 1998). Currently, we are witnessing a trend to resume logic - deductive.
The main objective of this research is to examine learning environments where students are asked to solve problems of proof in various contexts and, more generally promote or do Raciocínio desenvolvimento e uma visão mais dedutivo long do Conhecimento mathematician. Em particular problems abordagem prova não num context of Euclidean geometry, ea com devices use dynamic geometry software, will be investigated.

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net Silvia Ibarra


On November 28, defended the doctoral thesis,

Transposition Teaching Algebra in Engineering. The Case of Linear Equations Systems

by Silvia Elena Ibarra Olmos at the Center for Research in Applied Science and Technology (CICATA), Instituto Politecnico Nacional, Mexico.

SUMMARY:
This paper presents a study of changes that you have a knowledge of algebra, the reference to systems of linear equations, from which is included in an engineering curriculum until it is staged in classroom. This process of change is an example of the phenomenon known as transposition in Mathematics Education Teaching, which consists, in general, in the series of transformations that it undergoes a mathematical knowledge to move from one institution to another. From then on the acceptance of the existence of transposition, we looked at to characterize the micro level, for which we use some approaches that are part Approach ontosemiotic of Cognition and Instruction Mathematics: the notions of referential meaning, Meaning and Significance Intended Implemented, each of which is described by paths and epistemic and educational settings. This approach allowed us to perceive what and in what way were the changes that occurred to the systems of linear equations, in addition to its impact on the algebra curriculum of engineering students at a public university in Mexico.