DOI:
https://doi.org/10.14483/23464712.17633Published:
2022-09-15Uma comparação de conhecimentos sobre a definição e as múltiplas representações de funções antes e depois de uma experiência de formação
A comparation of the knowledge in the definition and the multiple representations of functions before and after a training experience
Una comparación de conocimientos sobre la definición y múltiples representaciones de funciones antes y después de una experiencia de aprendizaje
Keywords:
Algorithmic aspects. Intuitive aspects. Formal aspects. Error analysis. Functions. Teacher training. (en).Keywords:
Aspectos algorítmicos. Aspectos intuitivos. Aspectos formales. Análisis de errores. Funciones. Formación del profesorado. (es).Keywords:
Aspectos algoritmos. Aspectos intuitivos. Aspectos formais. Análise de erros. Funções. Formação de professores. (pt).Downloads
Abstract (pt)
Apresentamos, neste artigo, os resultados de uma comparação dos conhecimentos acerca da definição e das múltiplas representações de funções que licenciandos em matemática tinham no início e após um ano de formação superior. Os participantes responderam a dois questionários, um no início do primeiro ano letivo e outro no início do segundo ano. As respostas foram classificadas segundo uma análise de erros e analisadas à luz da interação de aspectos formais, intuitivos e algorítmicos. A análise comparativa entre os resultados dos estudantes nos primeiro e segundo momentos revelou que houve uma melhoria no desempenho dos participantes, o que indica que o processo de formação contribuiu com a capacidade dos estudantes de inter-relacionar os aspectos formais, intuitivos e algorítmicos durante a resolução dos problemas propostos.
Abstract (en)
In this article, we present the results of a comparison of knowledge about the definition and multiple representations of functions that undergraduates in mathematics had at the beginning and after a year of learning in higher education. Participants answered two questionnaires, one at the beginning of the first academic year and another at the beginning of the second year. The answers were classified according to an error analysis and studied in the light of the interaction of formal, intuitive and algorithmic aspects. The comparative analysis between the students' results in the first and second moments revealed that there was an improvement in the participants' performance, which indicates that the training process contributed to the students' ability to interrelate the formal, intuitive and algorithmic aspects during the resolution of the proposed problems.
Abstract (es)
En este artículo presentamos los resultados de una comparación de conocimientos sobre la definición y múltiples representaciones de funciones, presentes en estudiantes de licenciatura en matemáticas, al inicio y despues de un año de aprendizaje en la educación superior. Los participantes respondieron dos cuestionarios, uno al comienzo del primer año académico y otro al comienzo del segundo año. Las respuestas se clasificaron según un análisis de errores y se analizaron a la luz de la interacción de aspectos formales, intuitivos y algorítmicos. El análisis comparativo entre los resultados de los estudiantes en el primer y segundo momento reveló que hubo una mejora en el desempeño de los participantes, lo que indica que el proceso de formación contribuyó a la capacidad de los estudiantes para interrelacionar los aspectos formales, intuitivos y algorítmicos durante la resolución de los problemas propuestos.
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