Rumo a um modelo epistemológico de referência compartilhado?

Ana Maria Velloso  Nobre; Vera Helena Giusti de  Souza

doi:10.23925/1983-3156.2024v26i3p462-492

Authors

Ana Maria Velloso Nobre PUC/SP https://orcid.org/0000-0002-8151-2643
Vera Helena Giusti de Souza Universidade de São Paulo https://orcid.org/0000-0003-0705-0839

DOI:

https://doi.org/10.23925/1983-3156.2024v26i3p462-492

Keywords:

Epistemology, Teaching, Limit, Model

Abstract

This text was written to disseminate proposal of Calculus in Secondary and Higher Education Study Group, headed by researchers Dr. Pierre Job (ICHEBrussels Management School-Belgium) and Dr. Luiz Márcio Santos Farias (UFBA-Brazil), whose objective is to create a joint work Brazil-Belgium in search of a Reference Epistemological Model for Calculus and Analysis teaching. In 2023, at the Integrated Studies Seminar-Calculus in Secondary and Higher Education, at PUC/SP, Professor Job presented aspects of the research carried out in Belgium, based on a Reference Epistemological Model, Theory of Didactic Situations and Anthropological Theory of the Didactic, regarding the limit concept. In order to motivate Calculus teachers to engage in this research, events of two of the Seminar three days are summarized. In text first part, questions proposed on the first day are reported, followed by a reflection on some of them. Those questions serve as a model for the initial survey of difficulties that could provide answers to three open questions: “Are the premises used in Belgium valid in Brazilian context?”, “Is it possible to build a common theoretical framework that allows us to question the status of epistemological obstacles and the main difficulty encountered in teaching the concepts of limit, derivative and integral?”, “What kind of experiment can we plan together to test this model?”. Text second part presents a summary of Prof. Job's presentation on the second day, about the research carried out in Belgium.

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Author Biographies

Ana Maria Velloso Nobre, PUC/SP

She holds a degree in Mathematics from the University of São Paulo (1968) and a
Master's degree in Mathematics Education from the Pontifical Catholic University
of São Paulo (1995). She is currently an assistant professor at the Pontifical
Catholic University of São Paulo. He has experience in the area of Mathematics,
with an emphasis on Mathematics Teaching, working mainly on the following topics:
teacher training, teaching Algebra, teaching Calculus, textbooks.

Vera Helena Giusti de Souza, Universidade de São Paulo

Doutora em Educação Matemática

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