Concepções dos alunos
uma introdução a uma caracterização formal
DOI:
https://doi.org/10.23925/1983-3156.2022v24i1p722-769Palavras-chave:
Concepção, Caracterização formal, AlunosResumo
Investigamos neste artigo a complexidade de modelar os saberes de matemática dos alunos sob as restrições de reconhecer sua possível falta de coerência e sua eficiência local. Para tanto, propomos a formalização da noção de “concepção” como uma possível ferramenta para responder ao problema epistemológico que identificamos. Aplicamos então esta abordagem a o estudo das possíveis concepções de “função”, de um ponto de vista histórico e depois epistémico. Relatamos o resultado de um estudo de caso para ilustrar o benefício que esperamos dessa abordagem. As noções de “concepção”, “saber” e “conceito” são então relacionadas entre si dentro do modelo apresentado.
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