Please use this identifier to cite or link to this item: `http://hdl.handle.net/10773/10352`
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dc.contributor.authorLoureiro, Virgínia Isabel Dominguespt
dc.date.accessioned2013-05-06T11:42:03Z-
dc.date.available2013-05-06T11:42:03Z-
dc.date.issued2012-
dc.identifier.urihttp://hdl.handle.net/10773/10352-
dc.descriptionMestrado em Ensino de Matemática no 3º Ciclo do Ensino Básico e do Ensino Secundáriopt
dc.description.abstractThe current study aims to describe the learning environment in an eleventh grade classroom when the students are introduced to the derivative concept, within the scope of the learning topic Instantaneous Rate of Change and Derivative. To achieve this goal, the following questions were considered: a) What sort of learning difficulties were the students faced with while teaching the concepts of the derivative of a function at a point and derivative of a function?; b) To what extent the use of an applet helped the students to learn the concept of the derivative of a function at a point?; c) What is the didactical suitability of the topic’s planning and implementation Instantaneous Rate of Change and Derivative? The nature of the methodology employed is qualitative and descriptive and falls within the features of a case study. Concerning the gathering information tools, we relied ourselves essentially on the analysis of the tasks students were asked to solve during the learning topic Instantaneous Rate of Change and Derivative, as well as on the field notes collected by the Mathematic Group. The results suggest that, while learning the derivative concept of a function at a point and the derivative function, the concept image of tangent students retain from Geometry is not consistent with the notion of tangent in Infinitesimal Calculus (Vinner e Tall). Furthermore, students struggled with the correct use of the symbolic language of mathematics. Regarding the use of the applet, it incited and motivated students to have a more active role in their learning process and proved to be an efficient learning tool to understand geometrically the concept of derivative of a function at a point. Concerning the didactical suitability of the planning and implementation of the learning topic Instantaneous Rate of Change and Derivative, we concluded it was appropriate by analyzing their epistemic, cognitive, interactional, mediational, affective and ecological components.pt
dc.language.isoporpt
dc.rightsopenAccesspor
dc.subjectEnsino da matemáticapt
dc.subjectPráticas educativas: Ensino secundáriopt
dc.subjectMotivação para a aprendizagempt
dc.subjectMotivação dos alunospt
dc.titleFunção derivada: uma abordagem didática no ensino secundáriopt
dc.typemasterThesispt