TEACHING MEDIATION IN A MATHEMATICS CLASS: AN HISTORICAL-CULTURAL APPROACH

被引:0
作者
Battisti, Isabel Koltermann [1 ,2 ]
Nehring, Catia Maria [1 ,3 ,4 ]
机构
[1] Univ Reg Noroeste Estado Rio Grande do Sul, Dept Ciencias Exatas & Engn, Ijui, RS, Brazil
[2] Univ Reg Noroeste Estado Rio Grande do Sul, PIBID, Subprojeto Area Matemat, Ijui, RS, Brazil
[3] Univ Reg Noroeste Estado Rio Grande Sul UNIJUI, Programa Posgrad Educ Ciencias, Ijui, RS, Brazil
[4] GEEM, Sao Paulo, Brazil
来源
NUANCES-ESTUDOS SOBRE EDUCACAO | 2014年 / 25卷 / 02期
关键词
Teaching Mediation; Cultural-historical approach; Activity theory; Software GeoGebra; Plane Geometry;
D O I
10.14572/nuances.v25i2.2818
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This paper discusses teaching mediation in teaching practice which aims the appropriation by the students of the meaning of concepts of plane geometry, from an investigation that rises the question: how the teaching mediation settles into a math class that makes use of GeoGebra software and intervenes in the teaching and learning of concepts related to the equilateral triangle? The empirical constitutes from planning and referrals of teachers and students elaborations in a math class developed in a class of 8th grade of Elementary School in a public school. The analyzes are structured by cultural-historical approach, based on the Activity Theory and Activity Supervisor of Teaching. We identified that teaching mediation settles intentionally and in different teaching actions, structured in the unity of meaning of concepts by students and the organization and development of teaching practice.
引用
收藏
页码:65 / 85
页数:21
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