出版社：Instituto de Biociências - Campus de Rio Claro - Unesp
摘要：En ese texto presentamos los resultados de un estudio de caso llevado a cabo en la disciplina de la Práctica de la Enseñanza de Matemática, del curso de Matemática de la Universidad Federal da la Integración Latino Americana (UNILA). De acuerdo con Ponte (1994), un estudio de caso es una investigación empírica cuyos resultados son presentados, la mayor parte del tiempo, en la forma descriptiva, pero puede ser también analítica si interroga la situación y la confronta con otra ya conocida. El estudio de caso aquí presentado es de carácter cualitativo. En él analizamos las contribuciones de la historia de la matemática y de la historia de la educación matemática para la formación inicial de profesores. Como instrumentos de la recolección de los datos, usamos entrevista, grabaciones en el audio de diálogos entre la profesora de la disciplina y el alumno con respecto a las actividades, el cuaderno del estudiante, un video - clase producida por él, y las notas en el diario de campo de la profesora. Ese estudio de caso mostró que la historia puede colaborar para la construcción de conceptos matemáticos y para la reflexión sobre la enseñanza de matemática y agrega nuevos resultados en relación a otras investigaciones desarrolladas por los miembros del grupo de investigaciones al cual nosotras pertenecemos.↓This paper presents results of a case study accomplished in the discipline of Practice of Teaching of Mathematics, of the course of Mathematics of the Federal University of Integration of Latino America (UNILA). Ponte (1994) affirms that a case study is an empiric investigation whose results are presented, most of the time, in descriptive form. However, it can has an analytical form if it interrogates a situation and to confront it with other known situation. The case study presented in this paper is a qualitative research. In it we analyzed contributions of the history of the mathematics and history of mathematics education for the teachers' initial formation. The data was collected with interview, audios of dialogues concerning the activities among the professor and student, the student's notebook, a video-class produced by him, and professor’s annotations. This study of case shows that the history can contribute to the construction of mathematical concepts and for the reflection about mathematics teaching and bring news results when it is confronted to others researches that was made by members of our research group.
其他摘要：This paper presents results of a case study accomplished in the discipline of Practice of Teaching of Mathematics, of the course of Mathematics of the Federal University of Integration of Latino America (UNILA). Ponte (1994) affirms that a case study is an empiric investigation whose results are presented, most of the time, in descriptive form. However, it can has an analytical form if it interrogates a situation and to confront it with other known situation. The case study presented in this paper is a qualitative research. In it we analyzed contributions of the history of the mathematics and history of mathematics education for the teachers' initial formation. The data was collected with interview, audios of dialogues concerning the activities among the professor and student, the student's notebook, a video-class produced by him, and professor’s annotations. This study of case shows that the history can contribute to the construction of mathematical concepts and for the reflection about mathematics teaching and bring news results when it is confronted to others researches that was made by members of our research group.
