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Search Results: 1 - 10 of 76958 matches for " Maria Lucia Faria; "
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A epistemologia genética e a intera??o social de crian?as
Moro, Maria Lucia Faria;
Psicologia: Reflex?o e Crítica , 2000, DOI: 10.1590/S0102-79722000000200009
Abstract: the paper presents a case study about the relationship between children?s social interactions and children?s cognitive constructions of addition/subtraction according to propositions of the genetic epistemology. results come from a microgenetic qualitative analysis of the complete sequence of videotaped events concerning the interrelationship among: a) cognitive strategies expressed by three boys when solving together learning tasks about addition/subtraction; b) those strategies with adult?s interventions. subjects were three boys (aged 7,4; 8,6; and 9,1) who attended the first grade of a public elementary school. results partially support the proposed hypotheses of a complex cyclical model of interrelationship among partners? productions and with adult?s interventions. piaget?s equilibration model explains the complexity of the discussed social interactions, in their necessary, but not sufficient relationship, with the individual cognitive constructions.
Nota??es da matemática infantil: igualar e repartir grandezas na origem das estruturas multiplicativas
Moro, Maria Lucia Faria;
Psicologia: Reflex?o e Crítica , 2004, DOI: 10.1590/S0102-79722004000200013
Abstract: the paper concerns the learning of additive structures on its way to the multiplicative ones according to the equilibration model and vergnaud's propositions about conceptual fields. it describes the nature and the changes of children's notations produced on tasks of equalization and partition of quantities, and verifies the meaning of those notations in the study of the psychogenetic relationship between those structures. the 12 participants (6,4 to 9,5 years old), attending two state elementary schools from suburbs of two different metropolitan areas, performed in triads the tasks, which alternated moments of practical compositions, notations production and their interpretation. the qualitative microgenetic analysis of videotaped data resulted in notation types and in tendencies of the conceptual transformations shown by the notations. the discussion underlines the nature and the progression of the described notations, and the relevant role of equalization and repartition as inherent schemata to the psychogenetic relationship between the focused structures.
Estruturas multiplicativas e tomada de consciência: repartir para dividir
Moro, Maria Lucia Faria;
Psicologia: Teoria e Pesquisa , 2005, DOI: 10.1590/S0102-37722005000200012
Abstract: according to vergnaud's and piaget's proposals, the study aims to describe children's conceptions of partitive division expressed on learning tasks of sharing numerical collections, and to identify the grasp of consciousness levels of the typical relations which define that kind of division. this process is supposed to be enhanced by tasks, which alternate moments of practical sharing of numerical collections, notation production and their interpretation. the microgenetic analysis of videotaped data describes the nature and the changes of six students' solutions (7 to 8 years old) to those tasks. these students were attending a state elementary school and they performed the tasks in triads, during two sessions. results show children's conceptions of partitive division disposed on two hierarchies, one for the practical executions and other for the notations. both hierarchies give support to the identification of the grasp of consciousness levels of schemata and relations inherent to that type of division. the status of the sharing activities on the comprehension of partitive division and the role of the grasp of consciousness of actions in this conceptual learning are discussed.
A epistemologia genética e a intera o social de crian as
Moro Maria Lucia Faria
Psicologia: Reflex?o e Crítica , 2000,
Abstract: O artigo apresenta um estudo de caso sobre as rela es da intera o social de crian as com suas constru es cognitivas individuais de aprendizagem da adi o/subtra o, segundo proposi es da epistemologia genética. Os resultados vêm da análise qualitativa microgenética da seqüência completa, gravada em vídeo, dos eventos referentes às inter-rela es: a) das estratégias cognitivas expressas por três meninos que, juntos, resolveram tarefas relativas ao conteúdo aritmético citado; b) daquelas estratégias com as interven es do adulto. Os sujeitos (idades de 7,4; 8,6; e 9,1) eram alunos de primeira série de uma escola pública. Os resultados apoiam parcialmente hipóteses sobre um modelo cíclico complexo de inter-rela es das realiza es dos parceiros e destas com as interven es do adulto. O modelo piagetiano da equilibra o explica a complexidade das intera es sociais discutidas, em suas rela es necessárias mas n o suficientes com as constru es cognitivas individuais.
Notations from children's mathematical thinking: equalizing and dividing quantities at the roots of multiplicative structures / Nota es da matemática infantil: igualar e repartir grandezas na origem das estruturas multiplicativas
Maria Lucia Faria Moro
Psicologia: Reflex?o e Crítica , 2004,
Abstract: The paper concerns the learning of additive structures on its way to the multiplicative ones according to the equilibration model and Vergnaud's propositions about conceptual fields. It describes the nature and the changes of children's notations produced on tasks of equalization and partition of quantities, and verifies the meaning of those notations in the study of the psychogenetic relationship between those structures. The 12 participants (6,4 to 9,5 years old), attending two State Elementary Schools from suburbs of two different metropolitan areas, performed in triads the tasks, which alternated moments of practical compositions, notations production and their interpretation. The qualitative microgenetic analysis of videotaped data resulted in notation types and in tendencies of the conceptual transformations shown by the notations. The discussion underlines the nature and the progression of the described notations, and the relevant role of equalization and repartition as inherent schemata to the psychogenetic relationship between the focused structures.
Problemas de produto cartesiano, raciocínio combinatório e interven??o do professor
Placha, Kelly Cristine;Moro, Maria Lucia Faria;
Psicologia: Teoria e Pesquisa , 2009, DOI: 10.1590/S0102-37722009000100002
Abstract: this paper describes the nature of children's solutions to cartesian product problems according to their implied levels of combinatory reasoning in order to identify the learning process going on therein, and the nature of teaching intervention. five nine-year-old students enrolled at the 3rd grade of a state elementary school were the participants. data were collected during two individual sessions of problem solving. the researcher's teaching intervention was on the clinical-critical format. the qualitative analysis of videotape data resulted in the identification of the following solution levels: contextualized answer without signs of combination, the first approaches to combinatory solutions, the arising of some combinations, and the presence of combinatory solutions. the identified forms of teaching interventions were: orienting, re-orienting, questioning, and instigating. the discussion underlies the relevance of the described teaching interventions to the punctual progress of each child towards solutions with combinatory marks.
O UNIVERSO ROSIANO DAS TERCEIRAS ESTóRIAS - PARTE 2
Maria Lucia Guimar?es de Faria
Macabéa : Revista Eletr?nica do Netlli , 2012,
Abstract: This essay proposes to present a general view of Tutameia, founding it on the scrupulous study of three of its stories. We begin with a brief introduction that highlights some particular aspects of this book, in Guimar es Rosa’s work and then proceed to the interpretation of the stories selected. The first one is “Antiperipleia”, opening story of the volume, evaluated as an autonomous achievement but also in its strategic role in the architecture of the whole. The second is “O outro ou o outro”, one of the binding beams of the book, crucial for the understanding of the Rosian philosophy of freedom. The third is “Barra da Vaca”, which lends itself to a reflection about the man in the world, regarded as a metaphor of the poet and its creative mission. Given the organic principle of the whole and its parts, each of these stories is conceived to contain the whole punctually concentrated, in such a way that reading through them one can bring forth revealing clues to an integrated perception of the totality of the book.
O UNIVERSO ROSIANO DAS TERCEIRAS ESTóRIAS
Maria Lucia Guimar?es de Faria
Macabéa : Revista Eletr?nica do Netlli , 2012,
Abstract: This essay proposes to present a general view of Tutameia, founding it on the scrupulous study of three of its stories. We begin with a brief introduction that highlights some particular aspects of this book, in Guimar es Rosa’s work and then proceed to the interpretation of the stories selected. The first one is “Antiperipleia”, opening story of the volume, evaluated as an autonomous achievement but also in its strategic role in the architecture of the whole. The second is “O outro ou o outro”, one of the binding beams of the book, crucial for the understanding of the Rosian philosophy of freedom. The third is “Barra da Vaca”, which lends itself to a reflection about the man in the world, regarded as a metaphor of the poet and its creative mission. Given the organic principle of the whole and its parts, each of these stories is conceived to contain the whole punctually concentrated, in such a way that reading through them one can bring forth revealing clues to an integrated perception of the totality of the book.
Intera o Social e Crian as de Pré-Escola Construindo Textos
Vilmarise Sabim Pessoa,Maria Lucia Faria Moro
Nuances : Estudos sobre Educa??o , 2009,
Abstract: 0 estudo apresenta resultados de uma pesquisa sobre a constru o de textos de crian aspré-escolares de 5 a 7 anos de idade. Ele se apoia na importancia, para a alfabetiza o, da escrita ser apreciada em sua perspectiva hist6rica, e na contribui o de Emília Ferreiro sabre a psicogênese da escrita alfabética. Os textos foram produzidos pelos sujeitos em situa o individual e em situa o de duplas, supondo-se a intera o social de crian as como favorável a essa constru o. 0 desenrolar das realiza es dos sujeitos nas duas situa es foi gravado em vídeo, sofrendo os dados analise qualitativa. Os resultados mostram níveis progressivos de produ o/leitura de textos, os elaborados em dupla mais avan ados que os construídos individualmente. S o discutidas a significa o dos níveis encontrados e o quanta a intera o social de pares pode favorecer avan os na constru o da escrita alfabética na pré-escola.
Pensamento Matemático e Psicogênese de Conceitos Econ micos: interfaces e implica es para a educa o matemática
Ruth Hofmann,Maria Lucia Faria Moro
Bolema: Boletim de Educa??o Matemática , 2009,
Abstract: The relationship among mathematics, daily activities and different fields of knowledge has been object of academic discussion and reason for decisions to mathematics teaching improvement. A strategy often employed to improve mathematical learning is problem solving situations in order to contextualize the content by means of statements seen as familiar to students. A familiar lexicon is adopted when mathematical concepts and methods are employed on problems of economical nature (purchase and sale), viewed as known even by beginners. Arithmetical operations are allocated among terms such as price, cost, parcels and interest. While such expressions are adopted by their recurrence and apparent simplicity, they represent epistemologically complex concepts, often debated by the economical science. This paper aims to present some interfaces between mathematical thinking and the formation of economical concepts according to the hypothesis that the synergy between both fields are useful to mathematics education. Key-words: Mathematics Education. Mathematics. Economy. Economic Value. Number. A rela o entre matemática, atividades cotidianas e diferentes campos do conhecimento tem sido objeto de reflex o acadêmica e motivo de medidas para melhorar a qualidade do ensino da matemática. Uma estratégia freqüente para melhorar a aprendizagem da matemática é o emprego de situa es-problema, para contextualizar o conteúdo mediante enunciados supostamente próximos à realidade dos estudantes. Adota-se um léxico familiar de aplica o de conceitos e métodos matemáticos em problemas de natureza econ mica (compra e venda), tidos como conhecidos mesmo por crian as das séries iniciais. Opera es aritméticas s o alocadas entre termos como pre o, custo, parcelas e juros. Embora tais express es sejam adotadas por sua recorrência e aparente simplicidade, elas representam conceitos epistemologicamente complexos, que protagonizam debates na ciência econ mica. Este trabalho tem por objetivo apresentar interfaces do pensamento matemático com a forma o de conceitos econ micos na hipótese de que a sinergia entre tais campos sirva à educa o matemática. Palavras-chave: Educa o Matemática. Matemática. Economia. Valor Econ mico. Número.
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