%0 Journal Article
%T Elaborando um perfil conceitual de equa  o: desdobramentos para o ensino e a aprendizagem de Matem芍tica Developing a conceptual profile of equation: developments for the teaching and learning of Mathematics
%A Alessandro Jacques Ribeiro
%J Ci那ncia & Educaˋˋo (Bauru)
%D 2013
%I Universidade Estadual Paulista
%X O modelo te車rico Perfil Conceitual, desenvolvido por Eduardo Mortimer, vem sendo amplamente utilizado no Ensino de Ci那ncias. Segundo esse modelo, conceitos poliss那micos permitem a elabora  o de perfis conceituais, os quais s o compostos de diferentes zonas, que correspondem a diferentes formas de ver, representar e significar o mundo. N o obstante, o trabalho de Alessandro Ribeiro identificou diferentes significados do conceito de equa  o. O conjunto desses significados recebeu o nome de Multissignificados de Equa  o. Assumindo o pressuposto de que o conceito de equa  o 谷 poliss那mico, buscou-se, neste trabalho, identificar e categorizar algumas zonas de um perfil conceitual de equa  o. Utilizando-se de um jogo dial車gico entre dados de estudos epistemol車gicos e ontol車gicos, apresentam-se as zonas preliminares de um perfil conceitual de equa  o: pragm芍tica, geom谷trica, estrutural, processual e aplicacional. Nas considera  es finais, s o apontados os desdobramentos da pesquisa e algumas implica  es da abordagem de perfil conceitual para o ensino e a aprendizagem de Matem芍tica. The theoretical model of a conceptual profile was developed by Eduardo Mortimer and has been widely used in science education. According to this model, polysemic concepts permitting the establishment of conceptual profiles, which are composed of different zones, that correspond to different ways of seeing, of representing and of signifying the world. Nevertheless, the research of Alessandro Ribeiro identified different meanings of the concept of equation. The set of these meanings was named by Multimeanings of Equation. Taking on the premise that the concept of equation is polysemous, this study aimed at identifying and categorizing some zones of a conceptual profile of equation. By using of a dialogical play between data from epistemological and ontological studies, zones of a conceptual profile of equation are presented: pragmatic, geometric, structural, procedural and applicational. Lastly, developments of the research and some implications of the conceptual profile approach to teaching and learning of mathematics are pointed out.
%K Significa  o
%K Equa  o
%K Perfil conceitual
%K Ensino de matem芍tica
%K Aprendizagem
%K Educa  o alg谷brica
%K Meaning
%K Equation
%K Conceptual profile
%K Mathematics teaching
%K Learning
%K Educational algebra
%U http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1516-73132013000100005