https://repositorio.pucsp.br/jspui/handle/handle/10819 2026-05-17T11:11:35Z 2026-05-17T11:11:35Z https://repositorio.pucsp.br/jspui/handle/handle/46757 2026-04-28T18:06:38Z 2026-03-03T00:00:00Z

Título: Coordenação pedagógica – um espaço do acompanhamento da documentação docente do ensino fundamental anos iniciais Abstract: This thesis aims to understand how pedagogical coordination follows the documentary trajectory of teachers in Elementary Education – Early Years, articulating individual and collective aspects of teaching practices and the conception of resources that promote the development of students’ Algebraic Thinking. It is justified by the scarcity of studies supported by the Documentary Approach to Didactics in the Early Years, aligned with the Brazilian National Common Core Curriculum (BNCC) and the Municipal Curriculum of Atibaia – SP, responding to the need for reflective teacher education. The central argument emphasizes that pedagogical coordination, through the Reflective Investigative Methodology, enhances documentary genesis, transforming resources for the transition from Arithmetic/Algebraic Thinking and for teachers’ professional development, through Rabardel’s processes of instrumentation and instrumentalization. Theoretically, it integrates the Documentary Approach to Didactics, Luc Trouche, Gueudet, and Pepin, with Algebraic Thinking and the Theory of Conceptual Fields, highlighting documentary trajectories. The methodology adopted in this thesis is a qualitative approach using the Reflective Investigative Methodology in a municipal school in Atibaia, São Paulo, focusing on four teachers, through incubation processes and analysis of the task “The Matchsticks,” following the five principles of the Reflective Investigative Methodology. The investigation sought to answer the following question: “How can pedagogical coordination play a role in monitoring the documentary trajectory of teachers in training, in order to foster the development of Algebraic Thinking in students of Elementary Education – Early Years?”. The results revealed that the mediations among teacher–resource–teacher favor the transition from Arithmetic to Algebraic Thinking, partial patterns, and generalizations, enriching documentary trajectories and reflective practices, with suggestions for continuing teacher education Tipo: Dissertação

2026-03-03T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46745 2026-04-28T18:48:29Z 2026-03-17T00:00:00Z

Título: Resolução de Problemas como Estratégia para o Ensino e para a Aprendizagem da Divisão no Ensino Fundamental - Anos Iniciais Abstract: This research aimed to investigate how Problem Solving, conceived within the framework of the Theory of Didactic Situations and articulated with the mobilization of Semiotic Representation Registers, can contribute to the teaching and learning of division by students in Elementary School – Early Years. The research methodology adopted was Didactic Engineering, which guided the phases of Preliminary Analysis, Conception and A Priori Analysis, Experimentation and A Posteriori Analysis, and Validation. The qualitative research used field procedures and a literature review. The field research was developed in a school in the municipal education network of São Paulo, with 26 students in the fourth year of Elementary School – Early Years, through a Didactic Sequence developed by the teacher-researcher. The problem situations were structured and developed in a way that allowed students to explore different procedures and problemsolving strategies, mobilizing Semiotic Representation Registers. The teacher-researcher applied, guided, clarified, observed, noted, and analyzed the development of the proposed activities. The studies carried out, including this research, indicate that division is complex, whether due to conceptual issues or operational difficulties, representing one of the greatest challenges for teaching and learning among the processes developed in Elementary School - Early Years. It was also revealed that problem-solving in contextualized situations, articulated with the mobilization of Semiotic Representation Registers and developed in varied contexts, can favor the reasoning involved in understanding division. This process can provide more meaningful teaching, in which emotions, motivation, and attention can guide the learning process Tipo: Dissertação

2026-03-17T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46720 2026-04-28T15:27:31Z 2026-02-10T00:00:00Z

Título: Explorando registros de representação da função afim por meio de atividades gamificadas com feedback automático no Geogebra Abstract: In an increasingly technological world, there is a need to seek innovative teaching practices in order to make classes more engaging. Thus, this qualitative research aims to analyze how gamified activities with automatic feedback, developed in GeoGebra, can contribute to the learning process of affine functions among high school students. Principles of gamification were incorporated into the study to provide a playful and motivating learning experience. The theoretical framework was based on Raymond Duval’s Theory of Registers of Semiotic Representation. As a methodological approach, Design Research was employed, which enabled the refinement of the applets through the analysis of their variables in each implementation of the tasks. Data collection involved the use of students’ saved files within GeoGebra Classroom, screen recordings, questionnaires, observations, participants’ notes, and audio recordings. A pretest was conducted with four ninth-grade students in São Paulo – SP, to verify the applicability of the applets. Subsequently, the activities were implemented with thirteen students from the 4th year of Compulsory Secondary Education in Santander, Spain, during a sandwich PhD program, allowing further improvements to the activities. Finally, a new implementation took place with four second-year high school students in Resende – RJ. The automatic feedback contributed to the reduction of errors during tasks, enabling participants to recognize, reflect upon, and correct their mistakes autonomously, thus establishing knowledge mobilization. The analyses revealed students’ understanding of the concept of affine function, as evidenced by their ability to perform treatments and conversions among different representation registers. The main challenges were observed in operations involving negative numbers and rational numbers expressed in fractional form. Students expressed positive perceptions of the use of gamification in mathematics learning, reporting that they enjoyed learning through the proposed strategy, which fostered greater interaction and engagement among participants Tipo: Tese

2026-02-10T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46557 2026-02-06T22:29:01Z 2025-12-15T00:00:00Z

Título: Um estudo sobre os elementos do letramento financeiro, mobilizados por estudantes da educação básica, salientando as relações da educação financeira Abstract: This study aims to identify which levels of financial literacy are mobilized by high school students when the teacher emphasizes the relationship the Financial Education. We begin with a brief historical and epistemological study of our object of research, interest rates; followed by a literature review intended to support our theoretical and research framework. Our theoretical foundation draws on the Anthropological Theory of the Didactic and the Theory of Didactic Situations, while our methodological approach is based on Didactic Engineering, following all its stages. We designed and implemented three didactic sequences for third-year high school students. The first two sequences consisted of nine questions each, aimed at assessing whether students possessed knowledge encompassing both concepts mentioned above, thereby fostering financial literacy. The final sequence consisted of a problem situation in which students had to choose the best amortization system. Our findings suggest that, in order to develop financial literacy, students must engage with four key categories: Citizenship, Planning, Credit, and Investment Tipo: Tese

2025-12-15T00:00:00Z