Didactic Transposition: the case of computer memory units

Authors

  • Herman do Lago Mendes Secretaria de Estado da Educação de Sergipe

DOI:

https://doi.org/10.5007/1981-1322.2016v11n2p156

Abstract

It is a documental research that aims to identify convergences and/or divergences between the knowledge to be taught and taught knowledge regarding the object of knowledge: computer memory units. It uses the theory of didactic transposition of Yves Chevallard and theoretical principles of magnitude, object and measure. It observes the computer memory unit study approach in 5 collections of math textbooks (by determing taught knowledge). It identifies teaching procedures in 3 national and 1 state curriculum guidelines (Pernambuco), it also characterizes the knowledge to be taught. It also refers to standards set in the International System of Units (IS) and Commission Electrotechnique Internationale (CEI). It notes how it is didactic transposition of this knowledge is crafted. It identifies: teaching proposal of convergence between curriculum guidelines and teaching of mathematics books; differences between these concepts and the SI, the CIS.

Author Biography

Herman do Lago Mendes, Secretaria de Estado da Educação de Sergipe

Professor efetivo de matemática da Secretaria de Estado da Educação de Sergipe. Mestrado em Educação Matemática e Tecnológica pela Universidade Federal de Pernambuco (UFPE).

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Published

2017-03-02

Issue

Vol. 11 No. 2 (2016)

Section

Artigos

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