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Abstract(s)
A integração da História da Matemática no ensino da Matemática é defendida por alguns autores. Embora haja autores que defendem a sua integração, existem autores que não partilham da mesma opinião. Após análises de documentos curriculares, como Programas de Matemática e Metas curriculares de Matemática bem como manuais escolares verificou-se que, atualmente, não se dá enfase ao uso da História da Matemática para a lecionação de conteúdos matemáticos, ao nível do 6.º ano de escolaridade. Esta investigação tem como objetivo aferir formas de trabalho na sala de aula de Matemática que recorram a episódios da História da Matemática, isto porque esse recurso pode trazer consigo várias potencialidades no ensino/aprendizagem da Matemática bem como podem contribuir para o desenvolvimento da generalização de ideias matemáticas. Para tal, foram formuladas as seguintes questões: (1) Que tópicos matemáticos do 6.º ano de escolaridade permitem uma abordagem do ponto de vista da História da Matemática, privilegiando o desenvolvimento da generalização de ideias matemáticas? (2) Que exemplos existem nos manuais escolares do 6.º ano de escolaridade, ao nível da abordagem histórica de conceitos matemáticos, que privilegiem o desenvolvimento da generalização de ideias matemáticas? (3) Que estratégias de generalização mobilizam os alunos na resolução de tarefas matemáticas envolvendo episódios da História da Matemática? Nesta investigação, de natureza qualitativa, foram recolhidos dados através de uma observação participante. Atendendo aos objetivos do estudo foram recolhidos dados, em algumas aulas de Matemática de uma turma de 6.º ano de escolaridade, sendo eles as notas de campo e os registos dos alunos (resoluções das tarefas implementadas). Os resultados deste estudo pretendem mostrar como o uso de tarefas que recorrem a episódios da História da Matemática permitem e contribuem para o desenvolvimento da generalização de ideias matemáticas, no 6.º ano de escolaridade, bem como auxiliam os alunos a compreender os conteúdos programáticos que se pretendem lecionar.
The integration of the History of Mathematics in the teaching of Mathematics is defended by some authors. Although there are authors who defend their integration there are authors who do not share the same opinion. After analyzing curricular documents, such as Mathematics Programs and Mathematics Curriculum Goals as well as textbooks, it was verified that, currently, there is no emphasis on the use of the History of Mathematics for the teaching of mathematical contents, at the level of the 6th grade of schooling. The purpose of this research is to evaluate ways of working in the Mathematics classroom that deal with episodes of the History of Mathematics, because this resource can bring with it several potentialities in the teaching / learning of Mathematics as well as contribute to the development of generalization of ideas mathematics For that, the following questions were formulated: (1) What mathematical topics of the 6th year of schooling allow an approach from the point of view of the History of Mathematics, favoring the development of the generalization of mathematical ideas? (2) What examples are there in the textbooks of the 6th year of schooling, at the level of the historical approach to mathematical concepts, which favor the development of the generalization of mathematical ideas? (3) What strategies of generalization mobilize the students in the resolution of mathematical tasks involving episodes of the History of Mathematics? In this qualitative research, data were collected through participant observation. According to the objectives of the study, data were collected in some Mathematics classes of a group of 6th grade, being the field notes and the students' records (resolutions of the tasks implemented). The results of this study intend to show how the use of tasks that resort to episodes of the History of Mathematics allow and contribute to the development of the generalization of mathematical ideas in the 6th year of schooling, as well as help the students to understand the programmatic contents that if they intend to teach.
The integration of the History of Mathematics in the teaching of Mathematics is defended by some authors. Although there are authors who defend their integration there are authors who do not share the same opinion. After analyzing curricular documents, such as Mathematics Programs and Mathematics Curriculum Goals as well as textbooks, it was verified that, currently, there is no emphasis on the use of the History of Mathematics for the teaching of mathematical contents, at the level of the 6th grade of schooling. The purpose of this research is to evaluate ways of working in the Mathematics classroom that deal with episodes of the History of Mathematics, because this resource can bring with it several potentialities in the teaching / learning of Mathematics as well as contribute to the development of generalization of ideas mathematics For that, the following questions were formulated: (1) What mathematical topics of the 6th year of schooling allow an approach from the point of view of the History of Mathematics, favoring the development of the generalization of mathematical ideas? (2) What examples are there in the textbooks of the 6th year of schooling, at the level of the historical approach to mathematical concepts, which favor the development of the generalization of mathematical ideas? (3) What strategies of generalization mobilize the students in the resolution of mathematical tasks involving episodes of the History of Mathematics? In this qualitative research, data were collected through participant observation. According to the objectives of the study, data were collected in some Mathematics classes of a group of 6th grade, being the field notes and the students' records (resolutions of the tasks implemented). The results of this study intend to show how the use of tasks that resort to episodes of the History of Mathematics allow and contribute to the development of the generalization of mathematical ideas in the 6th year of schooling, as well as help the students to understand the programmatic contents that if they intend to teach.
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Keywords
História da Matemática Matemática 2.º Ciclo do Ensino Básico Pensamento algébrico Generalização History of Mathematics Mathematics 2nd Cycle of Basic Education Algebraic Thinking Generalizati