As Equações Diofantinas Lineares e o Professor de Matemática do Ensino Médio

• Autor(a) principal: Costa, Eduardo Sad da
• Data de Publicação: 2007
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/11124
• topic: Teoria Elementar dos Números; equações diofantinas lineares; professores de Matemática do Ensino Médio; educação algébrica; Educacao matematica; Matematica -- Estudo e ensino; Teoria dos numeros; Elementary number theory; linear Diophantine equations; High school Mathematics teachers; algebra education; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA

This work involves a qualitative study about whether and how mathematics High-School teachers work with their students the trouble-situations regarding linear Diophantine equations. The study was performed by means of analyzing semi-structured interviews applied on six mathematics teachers from the states of São Paulo and Minas Gerais, teaching at high-school level. The Numbers Elementary Theory has been treated by several researchers on Mathematical Education, as Campbell e Zazkis (2002), Resende (2007), as an adequate subject for the introduction and development of fundamental Mathematical ideas in High- School. However, the results of such investigation show that, although the interviewed teachers affirmed that they did work with problems of discreet mathematics that can be modeled through linear Diophantine equations, none of them seemed to work with their students using the knowledge of these equations properties in order to decide whether they have solution, and what these solutions would be