A história da matemática como estímulo ao ensino-aprendizagem
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/6754 |
Resumo: | Mathematics accompanies man since the beginning times and it is present in most everyday activities. It’s considered a difficult discipline to understand, many people get away, instead of seeking for ways to allow the interest for its study. Usually the mathematics teacher comes across students who have difficulty to assimilate mathematical content, as those who have an aversion to discipline. Therefore, the teacher must look for ways to motivate his students and the history of mathematics is considered by experts as an effective source to arouse such interest. In this sense, this work aims to demonstrate how the use of history of mathematics can help the teacher to stimulate the student's appreciation for this study. This is a literature review whose main method was a literature research with the National Curriculum Parameters of high school and elementary school, to specialized books on the subject, and the articles, dissertations and theses published on the internet. Amid numerous mathematical contents taught in secondary and fundamental education, this study highlighted nine of them, considering them more present in the daily lives of those who study or not study mathematics. The contents were: basic concepts, count, number, algebra, basic operations, sets, fractions, geometry and functions. The study concluded that when using the history of mathematics as a teaching resource, the teacher wakes up students’ interest and curiosity, becomes classes more dynamic and engaging, and these possible discoveries, besides historic rescue, the importance of each mathematical content as a facilitator of everyday life. However, it is necessary that the teacher seek knowledge for this, and this work has also the objective of providing support for those who seek this information. |
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Lourenço, Kélem Gomeshttp://lattes.cnpq.br/6219440124523685Lourenço, Kélem GomesLima, Thaynara Arielly deVasconcelos, José Eder Salvador dehttp://lattes.cnpq.br/7757440184195725Costa, Cleomar Luiz da2017-01-17T11:21:51Z2016-12-07COSTA, Cleomar Luiz da. A história da matemática como estímulo ao ensino-aprendizagem. 2016. 49 f. Dissertação (Mestrado Profissional em Matemática em Rede Nacional) - Universidade Federal de Goiás, Goiânia, 2016.http://repositorio.bc.ufg.br/tede/handle/tede/6754Mathematics accompanies man since the beginning times and it is present in most everyday activities. It’s considered a difficult discipline to understand, many people get away, instead of seeking for ways to allow the interest for its study. Usually the mathematics teacher comes across students who have difficulty to assimilate mathematical content, as those who have an aversion to discipline. Therefore, the teacher must look for ways to motivate his students and the history of mathematics is considered by experts as an effective source to arouse such interest. In this sense, this work aims to demonstrate how the use of history of mathematics can help the teacher to stimulate the student's appreciation for this study. This is a literature review whose main method was a literature research with the National Curriculum Parameters of high school and elementary school, to specialized books on the subject, and the articles, dissertations and theses published on the internet. Amid numerous mathematical contents taught in secondary and fundamental education, this study highlighted nine of them, considering them more present in the daily lives of those who study or not study mathematics. The contents were: basic concepts, count, number, algebra, basic operations, sets, fractions, geometry and functions. The study concluded that when using the history of mathematics as a teaching resource, the teacher wakes up students’ interest and curiosity, becomes classes more dynamic and engaging, and these possible discoveries, besides historic rescue, the importance of each mathematical content as a facilitator of everyday life. However, it is necessary that the teacher seek knowledge for this, and this work has also the objective of providing support for those who seek this information.A Matemática acompanha o homem desde os primórdios e está presente na maioria das atividades cotidianas. Reconhecida como uma disciplina de difícil compreensão muitas pessoas se afastam em vez de buscar meios que possibilitem o interesse para seu estudo. Habitualmente o professor de Matemática se depara tanto com alunos que têm dificuldade de assimilar conteúdos matemáticos como com os que têm aversão à disciplina. Para tanto, o professor deve buscar meios que motivem seus alunos e a História da Matemática é considerada por especialistas como um recurso eficaz para despertar esse interesse. Nesse sentido, este trabalho tem como objetivo promover uma reflexão de como o uso da História da Matemática pode auxiliar o professor a estimular no aluno o apreço por esse estudo. Trata-se de uma revisão da literatura cujo principal método foi a pesquisa bibliográfica junto aos Parâmetros Curriculares Nacionais do Ensino Médio e do Ensino Fundamental, aos livros especializados sobre a temática, e aos artigos, dissertações e teses. Em meio a inúmeros conteúdos matemáticos ministrados no Ensino médio e Fundamental, este estudo destacou nove deles por considerá-los mais presentes no cotidiano dos que estudam ou não estudam Matemática. Os conteúdos foram: conceitos básicos, contagem, número, álgebra, operações fundamentais, conjuntos, frações, funções e geometria. O estudo concluiu que, ao utilizar a História da Matemática como recurso, o professor desperta o interesse e a curiosidade dos alunos, torna as aulas mais dinâmicas e envolventes à medida que essas descobertas possibilitam, além de um resgate histórico, a valorização de cada conteúdo matemático como meio facilitador da vida cotidiana. Contudo, é necessário que o professor busque conhecimento para tal e este trabalho tem também como objetivo servir de subsídio junto aos que buscam essas informações.Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2017-01-17T11:19:10Z No. of bitstreams: 2 Dissertação - Cleomar Luiz da Costa - 2016.pdf: 1101571 bytes, checksum: 2fbdb77e8bc2aa24b8a34786a3bba3c8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-01-17T11:21:51Z (GMT) No. of bitstreams: 2 Dissertação - Cleomar Luiz da Costa - 2016.pdf: 1101571 bytes, checksum: 2fbdb77e8bc2aa24b8a34786a3bba3c8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2017-01-17T11:21:51Z (GMT). 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dc.title.por.fl_str_mv |
A história da matemática como estímulo ao ensino-aprendizagem |
dc.title.alternative.eng.fl_str_mv |
The history of mathematics as a stimulus for teaching-learning |
title |
A história da matemática como estímulo ao ensino-aprendizagem |
spellingShingle |
A história da matemática como estímulo ao ensino-aprendizagem Costa, Cleomar Luiz da História da matemática Matemática Recurso didático Ensino fundamental Ensino médio History of mathematics Mathematics Teaching resource Fundamental education Secondary education CIENCIAS EXATAS E DA TERRA::MATEMATICA |
title_short |
A história da matemática como estímulo ao ensino-aprendizagem |
title_full |
A história da matemática como estímulo ao ensino-aprendizagem |
title_fullStr |
A história da matemática como estímulo ao ensino-aprendizagem |
title_full_unstemmed |
A história da matemática como estímulo ao ensino-aprendizagem |
title_sort |
A história da matemática como estímulo ao ensino-aprendizagem |
author |
Costa, Cleomar Luiz da |
author_facet |
Costa, Cleomar Luiz da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Lourenço, Kélem Gomes |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6219440124523685 |
dc.contributor.referee1.fl_str_mv |
Lourenço, Kélem Gomes |
dc.contributor.referee2.fl_str_mv |
Lima, Thaynara Arielly de |
dc.contributor.referee3.fl_str_mv |
Vasconcelos, José Eder Salvador de |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7757440184195725 |
dc.contributor.author.fl_str_mv |
Costa, Cleomar Luiz da |
contributor_str_mv |
Lourenço, Kélem Gomes Lourenço, Kélem Gomes Lima, Thaynara Arielly de Vasconcelos, José Eder Salvador de |
dc.subject.por.fl_str_mv |
História da matemática Matemática Recurso didático Ensino fundamental Ensino médio |
topic |
História da matemática Matemática Recurso didático Ensino fundamental Ensino médio History of mathematics Mathematics Teaching resource Fundamental education Secondary education CIENCIAS EXATAS E DA TERRA::MATEMATICA |
dc.subject.eng.fl_str_mv |
History of mathematics Mathematics Teaching resource Fundamental education Secondary education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS EXATAS E DA TERRA::MATEMATICA |
description |
Mathematics accompanies man since the beginning times and it is present in most everyday activities. It’s considered a difficult discipline to understand, many people get away, instead of seeking for ways to allow the interest for its study. Usually the mathematics teacher comes across students who have difficulty to assimilate mathematical content, as those who have an aversion to discipline. Therefore, the teacher must look for ways to motivate his students and the history of mathematics is considered by experts as an effective source to arouse such interest. In this sense, this work aims to demonstrate how the use of history of mathematics can help the teacher to stimulate the student's appreciation for this study. This is a literature review whose main method was a literature research with the National Curriculum Parameters of high school and elementary school, to specialized books on the subject, and the articles, dissertations and theses published on the internet. Amid numerous mathematical contents taught in secondary and fundamental education, this study highlighted nine of them, considering them more present in the daily lives of those who study or not study mathematics. The contents were: basic concepts, count, number, algebra, basic operations, sets, fractions, geometry and functions. The study concluded that when using the history of mathematics as a teaching resource, the teacher wakes up students’ interest and curiosity, becomes classes more dynamic and engaging, and these possible discoveries, besides historic rescue, the importance of each mathematical content as a facilitator of everyday life. However, it is necessary that the teacher seek knowledge for this, and this work has also the objective of providing support for those who seek this information. |
publishDate |
2016 |
dc.date.issued.fl_str_mv |
2016-12-07 |
dc.date.accessioned.fl_str_mv |
2017-01-17T11:21:51Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
COSTA, Cleomar Luiz da. A história da matemática como estímulo ao ensino-aprendizagem. 2016. 49 f. Dissertação (Mestrado Profissional em Matemática em Rede Nacional) - Universidade Federal de Goiás, Goiânia, 2016. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/6754 |
identifier_str_mv |
COSTA, Cleomar Luiz da. A história da matemática como estímulo ao ensino-aprendizagem. 2016. 49 f. Dissertação (Mestrado Profissional em Matemática em Rede Nacional) - Universidade Federal de Goiás, Goiânia, 2016. |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/6754 |
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por |
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Universidade Federal de Goiás |
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Universidade Federal de Goiás |
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