História da Matemática no ensino fundamental : usos em sala de aula pelo professor de matemática da rede municipal de Aracaju/SE
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/handle/riufs/5211 |
Resumo: | This article presents the results of a survey whose aim was to identify whether or how the Mathematics teachers of municipal schools in Aracaju make use of the History of Mathematics to deal with mathematical contents on the final years of Junior High School. In order to accomplish such a task, first it was identified the subjects through the intersection between the names of the students who attended the subject History of Education at Universidade Federal de Sergipe - UFS, and the names of the teachers who had taught at municipal schools in 2010. From a quantity of 37 students who met the above criteria, 19 semi structured interviews were made with the group. In addition, two professors of the subject History of Mathematics, offered for the graduates in Mathematics at UFS, were also interviewed. In this case, the aim was to identify the historical contents presented in the course plans in an attempt to establish the same theoretical bases in relation to the contents and the way how they were studied by the teachers of the municipal schools in Aracaju. As theoretical foundation, it was adopted the authors: Fauvel (1997) to differentiate between history of mathematics written with initial capitals and lower case with initial Feliciano (2008), Miguel (1997), Miguel e Miorim (2008) about the uses of history of mathematics in the classroom e Valente (2007) to the treatment of sources. Based on the data collected, it is possible to affirm that most teachers use the History of Mathematics in the classroom. In relation to how, the most frequent use is the History of Mathematics as teaching resources, tied to the use as motivation, as curiosity, as explanation of the why. In these cases, the main role performed by the teacher is to present the contents and the historical information. The confirmation of this is in the verbs used, such as: to count, to explain and to cite, considered as indicative that the teachers adopt the model of lecture and the historical information as a form of explaining some why, which contributed to the students to become not only listeners in face of the knowledge which are passed on them. The result of this survey is an indicative that as soon as possible, it should be made an investment on other surveys in order to experiment the use of the History of Mathematics as a teaching methodology in which the historical information is the starting point to teach mathematical contents. |
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Guimarães, Marcos Denilsonhttp://lattes.cnpq.br/2305063307894679Martins, Maria Cristinahttp://lattes.cnpq.br/61574067257252702017-09-26T18:15:52Z2017-09-26T18:15:52Z2011-04-16https://ri.ufs.br/handle/riufs/5211This article presents the results of a survey whose aim was to identify whether or how the Mathematics teachers of municipal schools in Aracaju make use of the History of Mathematics to deal with mathematical contents on the final years of Junior High School. In order to accomplish such a task, first it was identified the subjects through the intersection between the names of the students who attended the subject History of Education at Universidade Federal de Sergipe - UFS, and the names of the teachers who had taught at municipal schools in 2010. From a quantity of 37 students who met the above criteria, 19 semi structured interviews were made with the group. In addition, two professors of the subject History of Mathematics, offered for the graduates in Mathematics at UFS, were also interviewed. In this case, the aim was to identify the historical contents presented in the course plans in an attempt to establish the same theoretical bases in relation to the contents and the way how they were studied by the teachers of the municipal schools in Aracaju. As theoretical foundation, it was adopted the authors: Fauvel (1997) to differentiate between history of mathematics written with initial capitals and lower case with initial Feliciano (2008), Miguel (1997), Miguel e Miorim (2008) about the uses of history of mathematics in the classroom e Valente (2007) to the treatment of sources. Based on the data collected, it is possible to affirm that most teachers use the History of Mathematics in the classroom. In relation to how, the most frequent use is the History of Mathematics as teaching resources, tied to the use as motivation, as curiosity, as explanation of the why. In these cases, the main role performed by the teacher is to present the contents and the historical information. The confirmation of this is in the verbs used, such as: to count, to explain and to cite, considered as indicative that the teachers adopt the model of lecture and the historical information as a form of explaining some why, which contributed to the students to become not only listeners in face of the knowledge which are passed on them. The result of this survey is an indicative that as soon as possible, it should be made an investment on other surveys in order to experiment the use of the History of Mathematics as a teaching methodology in which the historical information is the starting point to teach mathematical contents.Neste trabalho é apresentado o resultado de uma pesquisa cujo objetivo foi identificar o se e o como professores de Matemática da rede municipal de ensino de Aracaju-SE fazem uso da história da matemática para abordar conteúdos matemáticos nos anos finais do Ensino Fundamental. Para realizar tal empreitada um primeiro passo foi identificar os sujeitos a partir da intersecção entre os nomes dos alunos que cursaram a disciplina História da Matemática na Universidade Federal de Sergipe - UFS e os nomes de professores que em 2010 atuavam na rede municipal de ensino. De um quantitativo de trinta e sete que atendiam ao referido critério foram realizadas dezenove entrevistas semiestruturadas com esses sujeitos. Além disso, foram entrevistados também dois docentes da disciplina História da Matemática, ofertada para os licenciados em Matemática da UFS. Nesse caso, o objetivo era identificar os conteúdos históricos presentes em ementas e em programas do curso, na tentativa de estabelecer um mesmo lastro teórico em relação aos conteúdos e a forma como que foram estudados pelos professores da rede municipal de Aracaju. Como sustentação teórica, foram adotados autores como, Fauvel (1997) para a diferenciação entre história da matemática grafada com iniciais maiúsculas e com iniciais minúsculas, Feliciano (2008), Miguel (1997), Miguel e Miorim (2008) sobre os usos da história da matemática em sala de aula e Valente (2007) para o tratamento das fontes. Com base nos dados coletados é possível afirmar que a maioria dos professores utiliza a história da matemática em sala de aula. Já em relação ao como, o uso mais frequente é a história da matemática como um recurso didático, atrelado à utilização como motivação, como curiosidade, como explicação dos porquês. E nesses casos, o papel predominante exercido pelo professor é o de expositor do conteúdo e das informações históricas. A confirmação dessa constatação está nos verbos utilizados para descrever o uso, a exemplo da presença de verbos como contar, explanar, citar, considerados aqui como indicativos de que os professores adotam o modelo da aula expositiva e as informações históricas como recurso para motivar ou explicar alguns porquês. O que contribui para que os alunos se tornem apenas ouvintes diante do conhecimento que lhes é informado. O resultante desta pesquisa é um indicativo que o mais breve possível deve ser realizado um investimento de outras pesquisas com o intuito de experimentar o uso da história da matemática como uma metodologia de ensino em que as informações históricas sejam o ponto de partida para ensinar conteúdos matemáticosapplication/pdfporUniversidade Federal de SergipePós-Graduação em Ensino de Ciências e MatemáticaUFSBRHistória no ensino da matemáticaProfessores de matemáticaEnsino de matemáticaHistória da matemáticaHistória da educação matemáticaHistory in mathematics educationTeachers of mathematicsTeaching of mathematicsHistory of mathematicsHistory of mathematics educationCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICAHistória da Matemática no ensino fundamental : usos em sala de aula pelo professor de matemática da rede municipal de Aracaju/SEHISTORY OF MATHEMATICS IN ELEMENTARY SCHOOL: Uses classroom math teacher at the municipal Aracaju / Se.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSORIGINALMARCOS_DENILSON_GUIMARAES.pdfapplication/pdf2513954https://ri.ufs.br/jspui/bitstream/riufs/5211/1/MARCOS_DENILSON_GUIMARAES.pdf626f8336ddbca5f3eedb75b870d0d180MD51TEXTMARCOS_DENILSON_GUIMARAES.pdf.txtMARCOS_DENILSON_GUIMARAES.pdf.txtExtracted texttext/plain296722https://ri.ufs.br/jspui/bitstream/riufs/5211/2/MARCOS_DENILSON_GUIMARAES.pdf.txt915a2ad9646cb22de35c795d27f5d269MD52THUMBNAILMARCOS_DENILSON_GUIMARAES.pdf.jpgMARCOS_DENILSON_GUIMARAES.pdf.jpgGenerated Thumbnailimage/jpeg1249https://ri.ufs.br/jspui/bitstream/riufs/5211/3/MARCOS_DENILSON_GUIMARAES.pdf.jpg55799e0b10d2f2beddaacd20f97aa9b4MD53riufs/52112017-11-28 17:14:47.607oai:ufs.br:riufs/5211Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2017-11-28T20:14:47Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.por.fl_str_mv |
História da Matemática no ensino fundamental : usos em sala de aula pelo professor de matemática da rede municipal de Aracaju/SE |
dc.title.alternative.eng.fl_str_mv |
HISTORY OF MATHEMATICS IN ELEMENTARY SCHOOL: Uses classroom math teacher at the municipal Aracaju / Se. |
title |
História da Matemática no ensino fundamental : usos em sala de aula pelo professor de matemática da rede municipal de Aracaju/SE |
spellingShingle |
História da Matemática no ensino fundamental : usos em sala de aula pelo professor de matemática da rede municipal de Aracaju/SE Guimarães, Marcos Denilson História no ensino da matemática Professores de matemática Ensino de matemática História da matemática História da educação matemática History in mathematics education Teachers of mathematics Teaching of mathematics History of mathematics History of mathematics education CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
title_short |
História da Matemática no ensino fundamental : usos em sala de aula pelo professor de matemática da rede municipal de Aracaju/SE |
title_full |
História da Matemática no ensino fundamental : usos em sala de aula pelo professor de matemática da rede municipal de Aracaju/SE |
title_fullStr |
História da Matemática no ensino fundamental : usos em sala de aula pelo professor de matemática da rede municipal de Aracaju/SE |
title_full_unstemmed |
História da Matemática no ensino fundamental : usos em sala de aula pelo professor de matemática da rede municipal de Aracaju/SE |
title_sort |
História da Matemática no ensino fundamental : usos em sala de aula pelo professor de matemática da rede municipal de Aracaju/SE |
author |
Guimarães, Marcos Denilson |
author_facet |
Guimarães, Marcos Denilson |
author_role |
author |
dc.contributor.author.fl_str_mv |
Guimarães, Marcos Denilson |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2305063307894679 |
dc.contributor.advisor1.fl_str_mv |
Martins, Maria Cristina |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6157406725725270 |
contributor_str_mv |
Martins, Maria Cristina |
dc.subject.por.fl_str_mv |
História no ensino da matemática Professores de matemática Ensino de matemática História da matemática História da educação matemática |
topic |
História no ensino da matemática Professores de matemática Ensino de matemática História da matemática História da educação matemática History in mathematics education Teachers of mathematics Teaching of mathematics History of mathematics History of mathematics education CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
dc.subject.eng.fl_str_mv |
History in mathematics education Teachers of mathematics Teaching of mathematics History of mathematics History of mathematics education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
description |
This article presents the results of a survey whose aim was to identify whether or how the Mathematics teachers of municipal schools in Aracaju make use of the History of Mathematics to deal with mathematical contents on the final years of Junior High School. In order to accomplish such a task, first it was identified the subjects through the intersection between the names of the students who attended the subject History of Education at Universidade Federal de Sergipe - UFS, and the names of the teachers who had taught at municipal schools in 2010. From a quantity of 37 students who met the above criteria, 19 semi structured interviews were made with the group. In addition, two professors of the subject History of Mathematics, offered for the graduates in Mathematics at UFS, were also interviewed. In this case, the aim was to identify the historical contents presented in the course plans in an attempt to establish the same theoretical bases in relation to the contents and the way how they were studied by the teachers of the municipal schools in Aracaju. As theoretical foundation, it was adopted the authors: Fauvel (1997) to differentiate between history of mathematics written with initial capitals and lower case with initial Feliciano (2008), Miguel (1997), Miguel e Miorim (2008) about the uses of history of mathematics in the classroom e Valente (2007) to the treatment of sources. Based on the data collected, it is possible to affirm that most teachers use the History of Mathematics in the classroom. In relation to how, the most frequent use is the History of Mathematics as teaching resources, tied to the use as motivation, as curiosity, as explanation of the why. In these cases, the main role performed by the teacher is to present the contents and the historical information. The confirmation of this is in the verbs used, such as: to count, to explain and to cite, considered as indicative that the teachers adopt the model of lecture and the historical information as a form of explaining some why, which contributed to the students to become not only listeners in face of the knowledge which are passed on them. The result of this survey is an indicative that as soon as possible, it should be made an investment on other surveys in order to experiment the use of the History of Mathematics as a teaching methodology in which the historical information is the starting point to teach mathematical contents. |
publishDate |
2011 |
dc.date.issued.fl_str_mv |
2011-04-16 |
dc.date.accessioned.fl_str_mv |
2017-09-26T18:15:52Z |
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2017-09-26T18:15:52Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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https://ri.ufs.br/handle/riufs/5211 |
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openAccess |
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Universidade Federal de Sergipe |
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Pós-Graduação em Ensino de Ciências e Matemática |
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UFS |
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BR |
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Universidade Federal de Sergipe |
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