Malba Tahan, Geometrismo e o Caderno Dirigido: conversas e possibilidades no cenário da sala de aula

• Autor(a) principal: Silva, Flávia de Fatima Santos
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/22475; http://dx.doi.org/10.14393/ufu.di.2018.555
• topic: Malba Tahan; Caderno Dirigido; Notebook Directed; Geometrismo; Geometrism; História da Educação Matemática; History of Mathematics Education; Sergio Lorenzato; Ciência - Estudo e ensino; Science - Study and teaching; Tahan, Malba, 1895-1974; Matemática - Estudo e ensino - História; Mathematics - Study and teaching - History; Cristiane Coppe de Oliveira; Educação - história; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

The present research, with a qualitative approach, aims to present reflections about the elaboration of the Directed Notebook, inspired by the work of Júlio César de Mello e Souza, Malba Tahan (1895 - 1974), by elementary school students - final years, as a possibility for the classroom. The choices and paths for the development of this classbook originated in the books Didática da Matemática (1961), volumes I and II, which resulted in the interview - conversation - with the mathematical educator and former student of Malba Tahan: Professor Dr Sergio Lorenzato, student of the course taught by Tahan for CADES project, Course of the Campaign for Improvement and Diffusion of Secondary Education - offered by MEC in 1958. The interview was analyzed, raising three emerging categories: approximation; conversation; and choices and paths; we sought to establish a past-present dialogue between Malba Tahan's speech, the statements of the deponent and the perspectives of the students the students developed a theatrical play about Malba Tahan and in relation to the Directed Notebook. As a result: the educational product, students approached different contexts, using the History of Mathematics Education as a subsidy to create scenarios for research, according to their understanding / perspective on mathematics in the classroom.