Uso da história da trigonometria como elemento facilitador da aprendizagem das funções seno e cosseno: um estudo de caso
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UNIGRANRIO |
Texto Completo: | http://localhost:8080/tede/handle/tede/239 |
Resumo: | Based on the understanding that the concepts of sine and cosine function were built during the historical process and that this process took centuries to mean what today represents, seems coherent suspect that the knowledge of this story remove such concepts supposedly zone abstraction and lack of clarity, favoring learning these concepts and its developments. From this perspective, the basic question of this study is: how use of the History of Mathematics in the process of teaching trigonometry functions sine and cosine, can lead the student to have a more meaningful learning? The objective is to investigate how the history of trigonometry can be constituted as a facilitator of learning the functions sine and cosine, by high school students. Theoretically, this study is based on Cajazeiras (2011), Freire (1996), Moreira (2011), highlighting the teaching and learning process, especially meaningful learning in Boyer (2010), Eves (2008) and Kennedy (1992) that brings information and stories about math trigonometry, among others. From the methodological point of view, the study is a quantitative and qualitative nature, conducted in four phases: a pre-test to check students prior knowledge, the use of courseware named test, a post-test in order to obtain comparative performance data, and a questionnaire probing how the History of Trigonometry help in understanding and learning of sine and cosine functions. This pedagogical experiment involving 21 students, the first year of high school, a federal public school, located in the municipality of Nilópolis/RJ. The results, along with a qualitative treatment, were subjected to statistical treatment appropriate to the nature of information collected. The difference between the averages for students in pre and post-tests used before and after the aforementioned pedagogical experience have been developed, was significantly higher than before, at a significant t test, in favor of the post-test, with a level significance of 0.01. The results of the questionnaire, as well as the subjective question that integrated testing revealed a sensitive approach to quantitative data. Thus, the conclusion of the study shows that the history of mathematics as a facilitator to the teaching of sine and cosine functions, quantitatively and qualitatively, confirming our working hypothesis bet or because the method brought forward in student learning on the content. |
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Victer, Eline das FloresLopes, Jurema RosaVicter, Eline das FloresLopes , Jurema RosaMattos, José Roberto Linhares deNunes, Wallace ValloryReis, Haydea Maria Marino de Sant'annaSouza, Carlos Antonio de2018-07-20T13:41:55Z2012-09-26SOUZA, Carlos Antonio de. Uso da história da trigonometria como elemento facilitador da aprendizagem das funções seno e cosseno: um estudo de caso. 2012. 109 f. Dissertação (Mestrado em Ensino das Ciências) - Universidade do Grande Rio "Prof. José de Souza Herdy", Duque de Caxias, 2012.http://localhost:8080/tede/handle/tede/239Based on the understanding that the concepts of sine and cosine function were built during the historical process and that this process took centuries to mean what today represents, seems coherent suspect that the knowledge of this story remove such concepts supposedly zone abstraction and lack of clarity, favoring learning these concepts and its developments. From this perspective, the basic question of this study is: how use of the History of Mathematics in the process of teaching trigonometry functions sine and cosine, can lead the student to have a more meaningful learning? The objective is to investigate how the history of trigonometry can be constituted as a facilitator of learning the functions sine and cosine, by high school students. Theoretically, this study is based on Cajazeiras (2011), Freire (1996), Moreira (2011), highlighting the teaching and learning process, especially meaningful learning in Boyer (2010), Eves (2008) and Kennedy (1992) that brings information and stories about math trigonometry, among others. From the methodological point of view, the study is a quantitative and qualitative nature, conducted in four phases: a pre-test to check students prior knowledge, the use of courseware named test, a post-test in order to obtain comparative performance data, and a questionnaire probing how the History of Trigonometry help in understanding and learning of sine and cosine functions. This pedagogical experiment involving 21 students, the first year of high school, a federal public school, located in the municipality of Nilópolis/RJ. The results, along with a qualitative treatment, were subjected to statistical treatment appropriate to the nature of information collected. The difference between the averages for students in pre and post-tests used before and after the aforementioned pedagogical experience have been developed, was significantly higher than before, at a significant t test, in favor of the post-test, with a level significance of 0.01. The results of the questionnaire, as well as the subjective question that integrated testing revealed a sensitive approach to quantitative data. Thus, the conclusion of the study shows that the history of mathematics as a facilitator to the teaching of sine and cosine functions, quantitatively and qualitatively, confirming our working hypothesis bet or because the method brought forward in student learning on the content.Partindo da compreensão de que os conceitos de função seno e cosseno foram construídos no decorrer do processo histórico e que este processo levou séculos para significar o que hoje representa, parece coerente suspeitar que o conhecimento dessa história retire tais conceitos da zona de suposta abstração e falta de clareza, favorecendo a aprendizagem de tais conceitos e seus desdobramentos. Nessa perspectiva, a questão básica do presente estudo é: como o uso da História da Matemática no processo do ensino de trigonometria nas funções seno e cosseno, pode levar o aluno a ter uma aprendizagem mais significativa? O objetivo é investigar como a História da Trigonometria pode se constituir como elemento facilitador da aprendizagem das funções seno e cosseno, por parte de estudantes do ensino médio. Teoricamente, este estudo se baseia em Freire (1996), Cajazeiras (2011) e Moreira (2011), dando destaque para o processo ensino e aprendizagem, sobretudo a aprendizagem significativa. Kennedy (1992), Eves (2008) e Boyer (2010) trazem as informações históricas sobre a matemática e trigonometria, entre outros. Do ponto de vista metodológico, o estudo, é de natureza quanti-qualitativa, realizado em quatro fases: um pré-teste, para verificar os conhecimentos anteriores dos alunos; a utilização de material didático nomeado como Ensaio; um pós-teste com o intuito de obter dados comparativos de desempenho, e de um questionário sondando como a História da Trigonometria ajuda na compreensão e aprendizagem das funções seno e cosseno. Essa experiência pedagógica envolveu 21 alunos, do primeiro ano do ensino médio, de uma escola pública federal, localizada no município de Nilópolis/RJ. Os resultados, além de um tratamento qualitativo, foram submetidos a tratamento estatístico apropriado à natureza das informações coletadas. A diferença entre as médias obtidas pelos alunos em pré e pós-testes usados, antes e após a mencionada experiência pedagógica ter sido desenvolvida, foi significativamente superior do que antes, em um teste t significativo, em favor do pós-teste, com um nível de significância de 0,01. Os resultados do questionário, tanto quanto da questão subjetiva que integrava o teste, revelaram uma aproximação sensível aos dados quantitativos. Assim, a conclusão do estudo evidencia que a História da Matemática é um elemento facilitador ao ensino das funções seno e cosseno, quantitativa e qualitativamente, confirmando a nossa aposta ou hipótese de trabalho, pois o método trouxe avanço na aprendizagem dos estudantes sobre os conteúdos.Submitted by Janser dos Santos Nascimento (janser.nascimento@unigranrio.com.br) on 2018-07-20T13:41:55Z No. of bitstreams: 2 Carlos Antonio de Souza.pdf: 2391696 bytes, checksum: 3ac2a2748ca0126e2115059bcb6d39ee (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2018-07-20T13:41:55Z (GMT). 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dc.title.por.fl_str_mv |
Uso da história da trigonometria como elemento facilitador da aprendizagem das funções seno e cosseno: um estudo de caso |
title |
Uso da história da trigonometria como elemento facilitador da aprendizagem das funções seno e cosseno: um estudo de caso |
spellingShingle |
Uso da história da trigonometria como elemento facilitador da aprendizagem das funções seno e cosseno: um estudo de caso Souza, Carlos Antonio de Educação Matemática - Estudo e ensino Trigonometria MATEMÁTICA |
title_short |
Uso da história da trigonometria como elemento facilitador da aprendizagem das funções seno e cosseno: um estudo de caso |
title_full |
Uso da história da trigonometria como elemento facilitador da aprendizagem das funções seno e cosseno: um estudo de caso |
title_fullStr |
Uso da história da trigonometria como elemento facilitador da aprendizagem das funções seno e cosseno: um estudo de caso |
title_full_unstemmed |
Uso da história da trigonometria como elemento facilitador da aprendizagem das funções seno e cosseno: um estudo de caso |
title_sort |
Uso da história da trigonometria como elemento facilitador da aprendizagem das funções seno e cosseno: um estudo de caso |
author |
Souza, Carlos Antonio de |
author_facet |
Souza, Carlos Antonio de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Victer, Eline das Flores |
dc.contributor.advisor-co1.fl_str_mv |
Lopes, Jurema Rosa |
dc.contributor.referee1.fl_str_mv |
Victer, Eline das Flores |
dc.contributor.referee2.fl_str_mv |
Lopes , Jurema Rosa |
dc.contributor.referee3.fl_str_mv |
Mattos, José Roberto Linhares de |
dc.contributor.referee4.fl_str_mv |
Nunes, Wallace Vallory |
dc.contributor.referee5.fl_str_mv |
Reis, Haydea Maria Marino de Sant'anna |
dc.contributor.author.fl_str_mv |
Souza, Carlos Antonio de |
contributor_str_mv |
Victer, Eline das Flores Lopes, Jurema Rosa Victer, Eline das Flores Lopes , Jurema Rosa Mattos, José Roberto Linhares de Nunes, Wallace Vallory Reis, Haydea Maria Marino de Sant'anna |
dc.subject.por.fl_str_mv |
Educação Matemática - Estudo e ensino Trigonometria |
topic |
Educação Matemática - Estudo e ensino Trigonometria MATEMÁTICA |
dc.subject.cnpq.fl_str_mv |
MATEMÁTICA |
description |
Based on the understanding that the concepts of sine and cosine function were built during the historical process and that this process took centuries to mean what today represents, seems coherent suspect that the knowledge of this story remove such concepts supposedly zone abstraction and lack of clarity, favoring learning these concepts and its developments. From this perspective, the basic question of this study is: how use of the History of Mathematics in the process of teaching trigonometry functions sine and cosine, can lead the student to have a more meaningful learning? The objective is to investigate how the history of trigonometry can be constituted as a facilitator of learning the functions sine and cosine, by high school students. Theoretically, this study is based on Cajazeiras (2011), Freire (1996), Moreira (2011), highlighting the teaching and learning process, especially meaningful learning in Boyer (2010), Eves (2008) and Kennedy (1992) that brings information and stories about math trigonometry, among others. From the methodological point of view, the study is a quantitative and qualitative nature, conducted in four phases: a pre-test to check students prior knowledge, the use of courseware named test, a post-test in order to obtain comparative performance data, and a questionnaire probing how the History of Trigonometry help in understanding and learning of sine and cosine functions. This pedagogical experiment involving 21 students, the first year of high school, a federal public school, located in the municipality of Nilópolis/RJ. The results, along with a qualitative treatment, were subjected to statistical treatment appropriate to the nature of information collected. The difference between the averages for students in pre and post-tests used before and after the aforementioned pedagogical experience have been developed, was significantly higher than before, at a significant t test, in favor of the post-test, with a level significance of 0.01. The results of the questionnaire, as well as the subjective question that integrated testing revealed a sensitive approach to quantitative data. Thus, the conclusion of the study shows that the history of mathematics as a facilitator to the teaching of sine and cosine functions, quantitatively and qualitatively, confirming our working hypothesis bet or because the method brought forward in student learning on the content. |
publishDate |
2012 |
dc.date.issued.fl_str_mv |
2012-09-26 |
dc.date.accessioned.fl_str_mv |
2018-07-20T13:41:55Z |
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dc.identifier.citation.fl_str_mv |
SOUZA, Carlos Antonio de. Uso da história da trigonometria como elemento facilitador da aprendizagem das funções seno e cosseno: um estudo de caso. 2012. 109 f. Dissertação (Mestrado em Ensino das Ciências) - Universidade do Grande Rio "Prof. José de Souza Herdy", Duque de Caxias, 2012. |
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http://localhost:8080/tede/handle/tede/239 |
identifier_str_mv |
SOUZA, Carlos Antonio de. Uso da história da trigonometria como elemento facilitador da aprendizagem das funções seno e cosseno: um estudo de caso. 2012. 109 f. Dissertação (Mestrado em Ensino das Ciências) - Universidade do Grande Rio "Prof. José de Souza Herdy", Duque de Caxias, 2012. |
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