Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-05-30T23:34:36Z No. of bitstreams: 1 EnneKarolVenancioDeSousa_TESE.pdf: 4736279 bytes, checksum: fe34a02ae8bc08ba101caf7bc79c351b (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-02T21:06:17Z (GMT) No. of bitstreams: 1 EnneKarolVenancioDeSousa_TESE.pdf: 4736279 bytes, checksum: fe34a02ae8bc08ba101caf7bc79c351b (MD5) / Made available in DSpace on 2016-06-02T21:06:17Z (GMT). No. of bitstreams: 1 EnneKarolVenancioDeSousa_TESE.pdf: 4736279 bytes, checksum: fe34a02ae8bc08ba101caf7bc79c351b (MD5) Previous issue date: 2015-06-11 / Esta tese configura um estudo sobre a linguagem matem?tica e concentra-se no exerc?cio da significa??o e comunica??o deste campo de conhecimento. O problema central ? o desenvolvimento de um M?dulo de Ensino para o estudo das defini??es matem?ticas. Assim, o presente estudo, vinculado ? linha de pesquisa Ensino de Ci?ncias e Educa??o Matem?tica (PPGED/UFRN), tem como objetivo geral o desenvolvimento de atividades construtivistas, informadas pela Hist?ria da Matem?tica (Fossa), para promover a compreens?o relacional (Skemp) das defini??es matem?ticas. As atividades foram organizadas ao longo de princ?pios construtivistas com aspecto hist?rico fornecido, principalmente, a partir das obras O problema das defini??es em Matem?tica (1965) e A L?gica na Matem?tica (1996), por J?lio Cesar de Melo e Souza, cujo pseud?nimo era Malba Tahan. As atividades propostas foram testadas com um grupo de estudantes de gradua??o em Matem?tica do IFRN, campus Santa Cruz (Rio Grande do Norte), usando metodologias de pesquisas qualitativas, especialmente de ensino experimental. Como referencial te?rico, usamos o Construtivismo Radical e avaliamos os dados usando uma interpreta??o global (Silva, 2013), de Skemp (1980). A partir da an?lise dos dados coletados durante as atividades, avalia??es escritas e entrevistas, conclu?mos que a interven??o proposta levou os participantes a uma compreens?o relacional das defini??es matem?ticas. / This thesis is based on studies about mathematical language and focuses on the exercising of meaning and communicating in Mathematics. The central problem is the development of a teaching module for the study of matematical definitions. Thus, the present study, subordinated to the line of research Ensino de Ci?ncias e Educa??o Matem?tica (PPGED/UFRN), has as its general goal the development of constructivist activities, informed by the History of Mathematics (FOSSA, 1995), to promote the relational understanding (SKEMP, 1976) of mathematical definitions. The activities themselves were organized along constructivist principles with an historical aspect supplied, in the main, by O problema das defini??es Matem?ticas (1965) and A L?gica na Matem?tica (1966), by J?lio Cesar de Mello e Souza, whose penname was Malba Tahan. The proposed activities were tested with a group of undergraduate mathematics students at the IFRN, Santa Cruz campus in Rio Grande do Norte, using qualitative research methodologies, especially the teaching experiment. As a basic theoretical framework, we used Radical Constructivism and evaluated the data using a global interpretation (SILVA, 2013) of Skemp (1980). From the analysis of data collected during the lessons, written evaluation and interviews we concluded that the proposed intervention led the participants to a relational understanding of mathematical definitions.