Made available in DSpace on 2016-04-04T18:32:49Z (GMT). No. of bitstreams: 1 Eduardo Monteiro de Souza Junior.pdf: 1962799 bytes, checksum: f2aa5e76651d412ad5025b59f7c54ea9 (MD5) Previous issue date: 2008-02-14 / Keeping in mind the discussions about the presence of the historical approach in the field of Mathematics teaching, which is recommended in events of this area, in the Curricular Proposals for S?o Paulo State and in the National Curricular Parameters, and the importance of the concept of function in the meaning of Mathematics in high school, this work, inserted in the research line Pedagogical Practices and the Educator Formation, researched the following question: In which ways and historical perspective the teaching of function makes itself present in the recent academic production from the area of Mathematics Education? This research has as objective to check in which degree of importance the scientific community, who studies the teaching of Mathematics, has given to the pedagogical practices that facilitate the construction of this concept. We consider that it s necessary a study on this aspect to notice didactic and pedagogical elements which can help the teacher s work in the classroom and guide his initial and continuous formation of the Mathematics teacher. For this reason, we accomplished a qualitative research concerning the production of dissertations and thesis from 1997 until 2006, taking into consideration the analysis of the academic production of the same period that concerns the approaches of the works done. In this aspect, we searched the website of Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior CAPES , which aims to help the access to thesis and dissertations carried out in postgraduate programs in Brazil. We hypothesize that the topic function , which is extremely important in the Mathematics Education, has received little attention by researchers. Along the path of this work we delineate a historical route about the concept of function its representations and meanings so we can understand the teacher s own practice in the classroom. Some questions about the teaching of the concept in the Mathematics Education are introduced. / Tendo em vista as discuss?es sobre a presen?a da abordagem hist?rica no campo do ensino da Matem?tica, recomendada nos eventos da ?rea, nas Propostas Curriculares para o Estado de S?o Paulo e nos Par?metros Curriculares Nacionais, e a import?ncia do conceito de fun??o na significa??o da Matem?tica no Ensino M?dio, este trabalho, inserido na linha de pesquisa Pr?ticas Pedag?gicas e Forma??o do Educador, investigou a seguinte quest?o: De que forma e com qual perspectiva hist?rica o ensino de fun??o se faz presente na recente produ??o acad?mica do campo da Educa??o Matem?tica? Seu objetivo ? verificar o grau de import?ncia que a comunidade cient?fica, que investiga o ensino de Matem?tica, tem dado ?s pr?ticas pedag?gicas que facilitam a constru??o desse conceito. Consideramos que ? necess?rio um estudo nesse sentido para perceber elementos did?tico-pedag?gicos que auxiliem o trabalho do professor em sala de aula e orientem a forma??o inicial e continuada do professor de Matem?tica. Para tanto, realizamos uma pesquisa qualitativa em rela??o ? produ??o de disserta??es e teses no per?odo de 1997 a 2006, e considerando a an?lise da produ??o acad?mica no mesmo per?odo no que tange os enfoques das pesquisas produzidas. Nesse aspecto, recorremos ao site da Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior CAPES, site esse que se apresenta com o objetivo de facilitar o acesso a informa??es sobre teses e disserta??es defendidas junto a programas de p?s-gradua??o do pa?s. Temos por hip?tese que o tema fun??o , de vital import?ncia dentro da Educa??o Matem?tica, tem merecido pouca aten??o por parte do pesquisadores. Na trajet?ria do trabalho, tra?amos um percurso hist?rico sobre o conceito de fun??o suas representa??es e significa??es para entendermos a pr?pria pr?tica do professor em sala de aula. Apresentamos, tamb?m, alguns questionamentos sobre o ensino do conceito dentro da Educa??o Matem?tica.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-03-12T14:49:57Z No. of bitstreams: 1 LucianaVieiraAndrade_DISSERT.pdf: 8833711 bytes, checksum: 3c54c8e8790dcd3a0a10c0952ca17399 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-03-14T20:47:36Z (GMT) No. of bitstreams: 1 LucianaVieiraAndrade_DISSERT.pdf: 8833711 bytes, checksum: 3c54c8e8790dcd3a0a10c0952ca17399 (MD5) / Made available in DSpace on 2018-03-14T20:47:36Z (GMT). No. of bitstreams: 1 LucianaVieiraAndrade_DISSERT.pdf: 8833711 bytes, checksum: 3c54c8e8790dcd3a0a10c0952ca17399 (MD5) Previous issue date: 2017-11-17 / Esse texto descreve uma pesquisa em que se apresentam concep??es norteadoras do uso da Hist?ria da Matem?tica (HM) no ensino de Fun??o, a qual recorre a elementos da utiliza??o das Tecnologias da Informa??o e da Comunica??o (TIC) e da Investiga??o Matem?tica (IM) na sala de aula, compondo uma disserta??o de Mestrado Profissional que tem como objetivo propor um Caderno de Atividades pautado na articula??o entre HM e TIC via IM que contribua para o processo de ensino-aprendizagem de Fun??o. Nesse sentido, foi realizada uma pesquisa qualitativa com duas fases: a primeira sendo te?rica e feita por meio de pesquisa do tipo bibliogr?fica e a segunda, com natureza mais pr?tica, caracterizando-se pela perspectiva da pesquisa a??o. Como resultado foi delineado um panorama hist?rico do conceito de Fun??o - com base na perspectiva de Youschkevitch (1976) - cujo conte?do foi refer?ncia para o desenvolvimento do Produto Educacional, composto por um Caderno de Atividades, aplicado a alunos da Educa??o B?sica, o qual aborda o conceito de Fun??o desenvolvido ao longo da hist?ria, usando como apoio o software Geogebra ? luz da IM. / This text describes a research in which guiding conceptions of the use of the History of Mathematics (HM) in the teaching of Function are presented, which resorts to the elements of the application of Information and Communication Technologies (ICT) along with the Mathematical Investigation (MI) in the classroom, constituting a Professional Master?s Degree dissertation whose aim is to propose an Activity Book based on the articulation between HM and ICT, through MI, which contributes to the teaching-learning process of Function. In this sense, a qualitative research was carried out in two phases: the first one of a theoretical type through a bibliographic research, and the second one on a more practical basis, characterized by the perspective of action research. As a result, a historical overview of the concept of Function was outlined based on Youschkevitch?s perspective (1976), whose content was a reference to the development of the Educational Product which is an Activity Book designed for students of Basic Education in which the concept of Function developed throughout history with the support of the use of Geogebra software is addressed under the light of MI.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-08-26T23:52:05Z No. of bitstreams: 1 JulianaMariaSchivaniAlves_DISSERT.pdf: 12936570 bytes, checksum: a4875e915d131fd0881b9d213cee8765 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-08-31T20:48:31Z (GMT) No. of bitstreams: 1 JulianaMariaSchivaniAlves_DISSERT.pdf: 12936570 bytes, checksum: a4875e915d131fd0881b9d213cee8765 (MD5) / Made available in DSpace on 2016-08-31T20:48:31Z (GMT). No. of bitstreams: 1 JulianaMariaSchivaniAlves_DISSERT.pdf: 12936570 bytes, checksum: a4875e915d131fd0881b9d213cee8765 (MD5) Previous issue date: 2016-02-18 / Esta pesquisa tem o objetivo de construir atividades pautadas na Hist?ria da Matem?tica, executadas por meio da Investiga??o Matem?tica e das Tecnologias de Informa??o e Comunica??o para abordar, de forma contextualizada, os conceitos de Fun??o Afim e Estat?stica no Ensino M?dio. Para tanto, fundamenta-se no contexto hist?rico de Adrien-Marie Legendre (1752-1833), sua cria??o do M?todo dos M?nimos Quadrados (1805); Francis Galton (1822-1911) e seus experimentos que originaram a Regress?o Linear (1875). A partir desta pesquisa bibliogr?fica, dos momentos hist?ricos selecionados e dos resultados alcan?ados, este trabalho prop?e e valida uma sequ?ncia de atividades para ser usada na primeira s?rie do Ensino M?dio. Esta sequ?ncia ? composta de duas atividades hist?ricas investigativas solucionadas com o uso de um software de planilhas eletr?nicas. A primeira atividade proposta recria, com os alunos, o experimento de Galton acerca do estudo comparativo das estaturas de pais e filhos. Os estudantes coletaram dados e os analisaram ? medida que foram diferenciando fun??o de rela??o, tipos de vari?veis, coeficientes linear e angular, crescimento da fun??o e, aprendendo alguns conceitos de Estat?stica b?sica, explorando o software. A segunda atividade objetiva aplicar os conceitos hist?ricos abordados anteriormente para fazer um estudo comparativo das medidas corporais e de roupas, cal?ados e acess?rios. Nesta ?ltima atividade, os alunos investigaram, em seus dados reais, situa??es de Fun??es Injetoras, Sobrejetoras e Bijetoras, al?m de diferenciarem dom?nio de imagem, vari?veis de coeficientes num?ricos e fazerem estimativas das fun??es encontradas. O uso do recurso tecnol?gico provocou mais motiva??o em estudar os conceitos matem?ticos abordados. Al?m disso, reduziu o tempo da constru??o dos gr?ficos, proporcionando mais espa?o para os alunos investigarem as quest?es apresentadas. Aliado ? Hist?ria da Matem?tica, estimulou o interesse e criatividade dos alunos em realizarem as atividades investigativas propostas. Toda essa pesquisa qualitativa obteve como resultado o produto educacional constitu?do das duas atividades hist?ricas realizadas, com sugest?es e dicas para o professor que deseje aplic?-lo em suas aulas. / This research aims to create guided activities in the History of Mathematics, carried out through Mathematical Investigation, and Information and Communications Technologies, to encompass and contextualize concepts of Affine Function and Statistics in High School. Therefore it is based on the historical context of Adrien-Marie Legendre (1752-1833) and his creation of the Method of Least Squares (1805); and Francis Galton (1822-1911) and his experiments that originated Linear Regression (1875). From this literature research, and from the selected historical moments and results achieved, this study proposes and validates a sequence of activities to be used for students of the first year of High School. This sequence is composed of two historical activities to be supported using an electronic spreadsheet software. The first proposed activity recreates, with the students, Galton?s experiment about the comparative study of the stature of parents and children. The students collected data and analyzed them as they distinguished function from relation, types of variables, linear and angular coefficients and function growth, learning some Basic Statistics concepts while exploring the software. The second activity aims to apply the historical concepts discussed earlier to conduct a comparative study of the body, clothes, shoes and accessories measurements. In this activity, the students investigated, in their real data, situations of Injective, Surjective and Bijective Functions, distinguished domain from image, variables from numeric coefficients, and made estimates of the functions. The use of technology raised motivation to study the addressed mathematical concepts. Furthermore, it reduced the time to create graphs, promoting more space for the students to investigate the presented questions. Combined with the History of Mathematics, it stimulated the students? interest and creativity to perform the proposed investigative activities. All this qualitative research obtained, as a result, the educational product constituted of activities, with suggestions and tips for the teacher that might wish to apply it in class.