Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-06-23T22:13:02Z No. of bitstreams: 1 FabioAlvaroDantas_DISSERT.pdf: 8187050 bytes, checksum: d22ed27926dc643d62671021f183ad12 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-29T18:55:29Z (GMT) No. of bitstreams: 1 FabioAlvaroDantas_DISSERT.pdf: 8187050 bytes, checksum: d22ed27926dc643d62671021f183ad12 (MD5) / Made available in DSpace on 2016-06-29T18:55:29Z (GMT). No. of bitstreams: 1 FabioAlvaroDantas_DISSERT.pdf: 8187050 bytes, checksum: d22ed27926dc643d62671021f183ad12 (MD5) Previous issue date: 2015-12-07 / A presente disserta??o tem por objetivo sugerir ao professor de matem?tica do ensino m?dio uma forma de ensinar l?gica aos estudantes. Para isso utiliza-se uma sequ?ncia did?tica que explora os conceitos matem?ticos que est?o envolvidos no funcionamento da calculadora, um dos s?mbolos maiores da matem?tica. / This dissertation aims to suggest the teacher of high school mathematics a way of teaching logic to students. For this uses up a teaching sequence that explores the mathematical concepts that are involved in the operation of a calculator one of the greatest symbols of mathematics.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-02-02T14:41:50Z No. of bitstreams: 1 JeffersonAlexandreDoNascimento_DISSERT.pdf: 6450548 bytes, checksum: 492fdc86c5c402671b6257d90803e044 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-02-09T17:30:36Z (GMT) No. of bitstreams: 1 JeffersonAlexandreDoNascimento_DISSERT.pdf: 6450548 bytes, checksum: 492fdc86c5c402671b6257d90803e044 (MD5) / Made available in DSpace on 2017-02-09T17:30:36Z (GMT). No. of bitstreams: 1 JeffersonAlexandreDoNascimento_DISSERT.pdf: 6450548 bytes, checksum: 492fdc86c5c402671b6257d90803e044 (MD5) Previous issue date: 2016-08-09 / A presente disserta??o tem por objetivo principal, apresentar uma proposta de ensino da l?gica matem?tica no ?mbito do Ensino M?dio, elencando fatores que baseados nos principais documentos oficiais que regem a educa??o no Brasil, mostram a import?ncia da inser??o da l?gica na grade curricular do Ensino M?dio. O trabalho est? dividido em 4 partes, nas quais est?o apresentadas a hist?ria da l?gica proposicional, a teoria, aplica??es da l?gica nas demonstra??es matem?ticas e atividades propostas ? serem aplicadas em sala de aula. / This work has as main objective to present a proposal for logic teaching mathematics in the high school, listing factors based on key documents official governing education in Brazil, show the importance of logic integration in curriculumof high school . The work is divided into 4 parts, which are presented in the history of propositional logic, theory, logic applications in mathematical demonstrations and activities proposed to They are applied in the classroom.

Made available in DSpace on 2015-03-03T15:47:47Z (GMT). No. of bitstreams: 1 PatrickCAT_DISSERT.pdf: 4794202 bytes, checksum: 05088b21ff2be2b3c2ccec958e7e6b62 (MD5) Previous issue date: 2013-06-03 / Logic courses represent a pedagogical challenge and the recorded number of cases of failures and of discontinuity in them is often high. Amont other difficulties, students face a cognitive overload to understand logical concepts in a relevant way. On that track, computational tools for learning are resources that help both in alleviating the cognitive overload scenarios and in allowing for the practical experimenting with theoretical concepts. The present study proposes an interactive tutorial, namely the TryLogic, aimed at teaching to solve logical conjectures either by proofs or refutations. The tool was developed from the architecture of the tool TryOcaml, through support of the communication of the web interface ProofWeb in accessing the proof assistant Coq. The goals of TryLogic are: (1) presenting a set of lessons for applying heuristic strategies in solving problems set in Propositional Logic; (2) stepwise organizing the exposition of concepts related to Natural Deduction and to Propositional Semantics in sequential steps; (3) providing interactive tasks to the students. The present study also aims at: presenting our implementation of a formal system for refutation; describing the integration of our infrastructure with the Virtual Learning Environment Moodle through the IMS Learning Tools Interoperability specification; presenting the Conjecture Generator that works for the tasks involving proving and refuting; and, finally to evaluate the learning experience of Logic students through the application of the conjecture solving task associated to the use of the TryLogic / A disciplina de L?gica representa um desa o tanto para docentes como para discentes, o que em muitos casos resulta em reprova??es e desist?ncias. Dentre as dificuldades enfrentadas pelos alunos est? a sobrecarga da capacidade cognitiva para compreender os conceitos l?gicos de forma relevante. Neste sentido, as ferramentas computacionais de aprendizagem s?o recursos que auxiliam a redu??o de cen?rios de sobrecarga cognitiva, como tamb?m permitem a experi?ncia pr?tica de conceitos te?ricos. O presente trabalho prop?e uma tutorial interativo chamado TryLogic, visando ao ensino da tarefa de Demonstra??o ou Refuta??o (DxR) de conjecturas l?gicas. Trata-se de uma ferramenta desenvolvida a partir da arquitetura do TryOcaml atrav?s do suporte de comunica??o da interface web ProofWeb para acessar o assistente de demonstra??o de teoremas Coq. Os objetivos do TryLogic s?o: (1) Apresentar um conjunto de li??es para aplicar estrat?gias heur?sticas de an?lise de problemas em L?gica Proposicional; (2) Organizar em passo-a-passo a exposi ??o dos conte?dos de Dedu??o Natural e Sem?ntica Proposicional de forma sequencial; e (3) Fornecer aos alunos tarefas interativas. O presente trabalho prop?e tamb?m apresentar a nossa implementa??o de um sistema formal de refuta??o; descrever a integra??o de nossa infraestrutura com o Ambiente Virtual de Aprendizagem Moodle atrav?s da especi ca??o IMS Learning Tools Interoperability ; apresentar o Gerador de Conjecturas de tarefas de Demonstra??o e Refuta??o e, por m, avaliar a experi?ncia da aprendizagem de alunos de L?gica atrav?s da aplica??o da tarefa de DxR em associa??o ? utiliza??o do TryLogic