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No. of bitstreams: 1 JoseDamiaoSouzaDeOliveira_DISSERT.pdf: 6700784 bytes, checksum: 8af52053512cc731c5b645914d4b15f3 (MD5) Previous issue date: 2014-09-29 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / O presente trabalho tem como objetivo mostrar uma possibilidade de rela??o entre o uso da Hist?ria da Matem?tica e o das Tecnologias da Informa??o e da Comunica??o (TIC) no ensino de Matem?tica, por meio de atividades com constru??es geom?tricas da ?Geometria do Compasso? (1797), de Lorenzo Mascheroni (1750 - 1800). Para isso, foi realizada uma pesquisa qualitativa caracterizada por uma explora??o hist?rica de car?ter bibliogr?fico seguida de uma interven??o emp?rica, com base no uso da Hist?ria da Matem?tica aliado ? TIC via Investiga??o Matem?tica. Assim, foram realizados estudos em trabalhos que tratassem do tema, assim como uma pesquisa para evidenciar problemas e/ou epis?dios da Hist?ria da Matem?tica que podem ser resolvidos com o aux?lio das TIC, permitindo a produ??o de um caderno de atividades abordando a resolu??o de problemas hist?ricos num ambiente computacional. Nessa busca, deparamo-nos com os problemas de Geometria que s?o apresentados por Mascheroni na obra indicada anteriormente, para os quais sugerimos solu??es e investiga??es usando o software GeoGebra. A pesquisa resultou na elabora??o de um produto educacional, um caderno de atividades, o qual foi estruturado de modo a permitir que durante a sua execu??o os alunos pudessem realizar investiga??es hist?ricas e/ou Matem?tica, para tanto, apresentamos os procedimentos para realiza??o de cada constru??o, seguidos em alguns momentos pela solu??o original da obra. Ao mesmo tempo, estimulamos os discentes a investigarem/refletirem a sua constru??o (no GeoGebra), bem como a fazerem compara??es com a solu??o de Mascheroni. Este caderno foi aplicado em duas turmas da disciplina Did?tica da Matem?tica I (MAT0367) do curso de Licenciatura em Matem?tica da UFRN em 2014. Sabendo da exist?ncia de alguns argumentos desfavor?veis quanto a utiliza??o da Hist?ria da Matem?tica, como por exemplo, a perda de tempo, constatou-se que este fator pode ser atenuado com o aux?lio do recurso computacional, pois, podemos fazer verifica??es utilizando apenas o dinamismo do software e sem repetir a constru??o. Vale salientar que o tempo minimizado n?o significa perda de reflex?o nem matura??o das ideias, quando adotado o processo de Investiga??o hist?rica e/ou Matem?tica / The present work aims to show a possible relationship between the use of the History of Mathematics and Information and Communication Technologies (TIC) in teaching Mathematics through activities that use geometric constructions of the ?Geometry of the Compass? (1797) by Lorenzo Mascheroni (1750-1800). For this, it was performed a qualitative research characterized by an historical exploration of bibliographical character followed by an empirical intervention based on use of the History of Mathematics combined with TIC through Mathematical Investigation. Thus, studies were performed in papers dealing with the topic, as well as a survey to highlight problems and /or episodes of the history of mathematics that can be solved with the help of TIC, allowing the production of a notebook of activities addressing the resolution of historical problems in a computer environment. In this search, we came across the problems of geometry that are presented by Mascheroni stated previously in the work that we propose solutions and investigations using GeoGebra software. The research resulted in the elaboration of an educational product, a notebook of activities, which was structure to allow during its implementation, students can conduct historical and/or Mathematics research, therefore, we present the procedures for realization of each construction, followed at some moments by original solution of the work. At the same time, we encourage students to investigate/reflect its construction (GeoGebra), in addition to making comparisons with the solution Mascheroni. This notebook was applied to two classes of the course of Didactics of Mathematics I (MAT0367) Course in Mathematics UFRN in 2014. Knowing the existence of some unfavorable arguments regarding the use of history of mathematics, such as loss of time, it was found that this factor can be mitigated with the aid of computational resource, because we can make checks using only the dynamism of and software without repeating the construction. It is noteworthy that the minimized time does not mean loss of reflection or maturation of ideas, when we adopted the process of historical and/or Mathematics Investigation