Made available in DSpace on 2014-12-17T15:04:52Z (GMT). No. of bitstreams: 1 GeorgianeAS.pdf: 3018319 bytes, checksum: fe1da0a81a6bfdd332127f5ebc8367e1 (MD5) Previous issue date: 2010-12-14 / At the present investigation had the purpose to achieve a descritive analysis pedagogy in the work of Recherche m?thodique et propri?t?s des triangles rectangles en nombres entiers. According to the analysis achieved, we made and applyed the teaching module called Pitagories: one of tools to comprehension Pitagory Theorema, there were studying by public students in mathematic course in the UFRN , the new mathematic teachers in future. The analysis the was made with writen test the was showed that all students got the view comprehension in the teaching approach module, to apointed the difference in the learning qualytative with other reseach that was made with quastionaire and enterview. With this module that was made with the new future teacheres there was more attention the better comprehension with the Pitagory Theorema, that was good focus in the pitagory about the potential historical pedagogyc in the work studied. / O presente trabalho apresenta uma an?lise descritiva, hist?rica e pedag?gica da obra Recherche m?thodique et propri?t?s des triangles rectangles en nombres entiers. De acordo com a an?lise realizada, elaboramos e aplicamos o m?dulo de ensino intitulado Ternos Pitag?ricos: uma ferramenta para compreens?o do Teorema de Pit?goras, tendo como p?blico alvo os alunos do curso de Licenciatura em Matem?tica, da UFRN, futuros professores de Matem?tica. A an?lise dos dados coletados da prova escrita, de modo geral mostrou que os alunos assimilaram com relativa compreens?o os conceitos abordados no m?dulo de ensino, apontando para uma diferen?a qualitativa na aprendizagem com rela??o aos dados obtidos nos primeiros instrumentos utilizados, a saber: question?rio e entrevista. Com o m?dulo de ensino realizado, proporcionamos aos futuros professores, uma maior compreens?o do Teorema de Pit?goras, tendo como enfoque os Ternos Pitag?ricos sob uma apresenta??o hist?rica, constantando o potencial pedag?gico da obra em foco.

Made available in DSpace on 2014-12-17T14:36:18Z (GMT). No. of bitstreams: 1 JosildoJBS_TESE.pdf: 1777094 bytes, checksum: a9a39551fbb840b0d01e7dbe25e6122d (MD5) Previous issue date: 2010-10-25 / Pythagoras was one of the most important pre-Socratic thinkers, and the movement he founded, Pythagoreanism, influenced a whole thought later in religion and science. Iamblichus, an important Neoplatonic and Neopythagorean philosopher of the third century AD, produced one of the most important biographies of Pythagoras in his work Life of Pythagoras. In it he portrays the life of Pythagoras and provides information on Pythagoreanism, such as the Pythagorean religious community which resembled the cult of mysteries; the Pythagorean involvement in political affairs and in the government in southern Italy, the use of music by the Pythagoreans (means of purification of healing, use of theoretical study), the Pythagorean ethic (Pythagorean friendship and loyalty, temperance, self-control, inner balance); justice; and the attack on the Pythagoreans. Also in this biography, Iamblichus, almost seven hundred years after the termination of the Pythagorean School, established a catalog list with the names of two hundred and eighteen men and sixteen women, supposedly Pythagoreans of different nationalities. Based on this biography, a question was raised: to what extent and in what ways, can the Pythagoreans quoted by Iamblichus really be classified as Pythagoreans? We will take as guiding elements to search for answers to our central problem the following general objectives: to identify, whenever possible, which of the men and women listed in the Iamblichus catalog may be deemed Pythagorean and specific; (a) to describe the mystery religions; (b) to reflect on the similarities between the cult of mysteries and the Pythagorean School; (c) to develop criteria to define what is being a Pythagorean; (d) to define a Pythagorean; (e) to identify, if possible, through names, places of birth, life, thoughts, work, lifestyle, generation, etc.., each of the men and women listed by Iamblichus; (f) to highlight who, in the catalog, could really be considered Pythagorean, or adjusting to one or more criteria established in c, or also to the provisions of item d. To realize these goals, we conducted a literature review based on ancient sources that discuss the Pythagoreanism, especially Iamblichus (1986), Plato (2000), Aristotle (2009), as well as modern scholars of the Pythagorean movement, Cameron (1938), Burnet (1955), Burkert (1972), Barnes (1997), Gorman (n.d.), Guthrie (1988), Khan (1999), Matt?i (2000), Kirk, Raven and Shofield (2005), Fossa and Gorman (n.d.) (2010). The results of our survey show that, despite little or no availability of information on the names of alleged Pythagoreans listed by Iamblichus, if we apply the criteria and the definition set by us of what comes to be a Pythagorean to some names for which we have evidence, it is possible to assume that Iamblichus produced a list which included some Pythagoreans / Pit?goras ? considerado um dos mais importantes pensadores pr?-socr?ticos. A escola pitag?rica, por ele fundada, influenciou todo um pensar posterior na religi?o e na ci?ncia. J?mblico, fil?sofo neoplat?nico e neopitag?rico do s?culo III d.C., elaborou, quase setecentos anos ap?s o t?rmino do movimento pitag?rico, uma das tr?s biografias de Pit?goras, a Vida de Pit?goras. Nela, ele retrata a vida desse fil?sofo e nos fornece informa??es sobre o pitagorismo: uma comunidade religiosa assemelhada ao culto de mist?rios; o envolvimento de seus participantes em assuntos pol?ticos e no governo no sul da It?lia; a exalta??o dada ? m?sica (meio de purifica??o, de cura, recurso de estudo te?rico), ? ?tica (amizade, lealdade, temperan?a, autocontrole, equil?brio interior), ? justi?a, e o ataque sofrido pelos pitag?ricos. Ao final dessa biografia, J?mblico elabora um cat?logo com os nomes de duzentos e dezoito homens e dezesseis mulheres, suposto(a)s pitag?rico(a)s de diversas nacionalidades. Tomando como base essa biografia, lan?a-se a quest?o: at? que ponto, e em quais aspectos, esses homens e mulheres citado(a)s por J?mblico podem realmente ser classificados como pitag?rico(a)s? Tomaremos como elementos norteadores ? busca de respostas para nosso problema central os seguintes objetivos (i) geral, identificar, quando poss?vel, quais dos homens e mulheres listados no cat?logo de J?mblico podem ser considerados pitag?ricos, e (ii) espec?ficos: (a) caracterizar as religi?es de mist?rios; (b) refletir sobre as semelhan?as entre o culto de mist?rios e a escola pitag?rica; (c) desenvolver crit?rios que v?o definir o que ? ser um pitag?rico; (d) definir um pitag?rico; (e) identificar, se poss?vel, atrav?s dos nomes, locais de nascimento, vidas, pensamentos, obras, estilo de vida, gera??o, etc., cada um dos homens e mulheres listados por J?mblico; (f) destacar, no cat?logo, quem realmente poderia ser considerado um(a) pitag?rico (a), ou se adequando a um ou v?rios crit?rios estabelecidos em c, ou atendendo ao disposto no item d. Para dar conta de tais objetivos, realizamos uma pesquisa bibliogr?fica valendo-se de fontes antigas que discutem o pitagorismo, principalmente J?mblico (1986), Plat?o (2000/s.d.), Arist?teles (s.d.), e modernos estudiosos desse movimento: Cameron (1938), Burnet (1955), Burkert (1972), Guthrie (1988/2003), Barnes (1997), Khan (1999), Gorman (1979), Matt?i (2000), Kirk, Raven & Shofield (2005), e Fossa (2006/2010). Os resultados de nossa pesquisa mostram que, se utilizarmos as raras informa??es acerca de poucos desse(a)s suposto(a)s homens e mulheres catalogado(a)s por J?mblico, e se aplicarmos sobre eles os crit?rios e a defini??o por n?s anteriormente estabelecidos sobre o que vem a ser um pitag?rico, ? poss?vel supor que a lista elaborada por J?mblico pode estar constitu?da por alguns homens e mulheres que possu?am um modo de vida e um interesse por determinados assuntos caracteristicamente pitag?ricos

Made available in DSpace on 2014-12-17T14:36:30Z (GMT). No. of bitstreams: 1 GeorgianeAS_TESE.pdf: 2906729 bytes, checksum: 517705591ff207d241daa57f0bb21381 (MD5) Previous issue date: 2013-03-15 / The thesis presents a systematic description about the meaning, as Skemp, relational understanding and understanding instrumental, in the context of mathematics learning, being that we had as a guide his understanding of the schema. Especially, we analyze some academic productions, in the area of Mathematics Education, who used the categories of understanding relational and instrumental understanding how evaluative instrument and we see that in most cases the analysis is punctual. Being so, whereas the inherent understanding relational schema has a network of connected ideas and non-insulated, we investigated if the global analysis, where it is the understanding of the diversity of contributory concepts for formation of the concept to be learned, is more appropriate than the punctual, where does the understanding of concepts so isolated. For this, we apply a teaching module, having as main content the Quaternos Pythagoreans using History of Mathematics and the work of Bahier (1916). With the data we obtained the teaching module to use the global analysis and the punctual analysis, using research methodology the Case Study, and consequently we conduct our inferences about the levels of understanding of the subject which has made it possible for us to investigate the ownership of global analysis at the expense of punctual analysis. On the opportunity, we prove the thesis that we espouse in the course of the study and, in addition, we highlight as a contribution of our research evidence of need for a teaching of mathematics that entices the relational understanding and that evaluation should be global, being necessary to consider the notion of schema and therefore know the schematic diagram of the concept that will be evaluated / O presente trabalho apresenta uma descri??o sistem?tica acerca do que significa, segundo Skemp (1980,1989), compreens?o relacional e compreens?o instrumental, no ?mbito da aprendizagem matem?tica, sendo que tivemos como norte ? sua compreens?o sobre esquema. Sobretudo, analisamos alguns trabalhos acad?micos, na ?rea de Educa??o Matem?tica, que fizeram uso das categorias de compreens?o relacional e compreens?o instrumental enquanto instrumento avaliativo e detectamos que na maioria dos casos a an?lise ? pontual. Diante disso, considerando que o esquema inerente ? compreens?o relacional apresenta uma rede de ideias conectadas e n?o isoladas, investigamos se a an?lise global, na qual considera-se a compreens?o da diversidade de conceitos contributivos ? forma??o do conceito a ser aprendido, ? mais apropriada que a pontual, na qual considera a compreens?o de conceitos de modo isolado. Para tanto, aplicamos um m?dulo de ensino, tendo como conte?do principal os quaternos pitag?ricos utilizando a Hist?ria da Matem?tica e a obra de Bahier (1916). Com o referido m?dulo de ensino obtivemos os dados para realizarmos tanto a an?lise global quanto a pontual, utilizando como modalidade de pesquisa o Estudo de Caso, e consequentemente realizamos nossas infer?ncias acerca dos n?veis de compreens?o apresentados pelos sujeitos o que nos possibilitou investigarmos a apropria??o da an?lise global em detrimento da an?lise pontual. Na oportunidade, comprovamos a tese que defendemos no decorrer do estudo e, al?m disso, apontamos como contribui??o da nossa pesquisa a evid?ncia da necessidade de um ensino de Matem?tica que promova a compreens?o relacional e que avalia??o a ser realizada deve ser global, sendo necess?rio levar em considera??o a no??o de esquema e consequentemente conhecer o diagrama esquem?tico do conceito a ser avaliado