Made available in DSpace on 2014-12-17T15:04:47Z (GMT). No. of bitstreams: 1 MariaSueliFF.pdf: 1053990 bytes, checksum: e1b0f752b300ce7232435cab9e0841a9 (MD5) Previous issue date: 2006-05-19 / This work presents a contribution for the studies reffering to the use of the History of Mathematics focusing on the improvement of the Teaching and Learning Process. It considers that the History of Matematics, as a way of giving meaning to the discipline and improve the quality of the Teaching and Learning Process. This research focuses on the questions of the students, classified in three categories of whys: the chronological, the logical and the pedagogical ones. Therefore, it is investigated the teaching of the Complex Numbers, from the questions of the students of the Centro Federal de Educa??o Tecnol?gica do Rio Grande do Norte (Educational Institution of Professional and Technology Education from Rio Grande do Norte). The work has the following goals: To classify and to analyse the questions of the students about the Complex Numbers in the classes of second grade of the High School, and to collate with the pointed categories used by Jones; To disccus what are the possible guidings that teachers of Mathematics can give to these questions; To present the resources needed to give support to the teacher in all things involving the History of Mathematics. Finally, to present a bibliographic research, trying to reveal supporting material to the teacher, with contents that articulate the Teaching of Mathematics with the History of Mathematics. It was found that the questionings of the pupils reffers more to the pedagogical whys, and the didatic books little contemplate other aspects of the history and little say about the sprouting and the evolution of methods of calculations used by us as well / Este trabalho busca apresentar uma contribui??o para os estudos referentes ao uso da Hist?ria da Matem?tica visando ? melhoria do processo ensino-aprendizagem. Prop?e que a Hist?ria da Matem?tica seja articulada ao Ensino da Matem?tica, como forma de dar significado ? disciplina e melhorar a qualidade do processo de ensino-aprendizagem. Nesta investiga??o, o foco est? nas indaga??es dos alunos, classificadas em tr?s categorias de porqu?s: o cronol?gico, o l?gico e o pedag?gico. Para tanto, investiga-se o ensino dos n?meros complexos, a partir das quest?es levantadas pelos alunos do Centro Federal de Educa??o Tecnol?gica do Rio Grande do Norte, em Natal. O trabalho tem como objetivos: classificar e analisar os questionamentos dos alunos nas aulas de n?meros complexos, da segunda s?rie do Ensino M?dio, e confront?-los com as categorias apontadas por Jones; discutir quais os poss?veis encaminhamentos que o professor de Matem?tica pode dar a estas quest?es; apresentar os recursos de apoio ao professor no que se refere ? Hist?ria da Matem?tica. Em seguida, apresenta uma pesquisa bibliogr?fica, buscando revelar material de apoio ao professor, com conte?dos que articulassem o Ensino da Matem?tica com a Hist?ria da Matem?tica. Descobrimos que os questionamentos dos alunos referem-se mais aos porqu?s pedag?gicos e que os livros did?ticos pouco contemplam outros aspectos da hist?ria e pouco dizem sobre o surgimento e a evolu??o dos m?todos de c?lculos utilizados por n?s