This script is an adaptation of the popular science novel Flatterland: Like Flatland, Only More So by Ian Stewart. It brings new life to mathematical ideas and topics. By bringing math to the stage, concepts are presented in a more friendly and accessible manner. This play is intended to generate new interest in and expose new topics to an audience of nonmathematicians.

Dissertation abstract The present thesis is devoted to the study of recreational mathematics, with a particular emphasis on its history, its relation to serious mathematics and its educational benefits. The thesis consists of five papers. In the first one we investigate the history of recreational mathematics. We focus on the development of mathematical problems throughout history, and we try to point out the people who had an important influence on the progress of recreational mathematics. The second article is dedicated to Edwin Abbott Abbott and his book called Flatland. It is one of the first popularizing books on geometry. In the third article we review one of the prominent personalities of recreational mathematics, Martin Gardner. The fourth article is in some sense a sequel to the third one. It deals with treachery of mathematical intuition and mathematical April Fool's hoaxes. The last article is devoted to the implementation recreational mathematics to education of students. 1

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2015-03-23T11:17:41Z No. of bitstreams: 2 Dissertação - Leandro Pinto Bispo - 2014.pdf: 9751267 bytes, checksum: 60d8275df5c7ea2f42423686d1b8cf6d (MD5) license_rdf: 21267 bytes, checksum: 73e23c2acaaf13389e092bd813e3223d (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-03-23T11:29:30Z (GMT) No. of bitstreams: 2 Dissertação - Leandro Pinto Bispo - 2014.pdf: 9751267 bytes, checksum: 60d8275df5c7ea2f42423686d1b8cf6d (MD5) license_rdf: 21267 bytes, checksum: 73e23c2acaaf13389e092bd813e3223d (MD5) / Made available in DSpace on 2015-03-23T11:30:09Z (GMT). No. of bitstreams: 2 Dissertação - Leandro Pinto Bispo - 2014.pdf: 9751267 bytes, checksum: 60d8275df5c7ea2f42423686d1b8cf6d (MD5) license_rdf: 21267 bytes, checksum: 73e23c2acaaf13389e092bd813e3223d (MD5) Previous issue date: 2014-09-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work aims to analyze the results of the use of challenges and tricks based on mathematical principles as a motivational method in high school classroom. The activities contain elements that help to improving concentration, stimulate thinking ability, arouse interest in mathematics classes and thus increase participation of the students in the classroom. Each activity is described in detail, including a summary of its mathematical content, the average classroom time required, as well as a suggestion on how to perform it in class. Besides the direct assessment of the results by the teacher, a more objective evaluation of the e ects of these activities on the student's perception and attitude towards mathematics and its study was made by means of questionnaires answered by the students before and after the development of the project. Analysis of the data from the answers is also presented. / Este trabalho tem como objetivo analisar os efeitos da utilização de desa os e truques com fundamentação Matemática em sala de aula como método motivacional aos alunos do Ensino Médio. As atividades propostas e desenvolvidas contém elementos que visam contribuir para a concentração, estimular a capacidade de raciocínio, despertar o interesse pelo estudo da Matemática e, assim, melhorar a participação e aproveitamento dos alunos em sala de aula. Para cada atividade realizada, são detalhados os conteúdos e habilidades predominantes em cada desa o ou truque, além do tempo médio de aplicação em sala de aula, descrição e breve explicação da atividade. A avaliação do efeito destas atividades sobre a percepção e atitude dos estudantes em relação à Matemática e seu estudo, foi realizada também através de questionários aplicados aos alunos antes e após o desenvolvimento do projeto. Uma análise das respostas obtidas é, então, apresentada.