Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-08-16T20:44:32Z No. of bitstreams: 1 GesivaldoDosSantosSilva_DISSERT.pdf: 1170482 bytes, checksum: ceff9c2c539f250cc38eea86ffaaf1af (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-08-18T23:54:52Z (GMT) No. of bitstreams: 1 GesivaldoDosSantosSilva_DISSERT.pdf: 1170482 bytes, checksum: ceff9c2c539f250cc38eea86ffaaf1af (MD5) / Made available in DSpace on 2016-08-18T23:54:52Z (GMT). No. of bitstreams: 1 GesivaldoDosSantosSilva_DISSERT.pdf: 1170482 bytes, checksum: ceff9c2c539f250cc38eea86ffaaf1af (MD5) Previous issue date: 2016-03-21 / O presente trabalho tem como objetivo apresentar uma proposta de inser??o da Hist?ria da Matem?tica na forma??o de professores. Tal inser??o ? proposta na forma de um componente curricular a ser ministrado em cursos de forma??o inicial de professores de matem?tica. Este estudo ? de cunho investigativo e documental sobre a disciplina hist?ria da matem?tica em cursos de forma??o de professores. A escolha dos conte?dos da proposta tomou como base as Diretrizes Curriculares Nacionais (DCN, 2001) para a Licenciatura e Bacharelado em Matem?tica, Par?metros Curriculares Nacionais para o Ensino Fundamental (PCNEF,1998), Par?metros Curriculares Nacionais para o Ensino M?dio (PCNEM,1999). O Componente Curricular foi proposto para uma carga de 60 horas aula e inclui os t?picos: Hist?ria dos Sistemas de Numera??o Antigos, Hist?ria da Geometria, Hist?ria da ?lgebra, Hist?ria da Trigonometria e Hist?ria das Fun??es. O presente trabalho prop?e, discute e analisa detalhadamente o t?pico Hist?ria dos Sistemas de Numera??o Antigos. / This essay aims to present and describe a proposal of insertion of Mathematics History into teachers undergraduation. Such addition proposal is expected to take place as curricular component to be taught on initial undergraduation for mathematics teachers. The selection of contents for the proposal has been based on the national Curriculum Guidelines (DCN, 2001, acronym in portugueses) for bachelor?s degree in Mathematics; the National Curricular Guidelines for Elementary School (PCNEF, 1998, acronym in Portuguese); and the National Curricular Guidelines for High School (PCNEM, 1999, acronym in Portuguese). The curricular component now presented is supposed to take a 60 hour workload, and includes the following topics: History of Ancient Numbering Systems, History of Trigonometriy and History of fuctions. For the sake of exemplification, the topic History of Ancient Numbering Systems is discussed and analysed in detail as practice for the new curricular component.

Made available in DSpace on 2014-12-17T15:04:59Z (GMT). No. of bitstreams: 1 ElionardoRMA_DISSERT.pdf: 4863906 bytes, checksum: 6208c2fef37a5312990acbb7d209501b (MD5) Previous issue date: 2012-12-20 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This paper aims to describe the construction and validation of a notebook of activities whose content is a didactic sequence that makes use of the study of ancient numbering systems as compared to the object of our decimal positional numbering system Arabic. This is on the assumption that the comparison with a system different from our own might provide a better understanding of our own numbering system, but also help in the process of arithmetic operations of addition, subtraction and multiplication, since it will force us to think in ways that are not routinely object of our attention. The systems covered in the study were the Egyptian hieroglyphic system of numbering, the numbering system Greek alphabet and Roman numbering system, always compared to our numbering system. The following teachung is presented structured in the form of our activities, so-called exercise set and common tasks around a former same numbering system. In its final stage of preparation, the sequence with the participation of 26 primary school teachers of basic education / Esse trabalho objetiva relatar a constru??o e a valida??o de um caderno de atividades cujo conte?do ? uma sequencia did?tica que lan?a m?o do estudo de sistemas de numera??o antigos como objeto de compara??o com o nosso sistema de numera??o posicional decimal ar?bico. Parte-se do pressuposto que a compara??o com um sistema distinto do nosso pode vir a propiciar uma melhor compreens?o de nosso pr?prio sistema de numera??o, como tamb?m ajudar no processo aritm?tico das opera??es de adi??o, subtra??o e multiplica??o, uma vez que nos obrigar? a pensar em aspectos que corriqueiramente n?o s?o objeto de nossa aten??o. Os sistemas abordados no estudo foram o sistema de numera??o hierogl?fico eg?pcio, o sistema de numera??o grego alfab?tico e o sistema de numera??o romano, sempre em compara??o que o nosso sistema de numera??o. A sequ?ncia did?tica apresenta-se estruturada sob a forma de quatro atividades, assim denominado o conjunto de exerc?cios e tarefas comuns em torno de um mesmo sistema de numera??o antigo. Em sua fase final de elabora??o, a sequ?ncia contou com a participa??o de 26 professores do ensino fundamental da educa??o b?sica