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Made available in DSpace on 2014-06-11T19:24:53Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-04-13Bitstream added on 2014-06-13T20:13:18Z : No. of bitstreams: 1 mercatellineto_h_me_rcla.pdf: 578214 bytes, checksum: f57c5309ce9d7c0c39705b605757b1fa (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Este trabalho faz um levantamento da Coleção História da Matemática para Professores editada pela Sociedade Brasileira de História da Matemática (SBHMat), buscando identificar características das propostas pedagógicas voltadas ao professor das séries finais do Ensino Fundamental. Essa busca foi motivada pela constatação de que o professor de Matemática anseia por integrar a História da Matemática em sua prática docente, mas esbarra na pouca disponibilidade de textos acessíveis e adequados a sua prática docente. O objetivo principal foi desenhar um panorama do material que existe disponível para esse nível de ensino e, mais especificamente, elencar quais livros-texto possuem certos elementos que ajudariam o professor a usar a História da Matemática em sua aula, tais como encaminhamentos de como proceder na aplicação de determinada proposta, atividades e exercícios sugeridos em quantidade suficiente, entre outras. A análise revelou que não existem muitos livros da coleção que se enquadram nestas características, sendo um indicativo do que ainda pode ser feito em um futuro próximo por pesquisadores ou professores da área. / This work does a literature review in the “Coleção História da Matemática para Professores” (Collection History of Mathematics for Teachers) edited by the Sociedade Brasileira de História da Matemática (Brazilian Society of History of Mathematics – SBHMat), trying to identify which textbooks are able to help the teacher - specifically, that one who teaches in the final years of Elementary School in Brazil - to integrate History of Mathematics in his classroom. This search was motivated by the assumption that Mathematics teachers would like to integrate history in his/her classroom, but has problems with the small availability of accessible and suitable text-books. The main objective was to outline a panorama of the available textbooks, that focus on the last years of Elementary School and, more specifically, point out which textbooks have elements that could help the teacher to use History of Mathematics in his practice, such as suggesting activities and exercises to accomplish tasks. The analysis revealed that does not exists many textbooks with those characteristics in the collection, which one can see as an indicative of possible researches to be carried out by researchers or Mathematics teachers within this area in a near future.

Orientador: Rosa Lúcia Sverzut Baroni / Banca: Arlete de Jesus Brito / Banca: Maria Ângela Miorim / Resumo: Este trabalho faz um levantamento da Coleção História da Matemática para Professores editada pela Sociedade Brasileira de História da Matemática (SBHMat), buscando identificar características das propostas pedagógicas voltadas ao professor das séries finais do Ensino Fundamental. Essa busca foi motivada pela constatação de que o professor de Matemática anseia por integrar a História da Matemática em sua prática docente, mas esbarra na pouca disponibilidade de textos acessíveis e adequados a sua prática docente. O objetivo principal foi desenhar um panorama do material que existe disponível para esse nível de ensino e, mais especificamente, elencar quais livros-texto possuem certos elementos que ajudariam o professor a usar a História da Matemática em sua aula, tais como encaminhamentos de como proceder na aplicação de determinada proposta, atividades e exercícios sugeridos em quantidade suficiente, entre outras. A análise revelou que não existem muitos livros da coleção que se enquadram nestas características, sendo um indicativo do que ainda pode ser feito em um futuro próximo por pesquisadores ou professores da área. / Abstract: This work does a literature review in the "Coleção História da Matemática para Professores" (Collection History of Mathematics for Teachers) edited by the Sociedade Brasileira de História da Matemática (Brazilian Society of History of Mathematics - SBHMat), trying to identify which textbooks are able to help the teacher - specifically, that one who teaches in the final years of Elementary School in Brazil - to integrate History of Mathematics in his classroom. This search was motivated by the assumption that Mathematics teachers would like to integrate history in his/her classroom, but has problems with the small availability of accessible and suitable text-books. The main objective was to outline a panorama of the available textbooks, that focus on the last years of Elementary School and, more specifically, point out which textbooks have elements that could help the teacher to use History of Mathematics in his practice, such as suggesting activities and exercises to accomplish tasks. The analysis revealed that does not exists many textbooks with those characteristics in the collection, which one can see as an indicative of possible researches to be carried out by researchers or Mathematics teachers within this area in a near future. / Mestre

Im Wesentlichen bestehen die Aufgaben der Bibliothek einer Kunsthochschule darin, den Studierenden gleichermaßen Information, Orientierung und Grundlagen für die Entwicklung des eigenen künstlerischen Werkes zu vermitteln. Ihr Bestand lässt sich in zwei Bereiche gliedern. Einmal die Veröffentlichungen, deren Schwerpunkt das Bildmaterial ist, sowie die wissenschaftlichen Publikationen.

In dieser Forschungsarbeit geht es um die königliche Modellkammer der Universität Göttingen. Diese historische Lehrsammlung hat bis heute zahlreiche Spuren hinterlassen. Trotz Professionalisierung der Sammlungsarbeit und der ständigen Einbindung der Modelle ins universitäre Curriculum der philosophischen Fakultät, insbesondere der angewandten Mathematik, existierten fast zu keiner Zeit angemessene Nutzungsbedingungen. In den 1880er Jahren wurde die Sammlung aufgelöst, wobei der Prozess der Auflösung in den Akten detailliert dokumentiert ist. Darüber hinaus sind bis heute 24 Modelle der ehemaligen Sammlung erhalten. Aufbau und Umfang der Göttinger Modellkammer korrespondieren mit den universalen Modellsammlungen der Zeit, deren Ursprung in höfischen, städtischen und bürgerlichen Kunstkammern zu finden ist. Genutzt wurden Modelle und Modellsammlungen zum Beispiel zu Zwecken der Machtdemonstration, zum Planen und Entwerfen, als Muster, zum Spielen und Experimentieren, aber vor allem in Lehre und Bildung. Neben der Erforschung der alltäglichen Praxis der historischen Sammlungsarbeit steht die Untersuchung der curricularen Nutzung mit der königlichen Modellkammer im Fokus der Arbeit. Dazu wurden einige der heute noch vorhandenen historischen Modelle der Sammlung eingehend untersucht, analysiert, in Bezug auf ihre historische curriculare Praxis befragt und individuell kontextualisiert. Besonders durch die Begegnung mit den Objekten ergaben sich vielfältige Fragestellungen. Letztendlich erzwingen die zahlreichen Informationslücken, die sich bei der Erforschung des alltäglichen Umgangs mit der historischen Lehrsammlung durch Schrifttum und Objekte zwangsläufig auftun, ein überwiegend heuristisches Vorgehen. / This research paper is about the königliche Modellkammer (Royal Model Chamber) of the University of Göttingen. This historical teaching collection has left numerous traces to this day. Despite the professionalisation of the collection's work and the constant integration of the models into the university curriculum of the Faculty of Philosophy, especially applied mathematics, appropriate conditions of use existed almost at no time. In the 1880s, the collection was dissolved, and the process of dissolution is documented in detail in the files. In addition, 24 models from the former collection have been preserved until now. The structure and scope of the Göttingen Model Chamber correspond to the universal model collections of the time, whose origins can be found in courtly, municipal and bourgeois art chambers. Models and model collections for example were used for purposes of demonstrating power, for planning and designing, as patterns, for playing and experimenting, but above all in teaching and education. In addition to researching the everyday practice of historical collection work, the focus is on investigating curricular use with the royal model chamber. To this end, some of the historical models of the collection that still exist today were examined in detail, analysed, questioned in relation to their historical curricular practice and individually contextualised. Especially through the encounter with the objects, a variety of questions emerged. Ultimately, the numerous gaps in information that inevitably open up when researching the everyday use of the historical teaching collection through written material and objects force a predominantly heuristic approach.