Made available in DSpace on 2016-04-27T16:57:32Z (GMT). No. of bitstreams: 1 Dissertacao_FONSECA_Rogerio_F.pdf: 234457 bytes, checksum: dadcc8aefbbc853d08c0ece59abfaad1 (MD5) Previous issue date: 2005-11-28 / Secretaria do Estado e Educação / The subject that is presented in this research is the concept of number, in special the approach that was elaborated by the Mathematician John H. Conway. It is very interesting Conway s concept of number in Mathematics Education, because of two complementary aspects of the definition of number, which are: intensional and extensional. The extensionality is expressed by the application of the concept of number to certain games including the Hackenbush game, which is studied in this presentation. We had the purpose of investigate a new approach to the concept of number, looking for elements that would consequently support the teaching learning process. Our investigation has as presupposition that number is one of the fundamental concepts of Mathematics, that its constitution presents a variety of approaches and that none of them gives the possibility of an answer to the question: What is number? As a subsidy to the investigation we evaluate phylosophical answers aboret the nature and existence of numbers, which provide us clues of the complexity implied in this notion. We also present some researches that study the concept of numbers coming from games, as well as, the implication of such studies to the teaching learning process in Mathematics. / O tema da pesquisa aqui apresentada é o conceito de número, em especial a abordagem elaborada pelo matemático John H. Conway. O interesse, para a Educação Matemática, pela conceituação de Conway está na possibilidade de ela contemplar os dois aspectos complementares da definição do conceito de número, quais sejam: intensional e extensional. A extensionalidade é expressa pela aplicabilidade do conceito de número como certos tipos de jogos, incluindo entre eles o jogo Hackenbush, estudado neste trabalho. Propusemo-nos a investigar uma nova abordagem para o conceito de número, com vistas a buscar nela elementos que favoreçam o ensino e conseqüentemente a aprendizagem. Nossa investigação tem por pressuposto que número é um dos conceitos fundamentais da Matemática e que sua constituição apresenta diversas abordagens, sem que nenhuma delas possibilite responder à questão O que é número? . Como subsídio à investigação, avaliamos algumas respostas de correntes filosóficas sobre a natureza e a existência dos números, as quais nos fornecem pistas das complexidades implícitas nessa noção. Apresentamos também algumas pesquisas que abordam o conceito de números a partir de jogos, assim como a implicação de tal abordagem para o processo de ensino e aprendizagem da Matemática.

xv, 298 p. ; ill. (chiefly col.), maps (chiefly col.) A print copy of this thesis is available through the UO Libraries under the call number: AAA F868.Y6 G47 2004 / This study describes existing conditions, evaluates significance and historic integrity, and recommends treatment strategies to preserve historic elements of the Nevada Fall Corridor cultural landscape in Yosemite National Park. It reports findings from field investigation that examined and inventoried landscape features such as stone retaining walls, treadway material, bridges and causeways, and water features on both current-use and abandoned trail segments. The site was examined numerous times over a three-month period, with a followup visit one year later. Libraries and other archives were consulted for written and photographic historic documentation, which were analyzed against current conditions. The process also involved review of comparison documents as well as national guidelines set forth by the National Park Service. / Adviser: Melnick, Robert Z.