Made available in DSpace on 2016-12-23T14:01:54Z (GMT). No. of bitstreams: 1 diss_eliane_lorete.pdf: 1477085 bytes, checksum: 441fc992086608c11199136ce68311d4 (MD5) Previous issue date: 2003-07-21 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Diversos estudos apontam a importância de se investigar as concepções dos professores, visto a influência que exercem na prática docente. Em especial, as concepções que um professor tem da matemática e da educação matemática influenciam sua metodologia, a forma como ele concebe o papel do aluno e do professor, etc. A Associação Instituto Nacional de Matemática Pura e Aplicada (IMPA) tem se destacado ao longo das cinco últimas décadas como uma instituição de excelência na pesquisa e na formação de pesquisadores na área de matemática em âmbito nacional e internacional. As universidades públicas têm absorvido grande parte dos egressos desse instituto. A Universidade Federal do Espírito Santo não é uma exceção, uma vez que, em junho de 2001, o quadro de professores efetivos do Departamento de Matemática era constituído na maior parte por egressos do IMPA (mestrado e/ou doutorado). Esse fato caracterizou-se como razão principal para a escolha desses professores como sujeitos da pesquisa. Foram entrevistados orientadores de mestrado e/ou doutorado desses egressos e os próprios egressos, buscando encontrar convergências e/ou divergências entre as concepções dos orientadores (denominados de matemáticos) e as concepções dos egressos sobre matemática, educação matemática e sobre o IMPA, por acreditar que a formação recebida pelos egressos no IMPA pode influenciar a formação de futuros professores de matemática, uma vez que esses egressos lecionam também para a Licenciatura de Matemática. A pesquisa, de cunho qualitativo, configurou-se como um estudo de caso, cujos dados foram coletados por meio de entrevistas semi-estruturadas. Os resultados mostram que prevaleceu entre os entrevistados uma concepção de matemática muito próxima da platonista, apesar de terem sido identificados elementos de concepções instrumentalistas e de resolução de problemas. Destacou-se, entre os entrevistados, uma concepção de educação matemática tradicional, embora tenham sido percebidos elementos de uma concepção de educação matemática contemporânea. Sobre o IMPA, matemáticos e egressos concordam que o reconhecimento do instituto se deve à qualidade das pesquisas realizadas e ao intercâmbio. / everal studies point out the importance of investigating the teachers. conceptions, for the influence they have upon the teaching practice. In special, the conceptions a teacher has of mathematics and of mathematical education will influence his/her methodology, and the form in which he/she perceives the student s role and the teacher.s role, etc. The Association .Instituto Nacional de Matemática Pura e Aplicada. (National Institute of Pure and Applied Math) (IMPA) has stood out throughout the last five decades as an instituition of excellence in research and in researchers. education in the area of math, both nationwide and wordwide. The public universities have absorbed a great part of the egress from such institution. The Federal University of Espírito Santo is no exception, once, in June/2001, the staff in its Math Department was constituted in its majority by IMPA egress (master and/or doctorate programs). Such a fact was characterized as the main reason for the choice of those professors as subjects of this research. Such egress. master and/or doctorate program supervisors and the egress themselves were interviewed, in an attempt to find convergences and/or divergences between the supervisors (referred to as mathematicians) conceptions and the egress. conceptions about math, mathematical education, and about the IMPA, for it is believed that the education received by the IMPA egress may influence the education of the future math teachers, since such egress also teach in the Math Licentiateship. The research, of a qualitative character, was shaped as a case study, of which the data were collected by means of semi-structured interviews. The results show that among the interviewed was prevalent a conception of math very close to the Platonism, though some instrumentalist conceptions and problem solution elements were identified. Among the interviewed, a conception of traditional mathematical education stood out, though some elements of a contemporary mathematical education were perceived. As for the IMPA, both mathematicians and egress agree that the institute s recognition is due to the quality of the research carried out by them and to the exchange programs.

This paper presents the results of a survey which aimed to investigate the mathematical basic knowledge present in contest exams for primary school teachers in Sergipe in the period of 1874 to 1924. To achieve this purpose, those tests were used as main sources, as well as decrees, laws, regulations, president messages of the State of Sergipe. Valente (2013); Chartier (1995), Julia (2001) and Chervel (1990) served as support for an understanding of the history of mathematics education and to an interpretation of the sources. As a result of that investigation, the exams types were identified as essay and resolution tests. It was included in those exams: Basic knowledge of integer operations; Broken and fractions; Reduction of fractions to decimals; Conversion capacity measures in Canadas and vice versa; Broken adding; The greatest common divisor; The least common multiple; GCD by decomposition; Decimal numbers; Decimal fraction; Decimal conversion into ordinary and vice versa; Theory and property of proportions; Proportional division and simple interest; Divisibility of prime numbers; Multiplying common fractions with four major cases; Numbers and figures; Surface measurements; Volume and length; Conversion capacity measures and length measures; Time and its multiples and submultiples; Rule of three; Numeric expressions with fractions; Repeating decimal composed. After identifying those contents in the exams and not identifying how they should have been dealt in the contest rules, decrees or programs, we chose to establish a possible relationship between what was identified in those exams and how they were addressed in written manuals by Antonio Trajano. Throughout the research methods, we could establish that candidates or members of the congregation who used to create the exams had this author as reference. This statement is based not only by the way the questions were designed as well as the way the candidates used to answer the exams proposed questions. It is possible to identify elements which connect knowledge of mathematical elementary manuals to resolutions of those tests for example, divisibility and prime numbers among themselves. A fact worth mentioning is that all these knowledge were not taken as a reference when choosing teachers for Primary Education. Finally, we can say that the mathematical basic knowledge present in those exams were closer to elementary arithmetical knowledge treated in primary education. / Neste trabalho é apresentado o resultado de uma pesquisa que teve por objetivo investigar sobre os saberes elementares matemáticos presentes em provas de concursos para professores primários em Sergipe no período de 1874 a 1924. Para atingir esse intento, foram utilizadas provas de concursos como fontes principais, além de decretos, leis, regulamentos, mensagens de presidentes do Estado de Sergipe. Valente (2013), Chartier (1995), Julia (2001) e Chervel (1990) serviram como suporte para uma compreensão sobre história da educação matemática e para uma interpretação das fontes. Como resultado da investigação, foram identificados os tipos de provas: dissertativas e de resolução. Abrangem saberes como: operações fundamentais de inteiros, quebrados e frações; Redução de frações a decimais; Conversão de medidas de capacidade em canadas e vice versa; Somar quebrados; Maior divisor comum; Mínimo múltiplo comum; Máximo divisor comum por decomposição; Numeração decimal, fração decimal; Conversão de fração decimal em ordinária e vice-versa; Teoria e propriedade das proporções; Divisão proporcional e Juros simples; Divisibilidade dos números- números primos; Multiplicação de frações ordinárias com quatro casos principais; Números e algarismos; Medidas de superfície, de volume e de comprimento; Conversão de medidas de capacidade e medidas de comprimento; Hora e seus múltiplos e submúltiplos; Regra de três; Expressões numéricas com frações; Dízima periódica composta. Depois da identificação desses saberes e de não identificarmos um detalhamento sobre como esses saberes deveriam ser tratados, nos regulamentos, decretos ou programas, optamos por estabelecer uma relação possível entre o que foi identificado nas provas e a forma como eles são abordados nos manuais de autoria de Antonio Trajano. A partir da investigação é possível afirmar que os candidatos ou os membros da congregação que elaboraram as provas tomaram os manuais desse autor como referência. Tal afirmativa é baseada tanto na forma como as questões foram elaboradas quanto na maneira de responder dos candidatos. É possível identificar elementos de aproximação com os saberes elementares matemáticos dos manuais em relação aos enunciados e resoluções como, por exemplo, divisibilidade e números primos entre si. Um fato que merece destaque é que todos esses saberes estão localizados na matéria/disciplina Aritmética, visto que, ao que tudo indica os saberes elementares geométricos não eram tomados como referência para a seleção dos professores para o ensino primário. Por fim, é possível afirmar que os saberes elementares matemáticos das questões das provas estão mais próximos dos saberes elementares aritméticos tratados no ensino primário.

Orientador: Eduardo Sebastiani Ferreira / Dissertação (mestrado profissional) - Universidade Estadual de Campinas, Instituto de Matematica, Estatistica e Computação Cientifica / Made available in DSpace on 2018-08-12T16:45:36Z (GMT). No. of bitstreams: 1 Nascimento_CarlosOciranSilva_M.pdf: 1149568 bytes, checksum: 55e0d949e2788fe967b2b439442bc9f1 (MD5) Previous issue date: 2008 / Resumo: Este trabalho é voltado para a área de História da Matemática, notadamente a do século XIX, tendo como um dos objetivos, fornecer material para o ensino de Cálculo e História da matemática, tomando como base o resgate da vida e obra do matemático maranhense Joaquim Gomes de Souza, com foco em uma de suas proposições, a saber: Redução de Funções Descontínuas à Forma de Funções Contínuas. Tal resultado tem relação direta com a série de Fourier, convergência de séries, continuidade, derivada, culminando com o exemplo de função contínua sem derivada de Weierstrass. Constitui-se, dessa forma, material com o fim de auxiliar pesquisadores, professores e alunos nessas disciplinas. / Abstract: This work belongs to the area of History of Mathematics, especially to the one of the nineteenth century, with the main objective of providing educational materials for the teaching of Calculus and History of the mathematics, recovering the life and work of the mathematician from Maranhão, Joaquim Gomes de Souza, with a focus on one of their propositions, namely: Reduction of discontinuous Functions to the form of Continuous Functions. This result is related has directey with the convergence of series, continuity, derivative, culminating with the example of continuous function without derivative of the Weierstrass. constituting, this way, material to support researchers, teachers and students in this discipline. / Mestrado / Historia da Matematica / Mestre em Matemática

L'histoire de l'enseignement des mathématiques à l'Ecole polytechnique a fait l'objet de nombreuses études. Ces dernières se sont surtout focalisées sur les cours donnés par les professeurs en amphithéâtre. Pourtant, au dix-neuvième siècle, les élèves passaient la majorité de leur temps à travailler dans de petites salles, aidés par d'autres enseignants, les répétiteurs. Ces derniers étaient également chargés d'interroger les élèves à l'oral. Ils ne furent pas moins de cent huit sur l'ensemble du dix-neuvième siècle. Dans notre thèse, nous nous intéressons plus particulièrement à ces enseignants. D'une part, nous étudions les répétiteurs en nous intéressant à leur profil sociologique, à leur parcours professionnel et au rôle qu'a joué le répétitorat dans leur carrière. D'autre part, nous nous sommes intéressés à leur activité au sein de l'Ecole et plus largement à leur place dans l'organisation de l'enseignement polytechnicien. Enfin, nous accordons une attention particulière à la question de la liberté pédagogique et scientifique des répétiteurs dont la production est étudiée au moyen d'une série d'exemples de sujets d'examens, de sujets de concours d'admission, de notes de cours, d'articles publiés ou encore de comptes rendus de conférences. L'ensemble de cette thèse permet ainsi de déterminer la place des répétiteurs dans l'enseignement polytechnicien du dix-neuvième siècle. / The history of mathematics teaching at the Ecole polytechnique has been studied by lots of historians. They usually focus on the courses given in the lecture hall. Nevertheless, in the ninetennth century, students spent a lot of time working in small rooms where they were helped by other teachers, called the répétiteurs. These teachers were also in charge to test the students by oral exams. They were one hundred and eight during the nineteenth century. In our thesis, we focus more particularly on this teachers. On one side, we study the répétiteurs and we care about their sociological profile, their professional caree and about the effetcs of teaching at the Ecole polytechnique on their career. On an other side, we focus on their activity in the school and their position in the organisation of the teaching. We especially focus on the issue of pedagogical and scientifical freedom of the répétiteurs. To this end, productions of the répétiteurs are studied from subjects of examinations, from notes of course, from published articles and from reports of lectures made by the répétiteurs. Eventually, this thesis give an accurate idea of the position of the répétiteurs in the polytechnician education.

Thesis (M.A.)--University of Alabama at Birmingham, 2008. / Title from PDF of title page (viewed July 10, 2009). Includes bibliographical references (p. 76-81).

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Through research we sought to answer: What teaching materials were prescribed and what its uses, possible, the primary course of elementary mathematical knowledge in Sergipeans school groups during the period 1911-1931? To answer this question were used for analysis, official documents such as laws, regulations, decrees and education programs in order to make considerations about the materials, with respect to knowledge and methods. Later, for an understanding of end uses (s) of materials, pedagogical proposals were analyzed contained in the materials themselves and teaching works presenting evidence to your (s) use (s). As bibliographic references, authors were adopted as Valente (2007, 2013), Bloch (2001) and Le Goff (2003) for understanding about the treatment to the sources and the historian craft; Julia (2001) and Chervel (1990) for information about the culture school supplies and the history of school subjects; Azevedo (2009), Nascimento (2012) and Souza (2006), for school groups; and Calkins (1950) and Valdemarin (2004, 2006) to understand the intuitive method or lessons of things. Based on the research carried out, it was possible to identify materials such as mechanical counters, Parker Letters, system standards of weights and measures, ruler and square in Sergipe legislation. But an understanding of its uses were only likely to occur from nominations put into journals that circulated the time and teaching manuals aimed at some of Sergipe sources. It was found proposals that fit the principles of intuitive method, and this allows us to understand prescriptions in Sergipe legislation regarding the materials. / Por meio da pesquisa buscou-se responder: Que materiais de ensino foram prescritos e quais seus usos, possíveis, no curso primário dos saberes elementares matemáticos nos grupos escolares sergipanos, durante o período de 1911 a 1931? Para responder a essa indagação foram utilizadas para análise, documentos oficiais como: regulamentos, leis, decretos e programas de ensino, a fim de tecer considerações sobre os materiais, no que tange aos saberes e métodos. Posteriormente, para uma compreensão de finalidades de uso(s) dos materiais, foram analisadas propostas pedagógicas contidas nos próprios materiais e em obras de ensino que apresentavam indícios para seu(s) uso(s). Como referencial bibliográfico, foram adotados autores como: Valente (2007, 2013), Bloch (2001) e Le Goff (2003) para entendimentos sobre o tratamento às fontes e o ofício de historiador; Julia (2001) e Chervel (1990), para informações sobre a cultura material escolar e a história das disciplinas escolares; Azevedo (2009), Nascimento (2012) e Souza (2006), sobre os grupos escolares; e Calkins (1950) e Valdemarin (2004, 2006), para entendimento do método intuitivo ou lições de coisas. Com base na investigação realizada, foi possível identificar materiais como contadores mecânicos, Cartas de Parker, padrões do sistema de pesos e medidas, régua e esquadro na legislação sergipana. Mas, uma compreensão sobre seus usos só foram passíveis de ocorrer, a partir de indicações postas em periódicos que circularam a época e em manuais de ensino apontados em algumas das fontes sergipanas. Constatou-se propostas que se adequavam aos princípios do método intuitivo, e isso permitiu compreender prescrições na legislação sergipana em relação aos materiais.

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The first International Congress of Mathematicians (ICM) was held in Zurich in 1897, setting the standards for all future ICMs. Whilst giving an overview of the congress itself, this thesis focuses on the Swiss organisers, who were predominantly university professors and secondary school teachers. As this thesis aims to offer some insight into their lives, it includes their biographies, highlighting their individual contributions to the congress. Furthermore, it explains why Zurich was chosen as the first host city and how the committee proceeded with the congress organisation. Two of the main organisers were the Swiss geometers Carl Friedrich Geiser (1843-1934) and Ferdinand Rudio (1856-1929). In addition to the congress, they also made valuable contributions to mathematical education, and in Rudio's case, the history of mathematics. Therefore, this thesis focuses primarily on these two mathematicians. As for Geiser, the relationship to his great-uncle Jakob Steiner is explained in more detail. Furthermore, his contributions to the administration of the Swiss Federal Institute of Technology are summarised. Due to the overarching theme of mathematical education and collaborations in this thesis, Geiser's schoolbook "Einleitung in die synthetische Geometrie" is considered in more detail and Geiser's methods are highlighted. A selection of Rudio's contributions to the history of mathematics is studied as well. His book "Archimedes, Huygens, Lambert, Legendre" is analysed and compared to E W Hobson's treatise "Squaring the Circle". Furthermore, Rudio's papers relating to the commentary of Simplicius on quadratures by Antiphon and Hippocrates are considered, focusing on Rudio's translation of the commentary and on "Die Möndchen des Hippokrates". The thesis concludes with an analysis of Rudio's popular lectures "Leonhard Euler" and "Über den Antheil der mathematischen Wissenschaften an der Kultur der Renaissance", which are prime examples of his approach to the history of mathematics.

TITLE: Mathematics Teachers and Their Professional Development AUTHOR: Jana Pávová DEPARTMENT: Department of Education SUPERVISOR: Doc. PaedDr. Stanislav Bendl, Ph.D. ABSTRACT: This thesis is focused on Mathematics Teachers and Their Professional Development. The thoretical part describes the Czech system of in-service education of teachers in the context of lifelong learning. It introduces its legislative classification and describes an alternative classification. The following part offers the list of information resources, which are useful for Mathematics teachers and the list of what the current offer of further education courses for Mathematics teachers is, including selfstudying activities. The relevant links are quoted in the appendices. The empirical part analyses, interprets and evaluates the qualitative research among Mathematics teachers, which determines their experience with in-service education/professional development, their attitudes and opinions in this field. Furthermore, this part analyses their attitudes from the constructivism in Mathematics teaching's point of view. KEYWORDS: Maths teacher, further/in service education of teaching staff, teacher's professional development, educational portals, the Union of Czech Mathematicians and Physicists, Maths competitions, constructivism in Maths...

In this thesis I present new insights into aspects of Peter Guthrie Tait's life and work, derived principally from largely-unexplored primary source material: Tait's scrapbook, the Tait–Maxwell school-book and Tait's pocket notebook. By way of associated historical insights, I also come to discuss the innovative and far-reaching mathematics of the elusive Frenchman, C.-V. Mourey. P. G. Tait (1831–1901) F.R.S.E., Professor of Mathematics at the Queen's College, Belfast (1854–1860) and of Natural Philosophy at the University of Edinburgh (1860–1901), was one of the leading physicists and mathematicians in Europe in the nineteenth century. His expertise encompassed the breadth of physical science and mathematics. However, since the nineteenth century he has been unfortunately overlooked—overshadowed, perhaps, by the brilliance of his personal friends, James Clerk Maxwell (1831–1879), Sir William Rowan Hamilton (1805–1865) and William Thomson (1824–1907), later Lord Kelvin. Here I present the results of extensive research into the Tait family history. I explore the spiritual aspect of Tait's life in connection with The Unseen Universe (1875) which Tait co-authored with Balfour Stewart (1828–1887). I also reveal Tait's surprising involvement in statistics and give an account of his introduction to complex numbers, as a schoolboy at the Edinburgh Academy. A highlight of the thesis is a re-evaluation of C.-V. Mourey's 1828 work, La Vraie Théorie des quantités négatives et des quantités prétendues imaginaires, which I consider from the perspective of algebraic reform. The thesis also contains: (i) a transcription of an unpublished paper by Hamilton on the fundamental theorem of algebra which was inspired by Mourey and (ii) new biographical information on Mourey.