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Previous issue date: 2008-02-26 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / In this study we analyzed the development of a teaching experience, involving students with a bachelor s degree in mathematics from UFRN, based on the history of mathematics and mathematical investigations with the aim of contributing to the improvement of the teaching-learning of mathematics. The historical investigation tasks were planned and applied in the classroom, focusing on functional thought. The results obtained during the experience were described and evaluated based on authors who support the assumption of investigation and history as an alternative to
the learning of mathematics. We emphasize that the material of analysis consisted of a work diary, audio recordings, questionnaires with testimony of the students involved, and, in addition, the assessment of the teacher of that subject. With regard to the mathematical content, the study was restricted to the concept of function, forms of representation and notation. It was evident that students showed great
improvement with regard to the necessary formalization of the mathematical contents which were focused on, and to the active involvement of the students at different stages of the study. We can affirm that the completed study certainly represents significant contributions to an approach in the teaching-learning of functional thought / Neste estudo analisamos o desenvolvimento de uma experi?ncia de ensino, envolvendo alunos da licenciatura em matem?tica da UFRN, que tomou como base a hist?ria da matem?tica e as investiga??es matem?ticas com vistas a contribuir para a melhoria do ensino-aprendizagem da matem?tica. Foram planejadas e aplicadas tarefas de investiga??o hist?rica em sala de aula enfocando o pensamento funcional. Descrevemos e avaliamos os resultados obtidos durante a experi?ncia, ? luz de autores que sustentam o pressuposto da investiga??o e da hist?ria como alternativa
para a aprendizagem da matem?tica. Destacamos que o material de an?lise constituiu-se de di?rio de campo, grava??es em ?udio, question?rios com depoimento dos alunos envolvidos, bem como da avalia??o do professor da disciplina. Em rela??o ao conte?do matem?tico, o estudo se limitou ao conceito de fun??o, formas de representa??o e nota??o. Ficou evidenciado que os alunos avan?aram bastante no que se refere ? formaliza??o necess?ria dos conte?dos matem?ticos focalizados, como tamb?m, ao envolvimento ativo dos alunos nas diferentes etapas do estudo. Podemos afirmar que o estudo desenvolvido certamente
representa contribui??es para uma abordagem significativa no ensino-aprendizagem do pensamento funcional
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/16042 |
| Date | 26 February 2008 |
| Creators | Rocha, S?nia Maria Cavalcanti da |
| Contributors | CPF:12432962249, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4704236U8, Mafra, Jos? Ricardo e Souza, CPF:44287054253, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4736119A6, Faria, Paulo Cezar de, CPF:00958411808, http://lattes.cnpq.br/3630521378837174, Mendes, Iran Abreu |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Ensino de Ci?ncias Naturais e Matem?tica, UFRN, BR, Ensino de Ci?ncias Naturais e Matem?tica |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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