1000 resultados para História da Matemática
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This work has the main purpose of conducting a survey of educational products present in dissertations and doctoral theses focused on the use of history in mathematics teaching and Didactics of mathematics with a French foundation produced in graduate programs in the strict sense of the Brazil between 1990 and 2010, the areas of Education, Mathematics Education, school of Natural Sciences and Mathematics and related areas, according to the research proposal of Mendes (2010). Our interest was to select the products that present concrete proposals for educational activities that can be used in the classroom of Basic Education and Training of Teachers of Mathematics. The research was implemented through a bibliographic study documents the Bank of dissertations and theses from CAPES, libraries and archives of some Postgraduate programs in the country who focus their studies on the subject object of this research, besides the Brazilian Digital Library Theses and Dissertations (BDBTD). From this survey we selected works that present educational products materialized in blocks of activities based on the use of teaching history of mathematics to the classroom as well as the sequence of activities based on the Teaching of Mathematics. In possession of material, produce a CD-ROM containing the selected activities, in order to help support the work of teachers regarding the use of these activities, as a supplementary material to textbooks in their math classes
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Ps-graduao em Educao Matemática - IGCE
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Coordenao de Aperfeioamento de Pessoal de Nvel Superior (CAPES)
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Ps-graduao em Educao Matemática - IGCE
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Ps-graduao em Educao Matemática - IGCE
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Entre as diversas iniciativas que procuram aproximar a História da Matemática do ensino da Matemática, o uso de fontes primrias tem sido muito promissor. Seguindo de perto esta tendncia, propomos abaixo trs atividades baseadas em excertos retirados de uma obra publicada no sculo XVI
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Conselho Nacional de Desenvolvimento Cientfico e Tecnolgico (CNPq)
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Lettres une Princesse d'Allemagne sur divers sujets de physique et de philosophie (Letters to a Princess of Germany on various topics of physics and philosophy) is the work taken as an object of study of this thesis. It is a literary success written in the eighteenth century by the Swiss mathematician and physicist Leonhard Paul Euler (1707-1783) in order to meet a request from the Prussian king, Frederick II, the Great (1712-1786) to accept to guide the intellectual education of his niece, the young princess Anhalt-Dessau (1745-1808). The method of teaching and learning through letters elected to the education of the German monarch resulted in a collection of 234 matches in which Euler theory is about music, Philosophy, Mechanics, Optics, Astronomy, Theology and Ethics among others. The research seeks to point out mathematical content contained in this reference work based on the exploitation and adaptation of original historical works as an articulator of development activities for teaching mathematics in basic education and in accordance with the National Curriculum Parameters of Mathematics (NCP) work. The general objective point out the limits and didactic potential of Lettres une Princesse d'Allemagne sur divers sujets de physique et de philosophie as a source of support for teachers of basic education in developing activities for teaching mathematics. The discussions raised point to concrete possibilities of entanglement between the extracted mathematical content of the bulge of the work with current teaching methodologies from resizing the use of letters according to Freire's pedagogical perspective of the correspondence, and especially the use of new communication channels in the century XXI, both aimed at dialogue and approximation between those who write and those who read.
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Este artigo apresenta algumas personalidades da História da Matemática consideradas como "pais" em diversos ramos da Matemáticas, como por exemplo, Tales, considerado o pai da geometria descritiva, Diofanto, o pai da lgebra, etc..
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Este artigo relata um pouco sobre a vida de Johann Carl Friedrich Gauss, considerado o prncipe da Matemática devido ao seu contributo em diversos ramos da Matemática e aplicaes.
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Neste artigo apresentamos uma breve biografia de Maria Gaetana Agnesi, uma matemática italiana nascida no sculo XVIII, que se dedicou aos desfavorecidos e doentes e que se destacou na rea do clculo diferencial e integral.
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A integrao da História da Matemática no ensino da Matemática defendida h muito tempo e em vrios pases. Embora a discusso sobre os prs e contras dessa integrao seja de longa data, a tendncia nos ltimos anos tem sido a procura de uma base terica e de uma metodologia que alicercem essa integrao. Uma das formas apontadas na literatura para a integrar na sala de aula atravs de problemas histricos, tendo sido esta tambm a forma adoptada neste estudo. Esta investigao tem como objectivo caracterizar a aprendizagem da Matemática quando mediada por problemas histricos. Para tal, foram formuladas as seguintes questes: (1) Que aspectos do ambiente de aprendizagem ajudam na aprendizagem da Matemática quando so usados problemas histricos? (2) De que forma os problemas histricos actuam como artefactos mediadores da aprendizagem da Matemática? (3) Como que o uso dos problemas histricos na sala de aula contribui para promover a aprendizagem da Matemática? (4) Quais as contradies ocorridas quando so utilizados problemas histricos nas aulas de Matemática? Nesta investigao, de natureza qualitativa, foi adoptado o paradigma interpretativo e os dados foram recolhidos atravs de uma observao participante completa. Atendendo aos objectivos do estudo, e tomando o sistema de actividade da sala de aula como a unidade de anlise, foram recolhidos dados, em algumas aulas de Matemática e de Estudo Acompanhado de Matemática de uma turma do 8 ano, entre Setembro de 2006 e Maio de 2007. Os dados foram analisados luz da Teoria da Actividade, na perspectiva de Engestrm (1987), tendo sido seguido o esquema metodolgico proposto por Mwanza (2002). Os resultados deste estudo mostram que os problemas histricos, quando usados como um artefacto mediador, num ambiente de aprendizagem devidamente apoiado pela orientao e questionamento da professora, ajudam os alunos a compreender os contedos leccionados, alm de desempenharem um importante papel de motivao.
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The aim of the present study is to investigate the way through which the relations between Mathematics and Religion emerge in the work of Blaise Pascal. This research is justified by the need to deepen these relations, so far little explored if compared to intersection points between Mathematics and other fields of knowledge. The choice for Pascal is given by the fact that he was one of the mathematicians who elaborated best one reflection in the religious field thus provoking contradictory reactions. As a methodology, it is a bibliographical and documental research with analytical-comparative reading of referential texts, among them the Oeuvres compltes de Pascal (1954), Le fonds pascalien Clermont-Ferrand (2001), Mathematics in a postmodern age: a cristian perspective by Howell & Bradley (2001), Mathematics and the divine: a historical study by Koetsier & Bergmans (2005), the Anais dos Seminrios Nacionais de História da Matemática and the Revista Brasileira de História da Matemática. The research involving Pascal's life as a mathematician and his religious experience was made. A wider background in which the subject matter emerges was also researched. Seven categories connected to the relation between mathematics and religion were identified from the reading of texts written by mathematicians and historians of mathematics. As a conclusion, the presence of four of these seven categories was verified in Pascal's work
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This study focuses on the central Brazilian historiography of science, focusing specifically on the life and work of a contemporaneous mathematician-physicist, and becomes part of the set of research results that investigate, organize and describe personal, intellectual and professional itineraries of Brazilian scientists and educators. The theme chosen for the study ran from seminars on Mathematics in Par and is up to organize and describe the life history, education, professional experience and scientific production of William Mauricio Souza Marcos de La Penha (Guilherme de La Penha), considering their academic, professional and intellectual life history, so that their academic and intellectual production be spread over the Brazilian scientific and academic community. We adopted the historical research as theoretical and methodological base for the development of this study, rising arguments about the profile of Guilherme de La Penha to characterize him as a multiskill intellectual and to reveal that his thoughts about science, technology, training scientists and educators were in accordance with their writings and their professional practice in order to build a first story about the life and work of William de La Penha. In this sense, we took the theoretical aspects related to historical research, biographies, intellectual itineraries, files and inventories as sources and historical construction vehicles in order to point out the essential elements to form a profile of the transdisciplinary intellectual historians, ie a profile scientist who carries out the research, management and administration, as well as a committed educator to the on-going training and forming process. The results pointed in different directions, among which we highlight the creation of Seo Guilherme de La Penha at Universidade da Amazonia, producing several articles about the life and work of William de La Penha presented at national and international conferences and the proposal for documentary displays which could contribute to understanding the implementation of a scientific area in Par State, an area that would not only be restricted to the production of knowledge, but more than that, it would include the spreading, which provides various means, primarily through education. Thus it was possible to ensure that La Penha has an intellectual profile that can be considered a multi-and transdisciplinary intellectual who defends the possibility of forming a scientist one and multiple, non-linear attitudes and dialogues with all other areas in order to be understood under a model scientist for the twenty-first century based on the model clearly inspired by the scientist authors with which he identified throughout their training and professional activities, like the three that stood out in their relationship science: Archimedes, Leonhard Euler and Cliford Ambrose Truesdell
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This study reflects on some procedural aspects about the development of mathematics learning from the experience with investigative activities concerning the resolution of second degree equation, which was tested a proposal for education, supported the use of texts in history of mathematics. The survey was conducted in two stages, taking the first-served basis for the second, which was carried out with a study group remainder of the first experiment. The intention was to investigate how the group participant, known as the study group, involved in the implementation of activities of research in mathematics, supported the use of the history of mathematics. Based on the results achieved during the study, it was possible to understand that the activities of research enable the development of students, range of learning mathematics and the development of skills and expertise for research as a vehicle for construction of their mathematical knowledge. This approach proposed research into the classroom is important, both for prospective teachers of mathematics and for students from elementary school, bringing a new phase for mathematical education that will come to schools
