História da matemática e teatro nas aulas sobre Teorema de Tales: um script proposto
This study will present the results of an investigation of how the history of mathematics and theater can contribute to the construction of mathematical knowledge of students in the 9th year of elementary school, through the experience, preparation and execution of a play, beyond presentation of...
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| Formato: | Dissertação |
| Idioma: | por |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/19487 |
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| Resumo: | This study will present the results of an investigation of how the history of mathematics
and theater can contribute to the construction of mathematical knowledge of students
in the 9th year of elementary school, through the experience, preparation and
execution of a play, beyond presentation of the script. This brings a historical approach,
defining space and time of events, putting the reader and viewer to do the
route in the biography of Thales of Miletus (624-546 a.C), creating situations that led
to the study and discussion of the content related to the episode possible to measure
the height of the pyramid Khufu and the Theorem of Thales. That said, the pedagogical
proposal implemented in this work was based on theoretical and methodological
assumptions of the History of Mathematics and Theatre, drawing upon authors such
as Mendes (2006), Miguel (1993), Gutierre (2010), Desgrandes (2011), Cabral (2012).
Regarding the methodological procedures used qualitative research because it responds
to particular issues, analyzing and interpreting the data generated in the research
field. As methodological tools we have used participant observation, the questionnaire
given to the students, field diary and dissertativos texts produced by students.
The processing and analysis of data collected through the questionnaires were
organized, classified and quantified in tables and graphs for easy viewing, interpretation,
understanding and analysis of data. Data analysis corroborated our hypothesis
and contributed to improving the use and display of the play as a motivating activity
in mathematics classrooms. Thus, we consider that the script developed, ie the educational
product proposed will bring significant contributions to the teaching of Mathematics
in Primary Education |
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