História da matemática, tecnologias digitais e investigação matemática no ensino de unidades temáticas de matemática da BNCC para o 8º ano
This research aims to propose an educational product articulating the History of Mathematics (HM), Digital Information and Communication Technologies (TDIC) and Mathematical Research (IM) to approach the thematic units of Mathematics of the National Common Curricular Base, for the classes of the...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Brasil
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/28515 |
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| Resumo: | This research aims to propose an educational product articulating the History of Mathematics
(HM), Digital Information and Communication Technologies (TDIC) and Mathematical
Research (IM) to approach the thematic units of Mathematics of the National Common
Curricular Base, for the classes of the 8th year of Elementary School. We extract from HM the
significant gain in the quality of the teaching-learning relationship that this tool provides,
highlighting it as a human creation. We articulate with the use of TDIC, because the school
cannot be placed outside of what is happening in our society, in addition to serving as a basis
for opposing the critics who claim that the time spent using the HH in the classroom is too
much. Thus, with TDIC this time is optimized, above all, by articulating the IM that seeks to
bring the spirit of Mathematics into an original research process of the mathematician's activity,
which can be produced by the student in a process of rediscovery, inspired by history, as the
mathematician did in his original development, simulating historical situations / problems that
can be investigated with / in environments / technological resources. We highlight the
qualitative character of our research and divide it into two phases. The first phase is
characterized by the bibliographic survey, about the use of these pedagogical tools and by
conducting a bibliographic research on HH topics in order to produce adequate literature to be
used in our product. In this search in line with the thematic units of the BNCC we come to the
following themes: problem of Dirichlet's drawers (1805 - 1859) that articulates the Numbers
unit (unit 1) and the Probability and Statistics unit (unit 5); Geometric transformations in the
Cartesian plane that articulates the Algebra unit (unit 2) and the Geometry unit (unit 3); Finally,
the square of the circle that covers the unit of Quantities and Measures (unit 4). The second
phase was the preparation and application of an educational product, an activity book, which
was structured in three blocks subdivided according to the aforementioned themes. During the
application of this educational product, we had some learnings, indispensable for any activity
that the teacher wants to develop in the classroom, namely: always have a “b” plan to overcome
unforeseen circumstances; insist on following the schedule; negotiate with students who do not
want to participate in classes. Despite all our efforts to articulate the History of Mathematics,
the Digital Technologies of Information and Communication and the Mathematical
Investigation in what we call historical-research-with-technology, we understand that we were
in the attempt of alliance of this triad, considering that there was more in the aspect of linking
history and technology, the research could be better explored, leaving for a new proposal
unfolding it. |
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