A história da matemática como estímulo ao ensino-aprendizagem
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2016-12-07
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Universidade Federal de Goiás
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Mathematics accompanies man since the beginning times and it is present in most everyday activities. It’s considered a difficult discipline to understand, many people get away, instead of seeking for ways to allow the interest for its study. Usually the mathematics teacher comes across students who have difficulty to assimilate mathematical content, as those who have an aversion to discipline. Therefore, the teacher must look for ways to motivate his students and the history of mathematics is considered by experts as an effective source to arouse such interest. In this sense, this work aims to demonstrate how the use of history of mathematics can help the teacher to stimulate the student's appreciation for this study. This is a literature review whose main method was a literature research with the National Curriculum Parameters of high school and elementary school, to specialized books on the subject, and the articles, dissertations and theses published on the internet. Amid numerous mathematical contents taught in secondary and fundamental education, this study highlighted nine of them, considering them more present in the daily lives of those who study or not study mathematics. The contents were: basic concepts, count, number, algebra, basic operations, sets, fractions, geometry and functions. The study concluded that when using the history of mathematics as a teaching resource, the teacher wakes up students’ interest and curiosity, becomes classes more dynamic and engaging, and these possible discoveries, besides historic rescue, the importance of each mathematical content as a facilitator of everyday life. However, it is necessary that the teacher seek knowledge for this, and this work has also the objective of providing support for those who seek this information.
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COSTA, Cleomar Luiz da. A história da matemática como estímulo ao ensino-aprendizagem. 2016. 49 f. Dissertação (Mestrado Profissional em Matemática em Rede Nacional) - Universidade Federal de Goiás, Goiânia, 2016.