Regras matemáticas e suas justificativas: breve histórico sobre o ensino de matemática no Brasil e uma reflexão acerca da inclusão de demonstrações na prática docente

• Ano de defesa: 2014
• Autor(a) principal: Evangelista, Antônia Dinamária Gomes
• Orientador(a): Oliveira, Paulo César Cavalcante de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Matemática - Estudo e ensino; Dificuldades de aprendizagem; Práticas pedagógicas
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/9158

This paper presents a reflection on the teaching of mathematics as well as the difficulties related to the subject, throughout the history of our country, had his moments of glory and oblivion. It discuss the function of demonstrations in math classes where authors disagree as to whether or not a teaching tool in elementary education. There has always been a concern of teachers to become more dynamic and easier for students to mathematics. From Colonial Brazil to today the teaching of Mathematics has undergone great changes. In spite of its importance and applicability there were times where the teaching of science (including mathematics) was reserved for university courses. In Colonial Brazil predominated the Jesuit school based on a traditional education with little emphasis on mathematics. In Empire Brazil, was created the Constitution of 1824 and implemented the first cultural and educational institutions in the country, featuring the first educational changes. In Republic Brazil, happened several reforms in the educational system under strong French influences, where, for the first time the Mathematics was highlighted. Consequently, there was the democratization of the school, encouraging children and young people of the popular classes.The 50's was marked as the period of studies and attempts to implement the Modern Mathematics Movement which had the following characteristics: precision in mathematical language; priority in logical and structural aspects; importance in demonstrations; disadvantage to teaching geometry. This movement arose in the attempt to solve the problems arising from traditional education. There are several factors that create/influence the difficulties in teaching of mathematics, such as: poor initial training of teachers; traditional methodology with emphasis on calculation and memorization of formulas; inadequate seeks new teaching resources; decontextualization; own symbolism of mathematics language etc.The reintroduction of balanced doses of demonstrations in the teaching of Mathematics in Brazil is a practice that encourages understanding, helps in the development of mathematical reasoning and deductive logic. The teaching of mathematics requires changes in attitudes, methodologies, but without give up the technical characteristics and operative procedures of the discipline. In this work is still displayed some "ground rules" with its historical context and justifications in order to help the teacher to answer questions of students as "where did that come from? " or "why is that?".