Uma análise dos questionamentos dos alunos nas aulas de números complexos

• Ano de defesa: 2006
• Autor(a) principal: Ferreira, Maria Sueli Fonsêca
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; BR; UFRN; Programa de Pós-Graduação em Ensino de Ciências Naturais e Matemática; Ensino de Ciências Naturais e Matemática
• Palavras-chave em Português: Números complexos; História da Matemática; Ensino-aprendizagem; Porquês cronológicos; Porquês lógicos; Porquês pedagógicos; Complex numbers; History of the mathematics; Teaching/learning; Chronological whys; Logical whys; Pedagogical whys; CNPQ::CIENCIAS EXATAS E DA TERRA
• Link de acesso: https://repositorio.ufrn.br/jspui/handle/123456789/16026

This work presents a contribution for the studies reffering to the use of the History of Mathematics focusing on the improvement of the Teaching and Learning Process. It considers that the History of Matematics, as a way of giving meaning to the discipline and improve the quality of the Teaching and Learning Process. This research focuses on the questions of the students, classified in three categories of whys: the chronological, the logical and the pedagogical ones. Therefore, it is investigated the teaching of the Complex Numbers, from the questions of the students of the Centro Federal de Educação Tecnológica do Rio Grande do Norte (Educational Institution of Professional and Technology Education from Rio Grande do Norte). The work has the following goals: To classify and to analyse the questions of the students about the Complex Numbers in the classes of second grade of the High School, and to collate with the pointed categories used by Jones; To disccus what are the possible guidings that teachers of Mathematics can give to these questions; To present the resources needed to give support to the teacher in all things involving the History of Mathematics. Finally, to present a bibliographic research, trying to reveal supporting material to the teacher, with contents that articulate the Teaching of Mathematics with the History of Mathematics. It was found that the questionings of the pupils reffers more to the pedagogical whys, and the didatic books little contemplate other aspects of the history and little say about the sprouting and the evolution of methods of calculations used by us as well