A matemática em livros didáticos estadunidenses e brasileiros: uma análise sobre o ensino de logaritmos

• Ano de defesa: 2015
• Autor(a) principal: Rosa, Crístiam Wallao
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/26339/001300000nxjb
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação Matemática e Ensino de Física; Centro de Ciências Naturais e Exatas
• Palavras-chave em Português: Logaritmos; Livros didáticos; Educação matemática; História da matemática; Pesquisa bibliográfica; Logarithms; Textbook; Mathematics education; History of mathematics; Bibliographic search; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/21632

The aim of this study is to investigate the similarities and differences regarding the methodological approach found in USA and Brazilian textbooks dealing with logarithms. For this purpose we researched on twenty-two textbooks of Mathematics that addressed such content. At first we carried out a historical overview about logarithms since its invention by Napier in 1614 through his work Mirifici Logarithmorum Canonis Descriptio, also considering the collaboration by other great mathematicians like Bürgi and Briggs. After, we carried on an analysis of textbooks research by means of a bibliographical search, qualitative and descriptive according to Gil (2002), and on a second moment, the principles of Bardin content analysis (2011). As a result of the analysis we concluded that USA books are more well founded and focused on learning, especially from 1980 onward, having a much larger number of examples and exercise, by direct application, settings, properties, or contextualized in some way. However, the Brazilian books are geared toward classical education without many examples, being quite direct.