Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Silva, Isabelle Coelho da
 |
| Orientador(a): |
Lima, Gabriel Loureiro de
|
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação Matemática
|
| Departamento: |
Faculdade de Ciências Exatas e Tecnologia
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/41284
|
Resumo: |
Studies that aim to build an interface between history and mathematical education have tended to investigate treatises produced in the Renaissance, which may have recorded aspects that refer to the construction of the current knowledge. One of these works is The Ground of Artes, by Robert Recorde, which is characterized as a practical arithmetic book and, in one of its sections, deals with the teaching of fractions, in which the content is introduced based on questions inserted in a context related mainly to commerce, discussing several examples. With this, we ask ourselves how the practical approach presented in the work The Ground of Artes can encourage a discussion about the relation between number and quantity in the operations with fractions? Thus, in this thesis, our main objective is to understand the relationship between number and quantity when carrying out operations with fractions, which can be established from the work The Ground of Artes. To this end, we carried out qualitative research, using a bibliographic and documentary approach to analyze the treatise and the network of texts in which it is inserted. Furthermore, our fundament is on execution of a historical research to purpose epistemological questions aiming at the construction of interfaces between history and mathematical education, according to updated historiographical writing. From this study, we realize that Recorde operates with quantities in his examples, basing on a practical Renaissance context. Furthermore, we also concluded that the treatise would not be exactly used by a young person who wanted to learn arithmetic and the calculations and rules present in it. In fact, it aims to record knowledge, aiming for a curricular reform that would value practical knowledge. With this, we envision that the discussion presented in this thesis can serve, in the near future, as material to provide this debate on the relationship between number and quantity with teachers who teach mathematics |
