As Equações Diofantinas Lineares e o Professor de Matemática do Ensino Médio

• Ano de defesa: 2007
• Autor(a) principal: Costa, Eduardo Sad da
• Orientador(a): Machado, Silvia Dias Alcântara
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação Matemática
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Teoria Elementar dos Números; equações diofantinas lineares; professores de Matemática do Ensino Médio; educação algébrica; Educacao matematica; Matematica > Estudo e ensino; Teoria dos numeros
• Palavras-chave em Inglês: Elementary number theory; linear Diophantine equations; High school Mathematics teachers; algebra education
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://tede2.pucsp.br/handle/handle/11124

This work involves a qualitative study about whether and how mathematics High-School teachers work with their students the trouble-situations regarding linear Diophantine equations. The study was performed by means of analyzing semi-structured interviews applied on six mathematics teachers from the states of São Paulo and Minas Gerais, teaching at high-school level. The Numbers Elementary Theory has been treated by several researchers on Mathematical Education, as Campbell e Zazkis (2002), Resende (2007), as an adequate subject for the introduction and development of fundamental Mathematical ideas in High- School. However, the results of such investigation show that, although the interviewed teachers affirmed that they did work with problems of discreet mathematics that can be modeled through linear Diophantine equations, none of them seemed to work with their students using the knowledge of these equations properties in order to decide whether they have solution, and what these solutions would be