Números primos e o Teorema Fundamental da Aritmética: uma investigação entre estudantes de licenciatura em Matemática

• Ano de defesa: 2015
• Autor(a) principal: Fonseca, Rubens Vilhena
• Orientador(a): Oliveira, Gerson Pastre de
• 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 Estudos Pós-Graduados em Educação Matemática
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Números primos; Teoria dos Números; Educação Matemática; Formação de professores de Matemática; Teorema Fundamental da Aritmética; Contrato didático
• Palavras-chave em Inglês: Prime numbers; Number theory; Mathematics Education; Mathematics Teachers Education; Fundamental Theorem of Arithmetic
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://tede2.pucsp.br/handle/handle/11036

This work aims to analyze a didactic sequence directly linked to the research question, which sought to provide students an investigative route in order to find solutions to the problems raised, which are in the field of number theory, and are related to prime numbers and Fundamental Theorem of Arithmetic, objects of this research, developed with students of the degree course in mathematics of the Pará State University. There were theoretical studies and a literature review for the formulation of the research question and identification of conceptual tools for analyzing protocols. Six questions were applied to ten students, involving prime numbers and the fundamental theorem of arithmetic. Based primarily on studies that considered the number representations and their transparent or opaque characteristics, in a qualitative study, the answers given by the students were analyzed. Preliminary studies allowed the development of a problematic around the following research question: What knowledge and difficulties about the concepts / properties of prime numbers and the fundamental theorem of arithmetic are evidenced by undergraduate students in Mathematics of the Pará State University when subjected to a didactic sequence that intended to involve them in investigative routes formatted from theoretical assumptions related to numerical representations and their transparent / opaque features? The work is justified by the scarcity of research related to number theory in mathematics education in Brazil. The results revealed the need for mastery of undergraduates with regard to issues related to understanding research themes; specifically, difficulties relating to work with certain numerical representations were highlighted, especially in relation to the concepts of primes and the fundamental theorem of arithmetic