Ensino de sistemas de numeração baseado em informações históricas : um estudo nos anos iniciais do ensino fundamental

• Ano de defesa: 2017
• Autor(a) principal: Silva, Eliane Siviero da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Educação para a Ciência e a Matemática; UEM; Maringá, PR; Centro de Ciências Exatas
• Palavras-chave em Português: Educação matemática; Ensino fundamental; Matemática; História; Sistema de numeração; História na educação matemática; Anos iniciais; Brasil.; Mathematics education; History in mathematics education; Early years; Numeral systems; Brazil.; Ciências Exatas e da Terra
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4448

This study aimed to investigate the potential of the history of mathematics for the early years of elementary school from a proposal for teaching of numeration systems based on aspects of the history of mathematics. The issue numbering system is an important content for the early years, many authors highlight the use of the history of mathematics as a resource to work with this theme. In this way, an activity was held with students in the fourth grade of elementary school to a public high school located in the municipality of Moreira Sales-Paraná, involving properties of the Mayan numbering systems, Chinese and Arabic-Indic. Through this we seek to identify which implementation pedagogical potential of the history of mathematics described by Miguel and Miorim (2011) in the book " História na Educação Matemática: propostas e desafios" If showed in carrying out that activity were created three categories of potential related analyses of the material worked for the teacher to the student and to the process of teaching and learning of mathematics. Some of the potential identified in the survey were: the story as a source for selection of appropriate teaching methods and sequences to different topics of School Mathematics; the story search as a source of understanding and meanings for the teaching and learning of mathematics in school today; and the story as a source for understanding the nature and distinctive characteristics and the specific mathematical thinking in relation to other kinds of knowledge. It is hoped that with this research, we can contribute with research focused on the area of the history of mathematics primarily focusing in the initial years, and cooperate in the processes of teaching and learning of mathematics in this age group more specifically for the teaching of the numbering system.