Uma abordagem de curvas no Ensino médio

Detalhes bibliográficos
Ano de defesa: 2013
Autor(a) principal: Vasconcelos, Cleverton da Silva
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal de Alagoas
Brasil
Programa de Pós-Graduação em Matemática
UFAL
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: http://www.repositorio.ufal.br/handle/riufal/6658
Resumo: An Approach of Curves in High School shows a screenplay that has as an aim to facilitate the student learning, making him/er to connect the taught content with his/er experience. For this, the chapter 1 approaches Math concepts that are prerequisites to comprehend the curves that will be exposed; the first one - and main concept - is the conception of Cartesian Plan, considering that the analytical part of the curves develops in this plan; then it is presented the distance between two points and the distance between point and straight; after that, the number “e” is given and, finally, the straight circular cone theory. In chapter 2, called Historic Context, as its own name indicates, brings us a synthesis from each related curves origin (the ellipse, the parabola, the hyperbole and the catenary). Chapters 3, 4, 5 and 6 speak of these curves in the previously mentioned order. In them, the forms of the curves are identified in people’s daily routine, for example, the ellipse form was observed in some objects inside important places and in nature; whereas the parabola form, besides being seen in some objects, was also observed in constructions and body launches; yet the hyperbole form, in nature and navigation system; finally, the catenary formin electrical grid and constructions. After that, each one of the chapters mentions how to get the geometrical drawing of the respective curve, in a simple way by using the following means: pencil, ruler, compass, paper, string, cuppingglassand rope. Chapter 6 was an exception. It is about the catenary, which was demonstrated by the “jump-rope” play. However, these last 4 chapters focus on the same subject: they develop the analytical concept of the curves in study by showing their respective definitions, elements, equations and application to fix the exposed theory as well.