A ruptura entre o ensino de Matemática nos níveis básico e superior e a adoção de uma perspectiva contrária para a sua minimização

• Ano de defesa: 2019
• Autor(a) principal: Tomé, Ricardo
• Orientador(a): Dias, Ivonildes Ribeiro Martins
• Banca de defesa: Dias, Ivonildes Ribeiro Martins, Rodrigues, Eunice Cândida Pereira, Silva, Jhone Caldeira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: PROFMAT - Programa de Pós-graduação em Matemática em Rede Nacional - Sociedade Brasileira de Matemática (IME)
• Departamento: Instituto de Matemática e Estatística - IME (RG)
• País: Brasil
• Palavras-chave em Português: Matemática científica; Ensino de Matemática; Educação básica; OBMEP; Livro didático; Abordagem profunda; Abordagem superficial
• Palavras-chave em Inglês: Scientific math; Mathematics teaching; Basic education; Textbook; Deep approach; Shallow approach
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/10328

As a teacher in Basic Education, for over 12 years, for along time, I tried to justify the contents I taught, from the yours contextualizations. However, I realized that to understand mathematics it would not be enough to contemplate it only by observing its presence in our daily lives, since Mathematics itself as a human creation is far beyond this limitation, since it deals with subjects that are only justified by its usefulness, within Mathematics itself, and that are unquestionably relevant to its own development. Thus we proposed to conduct a discussion that argued for the inclusion of aspects of Scientific Mathematics in the teaching of Mathematics in Basic Education. Therefor we, seek to discuss current education and some of its elements, to show that initiatives are being developed in this sense, specifically, some OBMEP projects, as well as to try to understand past situations in which this same perspective was adopted, even claiming what they called “modernization of Mathematics teaching”.