Uma breve reflexão sobre a lógica proposicional com sugestões didáticas para melhoria da aprendizagem

• Ano de defesa: 2020
• Autor(a) principal: Gonçalves, Uendel Ferreira
• Orientador(a): Santos, Maria Bethânia Sardeiro dos
• Banca de defesa: Santos, Maria Bethânia Sardeiro dos, Sousa, Flávio Raimundo de, Faria, Elisabeth Cristina de
• 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: Raciocínio lógico; Lógica matemática; Lógica proposicional e raciocínio analítico
• Palavras-chave em Inglês: Logical reasoning; Mathematical logic; Propositional logic and analytical reasoning
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/11111

This work aims to show a proposal for the use of Logic with didactic suggestions to better understand the theories of Propositional Logic which I have perfected through experiences as a Teacher of Logical Reasoning in preparatory institutions for Public Competitions. The work also presents some Mathematics content attributed in high school grades (Definitions, Theorems, Equalities, Theories and entrance exam exercises with the appropriate resolutions commented) which are present elements of Propositional Logic. These Mathematics contents are shown with the purpose of thinking about the importance of studying the theories of Propositional Logic, making this knowledge an indispensable tool for better understanding in several fields of Mathematics taught in High School. It is understood that, in the context of the teaching of Mathematics, the logical argument, the analysis and the interpretation of information consist of guiding principles of the theoretical assumptions of this Curricular Component. The incorrect use of a logical structure compromises the use of justifications by the students. Thus, in a dynamic and globalized context, it is necessary to rethink curricula and pedagogical practices. Therefore, there is a tendency to search for strategies and new teaching and learning models that bring social reality closer to practices within the school. Thinking about it, is that this study is justified, with the objective of rethinking the work with Logical Reasoning within the scope of the Mathematical Curricular Component, in High School.