A interpretação geométrica dos números imaginários segundo Jean Robert Argand

• Ano de defesa: 2012
• Autor(a) principal: Abido, Alexandre Silva
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Matemática; História da matemática; Ensino de matemática; Números imaginários; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Mathematic; History of mathematics; Mathematic teaching; Imaginary numbers
• Link de acesso: http://ri.ufmt.br/handle/1/2523

This doctoral research is a historical-bibliographical study of cognition and epistemology of mathematics, focusing on the geometric interpretation of imaginary numbers, especially Jean Robert Argand (17681822), published in his book Essai sur une manière of representer les quantites imaginaires dans readest géométriques constructions (first edition, 1806, and second edition, 1874) which culminated in the first rigorous proof of the Fundamental Theorem of Algebra important. We chose this theme as a model of motivation to prove the thesis that the difficulties of teaching mathematics, despite sharing the difficulties common to all areas, reside in character and theoretical knowledge of mathematics, i.e., in the absence of an adequate epistemology and metacognition. Accordingly, we seek to focus on the notion of theoretical concept and want to offer a vision for addressing problems of semiotic relationship between the concrete and the abstract, between the particular and the general.