Por que estudar matemática? : uma tentativa de resposta

• Ano de defesa: 2018
• Autor(a) principal: Cintra, Daniel Dunck
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Exatas e da Terra (ICET); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Matemática - PROFMAT
• Palavras-chave em Português: Ensino da matemática; Argumentação; Formação crítica; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Mathematics teaching; Argumentation; Critical formation
• Link de acesso: http://ri.ufmt.br/handle/1/2745

In this work, from a qualitative research and bibliographical review, we look for an answer of the reason to study mathematics. We want to show that this discipline can bring much more benefits than the mere reproduction of algorithms and applications in the daily life, since we believe that it collaborates in any argumentative development of the student, consequently, can transform him into a subject that places himself in the context where he is inserted. As a suggestion, we have brought two examples of practices that we consider to be possible for teachers to do. One, we call argumentative problems and, the other, the realization of small demonstrations, using Euclidean division. Both aim at the development of the student’s argument and collaborate in his formation, transforming him into an argumentative and critical citizen. We conclude that such possibilities can bring some benefits to the development of the student program in the short or medium term, therefore collaborating for its development as a subject that thinks and positions itself in society, is not a mere spectator and reproducer of ideas and ready and formatted answers.