Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
RODRIGUES, Michelangelo dos Santos |
| Orientador(a): |
SANTOS, Marcelo Pedro dos |
| Banca de defesa: |
GALVÃO, Eudes Naziazeno,
ARAÚJO, Yane Lísley Ramos,
CLEMENTE, Rodrigo Genuino |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Matemática (PROFMAT)
|
| Departamento: |
Departamento de Matemática
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7890
|
Resumo: |
This paper presents a research proposal about one aspect, among several possible, involving the intrinsic relation of mathematical studies with music, having as support point the following analytical tripod: sound waves, musical scales and trigonometric functions. The objective of this research is to investigate the relevance of the application and the use of tools for the construction of meaning in the teaching-learning of mathematics in the classes of the referred discipline. This study is modeled after an action research, developed based on the making of mathematical workshops held in a 3rd year high school class of a school of the state public network, in the municipality of Panelas-PE. As theoretical references of the research, we use, among others, mainly the postulates of Benson (2006), Kammeler (2000), Wright (2009) and Rousseau and Saint (2015), in order to promote and also revive a discussion about The relation involving the processes and / or thematic mechanisms of interaction mentioned above. Thus, the results of the research served to demonstrate that, through the application of mathematical workshops focused on the conjunction of mathematical procedures verified here, it is possible to bring the student closer to the teachings of mathematics. It was verified, therefore, that with the teacher-mediated contact for mathematical-musical congruence in the classroom, the student can be stimulated to have a better understanding of the interactions between trigonometric functions, sound waves, musical scales and, more specifically, the Fourier Series, thus experiencing and with satisfactory perceptions of practical usufruct, the development of a better mathematical awareness. |
