Demonstração de fórmulas matemáticas no ensino médio

• Ano de defesa: 2016
• Autor(a) principal: Abril, Roman Hector
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Tecnológica Federal do Paraná; Curitiba; Brasil; Mestrado Profissional em Matemática em Rede Nacional; UTFPR
• Palavras-chave em Português: Matemática - Estudo e ensino; Lógica; Raciocínio; Prática de ensino; Aprendizagem; Matemática; Mathematics - Study and teaching; Logic; Reasoning; Student teaching; Learning; Mathematics; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://repositorio.utfpr.edu.br/jspui/handle/1/1700

The objective of this study is to analyze the validity of working with proofs in the classroom and to present a partial list of proofs of mathematical formulae of the Brazilian secondary/high school curriculum. The adaptation of the proofs into the knowledge and abilities of a secondary school student should also be considered. How the teaching of proofs is treated in official publications in Brazil and other countries is also described. Working with proofs provides a number of benefits to the students, including: the development of logical reasoning, argumentative capacity, analytical skills on a daily basis, as well as motivation and a better understanding of mathematics as a science. The convenience of including the teaching of proofs in Brazilian secondary school curriculum and the need of a balance between the abstraction of proofs and contextualization of the school programmes is discussed. The approach of the proof teaching in the classroom can become a motivating factor or, conversely, a discouraging one. The conclusion is that it would be very useful to create a reference list covering the mathematical expressions of school programmes with their respective proofs that can be understood by secondary school students.