Investigação-histórica-com-tecnologia para a unidade de álgebra e geometria no 8º ano
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Tipo
Artigo
Classficação
Nível teórico
Data
2021
Título do Períodico
Revemat: Revista Eletrônica de Educação Matemática
ISSN
1981-1332
Página(s)/e-location
1–21
Idioma(s)
pt, en
Fonte
Fonte
Florianópolis
16
1
16
1
Resumo
História da Matemática (HM), as Tecnologias Digitais da Informação e Comunicação (TDIC) e Investigação Matemática (IM), dentre outras, são tendências em educação matemática cujas pesquisas tem apontado para argumentos favoráveis de uso no ensino-aprendizagem de matemática. Há ainda a possibilidade de uni-las em prol do ensinoe aprendizagem. Em se tratando do ensino básico, recomenda-se que as propostas sejam apoiadas nos documentos oficiais, dentre eles a Base Nacional Comum Curricular (BNCC) que igualmente recomenda essas tendências e ainda sua conexão. Deste modo, nesse artigo, propomos a aliança entre HM, TDIC via IM mediante a apreciação de parte deum produto educacional, para abordagem das unidades temáticas de Álgebra e Geometriamediante osobjetosde conhecimentosde plano cartesiano e transformações geométricascomo simetria, tratadoscom abordagem histórica de personagens, obras e documentos como Nicole Oresme, La Géométrie de Descartes, o Problema de Pappus, a pintura rupestre do Abrigo de Rock El Buey, observação das esfinges esmaltadas do palácio de Dario em Susa, entre outros. Para isso, nossa pesquisa adota abordagem qualitativa com objetivo exploratório de modo a introduzir constructos que fundamentam a proposta e apresentar exemplo específico que caracteriza a aliança supracitada. Como resultado encontramos objetosde conhecimentoscomunsas unidades temáticas supracitadas podendo ser abordadosnuma investigação-histórica-com-tecnologia mediante produto educacional,concluindo que esta proposta consiste numa alternativa para abordagem matemática na educação básica na direção da conjunção entre HM, TDIC e IM.
The History of Mathematics (HM), Digital Technologies of Information and Communication (TDIC) and Mathematical Investigation (IM), among others, are trends in mathematical education whose research has pointed to favorable arguments for use in the teaching-learning of mathematics. There i salso the possibility of uniting them for the sake of teachingand learning. In the case of basic education, it is recommended that the proposals be supported by oficial documents, among them the National Common Curricular Base (BNCC) which also recommends these trends and also their connection. Thus, in this article, we propose the aliance between HM, TDIC through IM through the appreciation of parto of an education product, to approach the thematic units of Numbers and Probability and Statistics by means of the knowledge objectcartesian knowledge objects and geometric transformations such as symmetry, treated with a historical approach to 2Revista Eletrônica de Educação Matemática -REVEMAT, Florianópolis, v. 16, p. 01-21, jan./dez., 2021. Universidade Federal de Santa Catarina. ISSN 1981-1322. DOI:https://doi.org/10.5007/1981-1322.2021.e72811characters, works and documents such as Nicole Oresme, Descartes ́La Géométrie, the Pappus Problem, the rock painting of the Shelter of Rock El Buey, observation of enameded sphinxes of the palace of Darius in Susa, among others. For this, our research adopts a qualitative approach with an exploratory objective in order to introduce constructs that support the proposal and presente a specific example that caracterizes the aforomentioned aliance. As a result, we find theobjectsof common knowledge, the thematic units mentioned above can be approached in a historical-with-tecnology investigation through an education product, concluding that this proposal is an alternative approach mathematics in basic education towards the conjunction between HM, TDIC and IM.
The History of Mathematics (HM), Digital Technologies of Information and Communication (TDIC) and Mathematical Investigation (IM), among others, are trends in mathematical education whose research has pointed to favorable arguments for use in the teaching-learning of mathematics. There i salso the possibility of uniting them for the sake of teachingand learning. In the case of basic education, it is recommended that the proposals be supported by oficial documents, among them the National Common Curricular Base (BNCC) which also recommends these trends and also their connection. Thus, in this article, we propose the aliance between HM, TDIC through IM through the appreciation of parto of an education product, to approach the thematic units of Numbers and Probability and Statistics by means of the knowledge objectcartesian knowledge objects and geometric transformations such as symmetry, treated with a historical approach to 2Revista Eletrônica de Educação Matemática -REVEMAT, Florianópolis, v. 16, p. 01-21, jan./dez., 2021. Universidade Federal de Santa Catarina. ISSN 1981-1322. DOI:https://doi.org/10.5007/1981-1322.2021.e72811characters, works and documents such as Nicole Oresme, Descartes ́La Géométrie, the Pappus Problem, the rock painting of the Shelter of Rock El Buey, observation of enameded sphinxes of the palace of Darius in Susa, among others. For this, our research adopts a qualitative approach with an exploratory objective in order to introduce constructs that support the proposal and presente a specific example that caracterizes the aforomentioned aliance. As a result, we find theobjectsof common knowledge, the thematic units mentioned above can be approached in a historical-with-tecnology investigation through an education product, concluding that this proposal is an alternative approach mathematics in basic education towards the conjunction between HM, TDIC and IM.
Descrição
Palavras-chave
Investigação-histórica-com-tecnologia, Unidades de álgebras e geometria, Plano cartesiano, Simetria, Historical-research-with-technology, Units of algebras and geometry, Cartesian plane, Symmetry
Citação
SOUSA, Giselle Costa de; SILVA, Alison Luan Ferreira da. Investigação-histórica-com-tecnologia para a unidade de álgebra e geometria no 8º ano. Revemat: Revista Eletrônica de Educação Matemática, Florianópolis, v. 16, n. 1, p. 1–21. 2021. https://doi.org/10.5007/1981-1322.2021.e72811. Disponível em: https://periodicos.ufsc.br/index.php/revemat/article/view/72811/45771. Acesso em: 2023-09-18