A história da matemática como metodologia de ensino da matemática perspectivas epistemológicas e evolução de conceitos / The history of mathematics a method of teaching of mathematics epistemological perspective and evolution of concepts

AUTOR(ES)
DATA DE PUBLICAÇÃO

2005

RESUMO

We are frequently censured of a population without memory, not for we have not passed, that would be absurd and our homeland is responsible for several cultural constructions and you conquer scientific-technological. The problem resides in the negligence character that most of the population is habituated when of the conservation of the good values and you know. Being like this, a lot of activities and procedures are treated with neglect by this part of the population. We are not being here just about the population with not very or any access to the education, but of the class intellectualized that trust in the science as something finish and without historical foundation, once they excel for the obtained results and not for the means of construction of these knowledge. It is in this context that we judged he/she/it to justify our assertion epistemological. We possessed the understanding that nothing related to the teaching process should be treated without a formation conceptual paltada in its history. This for we believe that only after a reflection act about the actions practiced in the daily academic, we can notice the due relationships incorporated to the field of the personal, social and cultural conscience. Having incorporated such ideal, we felt the back-up need in the certain of the Mathematical Education, more specifically in if being about the defense of the History of the Mathematics as teaching methodology. For so much we investigated by means of a questionnaire the positions with relationship to the education, to the history and the several teachers of the public net mathematics and peculiar of teaching. The these teachers thoughts went of great importance to mold the forms with that would approach our defense of the history as methodology of teaching of the mathematics. We judged important, still, our explicit way to conceive the reflection by means of the construction of the knowledge, being this treated so much in philosophical stamp as psychological. The construction of the dissertation would not be complete if we didn t discuss the forms of perception of the history in elapsing of the times and our conception of the history as teaching methodology. That we made it, with the hope of we be contributing to the improvement of the mathematics teachers posture in class room and of the conscience that should have memory of the construction of ours you know.

ASSUNTO(S)

cognition; history of the mathematics; evolution of concepts matemática - estudo e ensino outros cognição história da matemática evolção de conceitos

ACESSO AO ARTIGO

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