O numero e sua historia cultural : fundamento necessario na formação do professor

AUTOR(ES)
DATA DE PUBLICAÇÃO

1993

RESUMO

Observations of our life as student: , were compared with the current data of admission, drop-out, repetition and permanency of the Brazilian child in school and were enriched by the analysis of recent studies which valorize school knowledge as a tool for survival in society and as a starting point for knowledge and critical participation. The data suggests the need to rethink the teaching of Mathematics in school with the purpose of meeting the expectations of a democratic society. We recognize, however, deficiencies in the teacher preparation for Mathematics, where knowledge is seen as something passive and intellectualized. The lack in education of human resources prepared to rethink the teaching of Mathematics and to participate actively in the discussion of school community problems associated with the precarious economic situation drives the students away. As an aggravating circumstance of the diagnosed situation, the analysis of Mathematics text-books which have been available to teachers portrays, at times, characteristics of the pedagogical worries, at other times timid incursions in the search for adequate teaching in the concrete conditions of our society. The authors of these books undergo influences from laws and decrees, as well as pressures from the dominant lobby which, with rare exceptions, is concerned, mainly with serving the economic interests of the country s publishing industries. Anyway, Mathematics is still shown as a ready and finished knowledge, with incontestable truths, that are insensitive to social influences; its progress is meaningless in improving the quality of life and, except in rare occasions, these books transmit an idea of Mathematics as an area of study with no history, without giving value to the gradual evolution of the mathematical contents. The understanding achieved in this subjective and objective introspection in the teacher s reality and in his supporting material leads us to establish the historical cultural emphasis for the analysis of the evolution of the arithmetic concepts, in particular the concept of number, its representation and the enlargement of the numerical fields which were selected as the center of interest in the research. The idea is to fill a lack in teacher preparation. We understand that the research on number and its cultural history may contribute for a more adequate comprehension of what Mathematics is, correcting misconceptions and even contributing for a better perception of its role in the primary and secondary curriculum. This study of the number genesis and the enlargement of the numerical fields gives an intrinsic meaning to the study of the mastering of counting and measuring by the future teacher. Thus, it motivates the study of these two great issues during the preparation course. Out of this historical-cultural study arise the changes in the meanings of number, the procedures used in the representation of quantities - relative to discreet and continuous quantities - and in arithmetic calculation methods over the years. In this study various ways to overcome obstacles and to get results subtly present a natural logic of construction of mathematical knowledge which is not the formal logic, usually required for the validation of mathematical results and which allows us to respect this natural logic when applied in elementary teaching. Continuing this study of arithmetical knowledge, in particular the Hindu Arabic numeration and the evolution of number concept, we identify strong cultural influences and classify them into various "develop mentalist forces". In the study we stress the role of man - his curiosity and creative spirit - when he extends knowledge beyond the borders of the immediate. The cultural forces evolved in the development of arithmetic are not valued by the text-books in teacher preparation courses, implying many times an erroneous view of Mathematics as an area of knowledge disconnected from the socio-cultural contexto We have stressed, in this work the question of teacher formation, and we suggested a curriculum centered on the historical development of the number and its representation. Because of this, the curriculum should open itself to other issues. We give priority in teacher preparation courses to activities which allow intellectual and professional autonomy and the practice of citizenship of teachers giving the preparation course, and the future teachers of Mathematics. This work does not intend to answer all doubts; rather it intends to provoke questions and to stimulate further studies and mainly, to instigate reflections on teacher formation itself

ASSUNTO(S)

numero - historia numero - conceito matematica - estudo e ensino

ACESSO AO ARTIGO

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