Compreensões de pesquisas brasileiras sobre a história dos logaritmos no ensino de matemática
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Data
2021-03-04
Autores
Gomes, Heron Miguez Gonzalez
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Universidade Estadual Paulista (Unesp)
Resumo
Em nossa pesquisa, objetivamos explorar os modos pelos quais dissertações de mestrado compreendem a história no ensino de logaritmos na Educação Básica. Trata-se de uma pesquisa qualitativa, cuja concepção envolve critérios claros e rigorosos simultâneos a um distanciamento de preconceitos e categorizações prévias tanto o quanto possível. A abordagem que tomamos é bibliográfica, de natureza exploratória, ou seja, é uma pesquisa inicial, em que buscamos explorar vários aspectos de nossa pergunta. Desenvolvemos duas revisões bibliográficas: uma em torno da história dos logaritmos, em que percorremos desde sua invenção por Napier no século XVII até as proposições de Euler no século XVIII; na outra, discutimos concepções de história e historiografia e seus impactos para a história da matemática e seu envolvimento no ensino de matemática. Por fim, analisamos através de uma hermenêutica fenomenológica 14 trechos de um total de 6 dissertações de mestrado que discutem, de alguma maneira, história no ensino de logaritmos. Identificamos em nossa análise alguns discursos bastante distantes da literatura científica sobre história no ensino de matemática que revisamos, outros mais próximos, mas acima de tudo, lacunas e uma problemática em aberto com espaço razoável para novas pesquisas.
In our research, we aim to explore the ways in which master's theses understand history in teaching logarithms in Basic Education. It is a qualitative research, whose conception involves clear and rigorous criteria simultaneous to a distancing of prejudices and previous categorizations as much as possible. The approach we take is bibliographic, exploratory in nature, that is, it is an initial survey, in which we seek to explore various aspects of our research question. We developed two bibliographic reviews: one around the history of logarithms, in which we went from its invention by Napier in the 17th century to Euler's propositions in the 18th century; in the other, we discuss conceptions of history and historiography and the impacts of this on the history of mathematics and its involvement in the teaching of mathematics. Finally, we analyzed through a phenomenological hermeneutics 14 excerpts from a total of 6 master's dissertations that somehow discuss history in the teaching of logarithms. In our analysis, we identified some discourses quite distant from the scientific literature on history in the teaching of mathematics that we reviewed, others closer, but above all, gaps and an open problem with reasonable space for new research.
In our research, we aim to explore the ways in which master's theses understand history in teaching logarithms in Basic Education. It is a qualitative research, whose conception involves clear and rigorous criteria simultaneous to a distancing of prejudices and previous categorizations as much as possible. The approach we take is bibliographic, exploratory in nature, that is, it is an initial survey, in which we seek to explore various aspects of our research question. We developed two bibliographic reviews: one around the history of logarithms, in which we went from its invention by Napier in the 17th century to Euler's propositions in the 18th century; in the other, we discuss conceptions of history and historiography and the impacts of this on the history of mathematics and its involvement in the teaching of mathematics. Finally, we analyzed through a phenomenological hermeneutics 14 excerpts from a total of 6 master's dissertations that somehow discuss history in the teaching of logarithms. In our analysis, we identified some discourses quite distant from the scientific literature on history in the teaching of mathematics that we reviewed, others closer, but above all, gaps and an open problem with reasonable space for new research.
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Palavras-chave
Logaritmos, História da matemática, História dos logaritmos, Hermenêutica, Educação Matemática, Logarithms, History of mathematics, History of logarithms, Hermeneutics, Mathematical Education, Matemática - Estudo e ensino