Mestrado em Matemática em Rede Nacional - PROFMAT

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Navegando Mestrado em Matemática em Rede Nacional - PROFMAT por Autor "Batista, Állison Pinto"

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    Uma visão geral sobre a análise real no país e uma proposta em sequências didáticas para a disciplina em cursos de licenciatura em Matemática
    (Universidade Federal de Goiás, 2020-08-06) Batista, Állison Pinto; Bergamaschi, Paulo Roberto; http://lattes.cnpq.br/6961717072558004; Bergamaschi, Paulo Roberto; Ribeiro, Márcio Roberto Rocha; Nogueira, Antônio Carlos
    The present approach aims to understand the difficulties and criticisms faced the teaching of Real Analysis in Mathematics Degree courses and to present a proposal aimed at discussing the concepts of Real Analysis with a greater emphasis on the properties of sets and functions addressed in Brazilian Basic Teaching. Based on the bibliographic survey regarding works aimed at discussing the teaching of Real Analysis and the documentary survey of Pedagogical Projects of Mathematics Degree courses offered by Brazilian Federal Institutions of Higher Education, we resort to works and titles aimed at the study of the History of Mathematics to understand possible reasons for the criticisms evidenced in current works. We analyze the proposals for disciplines of Real Analysis of Pedagogical Projects in order to discuss the subjects there covered and the focus given to the disciplines, registering categories based on the wordings there available for this purpose. Based on this information, we observed criticisms of the approach of the Real Analysis disciplines and proposals to improve disciplines' approach in order to promote a meaningful understanding and aligned with the professional purpose of the graduate. We observed how an impression of rigor reached the improvement of research in Mathematics and brought consequences to the discipline conception of Real Analysis discipline in force. From those raised observations, we propose an approach through didactic sequences for some topics studied in Real Analysis, in order to highlight some concepts and issues arising from Basic Education itself, and we hope the proposed approach motivate a change in the conceptions regarding the curricular components of Mathematics teaching courses in the near future.