masterThesis
Ornamentos no Islã Medieval: aprendendo conceitos da geometria à luz da teoria da objetivação
Fecha
2020-10-23Registro en:
MARTINS, Emanuel Vieira. Ornamentos no Islã Medieval: aprendendo conceitos da geometria à luz da teoria da objetivação. 2020. 198f. Dissertação (Mestrado Profissional em Ensino de Ciências Naturais e Matemática) - Centro de Ciências Exatas e da Terra, Universidade Federal do Rio Grande do Norte, Natal, 2020.
Autor
Martins, Emanuel Vieira
Resumen
The learning of geometry in basic education in Brazil is of paramount importance. One
of the main characteristics of the field of mathematics is to establish interdisciplinary
relationships with other areas of knowledge. In this context, the present work aims to
show matematics teachers, reflections and possibilities for the development of
pedagogical actions that point to the learning of geometric concepts in basic education.
To this end, our studies delve into the history of medieval Islamic mathematics, in which
we find, in Ozdural (2000), evidence that, in Baghdad, in the 10th century, the Persian
scholar Abu'l-Wafa (940-998) would have participated in collaborative meetings with
artisans to discuss geometric techniques in ornament constructo. This context pointed
to a challenging pedagogical path for the elaboration of an activities notebook
(educational product) for basic education, based on the intertwining of three elements
of study, they are: history of Islamic mathematics, Islamic ornaments and geometry.
Faced with this challenge, we opted for the Theory of Objectivity (TO), elaborated by
Professor Luís Radford, as the learning theory capable of structuring the activities and
guiding didactic actions The application of the notebook, in its entirety, did not occur
due to the reality of the new coronavirus pandemic, however, we chose to analyze a
pilot test that occurred on November 8, 2019, when we offered a workshop in the UFRN
math week, for teachers and undergraduate students in math. In this workshop, we
use filmings, a field diary and participatory remarks to record and subsequently analyze
the participants' manifestations. Finally, as a result, we have that our work, in general,
contributes presenting a pedagogical proposal of geometry, which highlights ways to
launch a more human look at mathematics, based on a teaching approach that values
the insertion of contextual elements, such as: aesthetic, historical and artistic, who
seek to achieve an integral learning, both in the fiel of knowled and in that of become.