A utilização de fontes históricas em sala de aula no ensino dos números reais

Abstract

This dissertation presents the results of a research that had as main objective to understand the impact that the reading of Historical Sources generated in the students on the concept of real number, in a remote classroom. The historical-hermeneutic approach was used, which has as its main characteristic the detailed interpretation of the historical source used. The research was carried out in a private school in the city of Campina Grande, Paraíba, with 53 students from the first year of high school divided into two groups: a control group and an experiment group. The first class was taught the content of real numbers using a conventional approach and the experimental class was taught the same content using Historical Sources through the hermeneutic approach. We sought to use quantitative and qualitative analyzes through Content Analysis and hypothesis tests. We investigated the students' reaction when using the Historical Sources and whether these students were able to understand essential elements of the Historical Sources. In addition, we sought to investigate the concept of real numbers developed in the two classes after the intervention. We conclude that the use of Historical Sources in the teaching of real numbers had an impact, compared to the control class, on the students' conception of mathematics and the development of the concept of real numbers as numbers that form an ordered and complete field. Also, the statistical tests show that the experiment group has a significant performance compared to the control group and that the latter did not obtain, in the applied tests, significant performance