Banca de QUALIFICAÇÃO: FABIANY LAIS GOMES DE PONTES

ANALYSIS OF MEANINGS PRODUCED IN A DIDACTIC SEQUENCE ON LOGARITHMS USING THE MODEL OF SEMANTIC FIELDS (MCS)

History of Mathematics Education; Teaching Logarithms; Conceptions of logarithms; Teacher training; Theoretical Model of Semantic Fields.

This text is the result of a research for the conclusion of the professional master's degree of the Graduate Program in Teaching Natural Sciences and Mathematics (PPGCEMN) of the Federal University of Rio Grande do Norte (UFRN) and deals with the development and application of a sequence of activities about logarithms, taking into account the history of teaching this content before Brazilian Education, in order to answer the following question that guides this research: what meanings can be produced from a didactic sequence involving the history of the teaching logarithms in Brazil? We seek to answer this from the analysis of the meanings produced by students inserted in the context of teacher education, when placed to explore old materials, such as textbooks. In this perspective, we elaborated three Directed Studies to be solved by students from two Mathematics Licentiate classes also at UFRN, enrolled in the History of Mathematics Education subject, in which the objective was to make a comparison between the concepts used to define logarithms, since their insertion in the curriculum of Mathematics in this country. These activities were proposed according to the ideas of Miorim and Miguel (2002) on the Teaching of Logarithms in Brazil and the purpose of this is to analyze the records and speeches of those involved with the support of the Theoretical Model of Semantic Fields, proposed by Rômulo Campos Lins (1999).