Myths and truths about the golden ratio: contributions of the use of historical information in the training of teachers
This paper aims to identify how historical information can contribute to teacher education regarding to the Golden Ratio content. Therefore, in the theoretical framework, the relevance of the teacher's investigative stance and the contributions that the use of the History of Mathematics provide...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Spanish |
| Published: |
Universidade Federal do Pará
2020-12-01
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| Series: | Amazônia |
| Subjects: | |
| Online Access: | https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/7626 |
| _version_ | 1818822272032440320 |
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| author | Ana Caroline Frigéri Barboza Érica Gambarotto Jardim Bergamim Lucieli M. Trivizoli |
| author_facet | Ana Caroline Frigéri Barboza Érica Gambarotto Jardim Bergamim Lucieli M. Trivizoli |
| author_sort | Ana Caroline Frigéri Barboza |
| collection | DOAJ |
| description | This paper aims to identify how historical information can contribute to teacher education regarding to the Golden Ratio content. Therefore, in the theoretical framework, the relevance of the teacher's investigative stance and the contributions that the use of the History of Mathematics provides for the training of this professional are discussed, as well as about some aspects of the Golden Ratio. For this purpose, an implementation was carried out that involved the use of the History of Mathematics, in order to work on the Golden Ratio content with 4th year students of the Mathematics Degree course at a public educational institution. In this paper, the focus was directed to the study of myths and truths concerning the Golden Ratio during the planning of the implementation, as well as to the discussions of the students later. The research is qualitative in nature, based on participant observation for data collection and mixed categorization, for analysis of what had been constituted. We concluded that the use of historical information about the Golden Ratio content led to critical manifestations, so that the research teachers and students in initial training had the opportunity to deconstruct certain beliefs impregnated and disseminated in history. |
| first_indexed | 2024-12-18T23:21:26Z |
| format | Article |
| id | doaj.art-f5f0978a5fd84de598f21c27c4a19b99 |
| institution | Directory Open Access Journal |
| issn | 1980-5128 2317-5125 |
| language | Spanish |
| last_indexed | 2024-12-18T23:21:26Z |
| publishDate | 2020-12-01 |
| publisher | Universidade Federal do Pará |
| record_format | Article |
| series | Amazônia |
| spelling | doaj.art-f5f0978a5fd84de598f21c27c4a19b992022-12-21T20:47:58ZspaUniversidade Federal do ParáAmazônia1980-51282317-51252020-12-01163722424010.18542/amazrecm.v16i37.76264756Myths and truths about the golden ratio: contributions of the use of historical information in the training of teachersAna Caroline Frigéri Barboza0Érica Gambarotto Jardim Bergamim1Lucieli M. Trivizoli2Universidade Estadual de MaringáUniversidade Estadual de MaringáUniversidade Estadual de MaringáThis paper aims to identify how historical information can contribute to teacher education regarding to the Golden Ratio content. Therefore, in the theoretical framework, the relevance of the teacher's investigative stance and the contributions that the use of the History of Mathematics provides for the training of this professional are discussed, as well as about some aspects of the Golden Ratio. For this purpose, an implementation was carried out that involved the use of the History of Mathematics, in order to work on the Golden Ratio content with 4th year students of the Mathematics Degree course at a public educational institution. In this paper, the focus was directed to the study of myths and truths concerning the Golden Ratio during the planning of the implementation, as well as to the discussions of the students later. The research is qualitative in nature, based on participant observation for data collection and mixed categorization, for analysis of what had been constituted. We concluded that the use of historical information about the Golden Ratio content led to critical manifestations, so that the research teachers and students in initial training had the opportunity to deconstruct certain beliefs impregnated and disseminated in history.https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/7626história na educação matemáticaformação docenterazão áureamitos e verdades |
| spellingShingle | Ana Caroline Frigéri Barboza Érica Gambarotto Jardim Bergamim Lucieli M. Trivizoli Myths and truths about the golden ratio: contributions of the use of historical information in the training of teachers Amazônia história na educação matemática formação docente razão áurea mitos e verdades |
| title | Myths and truths about the golden ratio: contributions of the use of historical information in the training of teachers |
| title_full | Myths and truths about the golden ratio: contributions of the use of historical information in the training of teachers |
| title_fullStr | Myths and truths about the golden ratio: contributions of the use of historical information in the training of teachers |
| title_full_unstemmed | Myths and truths about the golden ratio: contributions of the use of historical information in the training of teachers |
| title_short | Myths and truths about the golden ratio: contributions of the use of historical information in the training of teachers |
| title_sort | myths and truths about the golden ratio contributions of the use of historical information in the training of teachers |
| topic | história na educação matemática formação docente razão áurea mitos e verdades |
| url | https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/7626 |
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