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| Autor/inn/en | Alves, Francisco Regis Vieira; Dias, Marlene Alves |
|---|---|
| Titel | An Historical Investigation about the Dedekind's Cuts: Some Implications for the Teaching of Mathematics in Brazil |
| Quelle | In: Acta Didactica Napocensia, 11 (2018) 3-4, S.13-34 (22 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2065-1430 |
| Schlagwörter | Foreign Countries; Mathematics Instruction; Epistemology; Teacher Education; Mathematics Teachers; Educational History; Mathematical Concepts; Teaching Methods; Intuition; Heuristics; Brazil |
| Abstract | In the training of mathematics teachers in Brazil we can not disregard the historical and epistemological component aiming the transmission of mathematics through a real understanding of the nature of classic concepts and foundamental definitions to Mathematics, whether in the school context or in the academic context. In this sense, the present work addresses a discussion about the introduction and formulation of Dedekind's cut. Such terminology became popular from the work and pioneering research developed by Richard Dedekind (1831 - 1916), although in the set of his contemporaries, as in the case of A. L. Cauchy (1789 - 1857), the proposition of the construction of the real numbers through other notions and others mathematical methods became known. Thus, a historical and epistemological way for the definition of cut is observed and considered. However, Dedekind did not formally answered mainly some of the questions about this notion. The understanding of this epistemological and mathematical process, on the part of the teacher, in which the mathematical intuition and heuristics has an essencial place and requires more attention. (As Provided). |
| Anmerkungen | Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail: submit_adn@yahoo.com; Web site: http://adn.teaching.ro |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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