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(Reference retrieved automatically from SciELO through information on FAPESP grant and its corresponding number as mentioned in the publication by the authors.)

Number theory in training of Mathematics teachers: (mis)understandings about primality and fundamental theorem of Arithmetic

Full text
Author(s):
Gerson Pastre Oliveira [1] ; Rubens Vilhena Fonseca [2]
Total Authors: 2
Affiliation:
[1] Pontifícia Universidade Católica de São Paulo - Brasil
[2] Universidade do Estado do Pará - Brasil
Total Affiliations: 2
Document type: Journal article
Source: Ciência e Educação; v. 23, n. 4, p. 881-898, 2017-12-00.
Abstract

Abstract: This article discusses the ways in which a group of undergraduates in Mathematics understand concepts related to number theory, including "prime numbers" and "fundamental theorem of arithmetic". Through a qualitative approach, the answers for two questions were collected from ten subjects, which were analyzed in the light of the concept of transparency/opacity of numerical representations, in order to verify whether there was consistency between the concepts set out in one answer in comparison to the problem that should be solved in the other. The text highlights strategies used by research participants related to issues involving the primality of natural numbers, and the importance of formal knowledge of number theory by the mathematics teachers in training. In addition, there were elements that allowed us to conclude that the appeal to intuition, though not always correct, and too prescriptive often occurred, both in the context researched and in the works used as theoretical references. (AU)

FAPESP's process: 13/23228-7 - Mathematics teaching and learning processes in technological environments PEA-MAT/DIMAT
Grantee:Saddo Ag Almouloud
Support Opportunities: Regular Research Grants