Provas matemáticas no ensino : uma questão de lógica

Abstract

This work resulted from a research whose focal object was the teaching of Logic, focused on the exercise of demonstrations in teacher training. It aimed to analyze the contributions of Wittgenstein's conceptual therapy as a support for the teaching of Logic, through a language suitable for the understanding of mathematical proofs. To achieve it, relevant relationships were sought in the Philosophical Schools of Mathematics and in the philosophy of the second Wittgenstein, about the role of language in this context of knowledge. The importance of teaching logic was discussed, specifically, mathematical demonstrations. Therefore, the concepts of Logic were approached in the speeches of a group of teachers and in the Logic books indicated in curricular components of a Licentiate in Mathematics course, at a public university, in the municipality of Imperatriz, state of Maranhão (Brazil). Based on Wittgenstein, Mathematical Philosophy, language and methods of mathematical proof were characterized, to discuss the use of language and a methodology for teaching logic that deals with mathematical proofs. In this way, Bardin's Content Analysis was used, through analysis categories extracted from the theoretical foundation, with the intention of interpreting teachers' testimonies and content of Mathematical Logic books, adopted in the discipline of the same name. The results showed possibilities of relating Wittgenstein's ideas to the contents contained in these books and, thus, glimpsing possibilities of teaching Logic related to language.