Um estudo sobre os critérios de divisibilidade: questionamento sobre a inserção deste como conteúdo a ser abordado no ensino médio

Abstract

The present work has as main objective to study the unusual Divisibility Criteria, to trans pose the scientific knowledge of the content to a school language and to propose, through two curious activities and problems, the insertion of this content in High School. Cognos that the Divisibility Criteria are content in basic education in a simple way and limited to the criteria for 2,3,4,5,6,8,9,10,100 and 1000, only through mathematical investigation, we intend to expand the study environment through the insertion of divisibility criteria by 7, 11, 13, etc. To assist teachers, two activity proposals have been developed that aim to make the insertion of this content in high school in a didactic way. Thus, we start from the problem that we can start the content differently from the traditional one, always with the objective of attracting the students’ attention and stimulating their learning. In this context, the present work is characterized as bibliographic research with exploratory methodology, in which the consultation of materials such as articles, dissertations, books and other sources, are essential. In the course of this work, we sought to understand the historical aspects and how the Divisibility Criteria were losing space in the textbooks of the public school system, to know their limitations and their consequences for the exercise of mathematics in the students’ daily lives. We understand that these actions can be facili tating tools in the process of acquiring mathematical knowledge by students, contributing to the development of logical reasoning, in addition to being possibly more attractive due to the suggested approach. We concluded the work with interesting proposals to start the content, thus being able to serve as a basis for further research and further research.