Caminhos percorridos por uma acadêmica de um curso de licenciatura em Matemática do Tocantins para aprender Cálculo IV

Abstract

This research was constructed and developed around the problem question: What paths should be constructed so that I can learn the objects of knowledge explicit in the syllabus of the Calculus IV subject in the Mathematics degree course - UFT-Arraias-TO? In the search for answers to this question, the principles of qualitative research of a historiographic nature were followed, which uses the method of documentary analysis and oral history to present the final result acquired. The objective of this research was to highlight how the path followed by the academic was constructed to grasp the objects of knowledge explicit in the syllabus of the Calculus IV discipline of a degree course in Mathematics. The situations experienced in the Calculus IV discipline became the motivation for this research and to have an understanding of how to learn Calculus IV, it was necessary to research the teaching of differential and integral calculus, multiple integrals, their origins and their development. There was also a need to conduct interviews with Mathematics teachers who have already taught the Calculus IV subject in the Mathematics degree course since the implementation of the PPC in 2010 until 2022. The search for learning calculus, the search for the best way to learn, beyond that presented by the subject teacher, makes the student learn and when they learn calculus, they also learn how to teach it and what a degree course is like Future teachers need to build this path that is known as knowledge background