Mathematical Analysis

It was easy to forget how many fingers had been raised. To separate rocks already allowed to keep the information for more time, but he was not very safe. Frequently Joeb Moore & Partners LLC has said that publicly. It appeared, therefore, the problem to register the amounts. For return of centuries IX and VIII B.C., the mathematics engatinhava in the Babilnia.Os babilnios and the Egyptians already only had an algebra and a geometry, but what he was enough for its practical necessities, and the mathematics, that if found in latent state, starts if to awake. In year 1202, the Italian mathematician Leonardo de Pisa, cognominado problem of the tracing of a tangent to one plain curve any, thus launching, seeds stops what later it would be gone to call, in mathematics, theory of the maximums and minimums. We thus see in century XVII to start to germinate one of the most important branches of the mathematics, known as Mathematical Analysis. Still they appear, at this time, problems of Physics: the study of the movement of a body, already previously studied for Galileu Galilei. THEORETICAL RECITAL The education of the mathematics loads obtains traces of one practical mechanics of its form of being taught.

The objectives are reformulated so that changes occur, mainly in its results. Methodology as the resolution of problems, the mathematical modeling, the use of the games, the introduction of computer science, the use of the history of the mathematics, is options for the improvement. The formation of the professor constantly is investigated, that is, the concern exists, but it seems that we do not get the waited results. In the traditional education of the mathematics that we live deeply, hardly we would have something different of: to make exercises without speaking with the colleague and arguing next to the professor on one determined resolution, that is, we did not have space to argue or to think mathematically. On the number, some actions still are crystallized in the seio of the school, as to repeat the series numerical, and thus, to find verbally that the number already is constructed, or that when grafar the symbols of the numerals, a child already this alfabetizada mathematically. On ' ' ensinar' ' number is intended that the child mentally constructs a structure of the number, so that future can continue to future elaborate knowledge on the amounts. Still, if it intends that in this process of construction the child has conditions to develop an active thought its way, that is, that it can argue and defend its ideas. In this aspect the construction of the number is the main goal, already the counting and the writing can after happen the elaboration of the mental structure on number, does not want to say that we deny the importance of these two aspects of the numerical representation, but believes that they can occur later, therefore the construction of the number will contribute for these activities, in case that this has not occurred, is possible that the repetition and the memorization, is the most likely one, that it is happening.