A criptografia no ensino básico: possibilidades a partir da atividade orientadora de ensino

Abstract

The Final Paper presented below is the process of developing triggering learning situations involving the use of cryptography as a tool to contextualize and enhance the teaching of mathematical concepts. Thus, it aims to develop situations that trigger the learning of mathematical concepts based on the historical and logical movement of cryptography. To achieve the objective, studies were made on cryptography and its historical and logical movement, as well as its possible relations with the process of teaching mathematical concepts. In this work, the Teaching Guide Activity was adopted as a theoretical and methodological basis for the organization of teaching. Five triggering situations of learning were elaborated and analyzed whose mathematical concepts worked were: relative frequency, arithmetic of remaiders and inverse function. It is hoped that this work can contribute to future research in the teaching of mathematics and to the practice of teachers using cryptography to teach mathematical concepts.