Perspectiva do estudo da criptografia no ensino da matemática

Abstract

The present work is a research on the use of cryptography as a teaching strategy for the teaching-learning process in the subject of mathematics in themes of algebra and combinatorial analysis, being approached in general in basic education. The research had the following prerogative that guided the course of the study: “How can contextualized teaching through the use of cryptography help in the teaching-learning process on topics related to algebra and combinatorial analysis?”. For the study of these themes it is of utmost importance that the student has basic mathematical notions, for this it is important to contextualize the teaching with the student's reality. To carry out this research, the general objective was to: Investigate contextualized teaching through the use of cryptography, as an auxiliary methodological tool in the teaching-learning process on topics related to algebra and combinatorial analysis. In relation to specific objectives: Relate the context of cryptography to algebraic knowledge and of combinatorial analysis taught in high school, according to BNCC; highlight the contribution of cryptography through its application, which has resulted in major historical milestones; to identify the importance of contextualizing the teaching of algebra and combinatorial analysis involving cryptography, such as César's cipher and barcode system. In order to identify the main theorists who deal with the theme, the work constitutes the theoretical basis: Singh (2001), Suitônio (2002) and Tamarozzi (2001). To achieve the objectives, a bibliographic search was carried out on books, websites, articles and monographs that had the theme of teaching mathematics through cryptography. With the results of the research it was possible to verify the contributions of cryptography to the teaching-learning process in mathematics through contextualized teaching