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The methodological application of Bháskara's formula


Eguinaldo Rosa Barbosa
Érico José da Silva Nascimento
Phelipe de Souza Vieira

Resume

The present article seeks to reflect on the methodological application used in teaching the Bháskara Formula in the 9th grade elementary school math classes, as well as highlighting aspects that enable its applicability. For such accomplishment, a brief bibliographical revision was made in which were used as source of data works of the national literature in Education as Pedagogy of Autonomy, of Paulo Freire and in Mathematical Education, being these, academic works of conclusion of course that deal with of the teacher's posture and methodology.

Research has been conducted into scholarly works on it, with regard to the true story of who actually authored the creation. Thus, a qualitative research method was used, focusing on data analysis. The means used for data analysis was: bibliographic research.

Keywords: Applicability. Bhaskara. Methodology.

Introduction

The teaching of mathematics is quite complex, as its learning depends on a wide variety of factors. Specifically about learning (or initiating it) the 2nd degree equation in a 9th grade class, the most common question for students would be, "What is it for?" Or "Where will I apply it?"

Given these questions, the question arose about the applicability of Bháskara's formula in solving the 2nd degree equation, and how has been the development of the classes so that such a study appears in a contextualized and meaningful way.

The first chapter of this article aims to draw a brief history about the life of Bháskara Akaria and his contributions in the construction and development of mathematical thinking.
In a second moment, it was aimed at addressing factors that interconnect mathematics, more specifically problem solving using Bháskara's formula to build the citizenship of learners, since learning when meaningful becomes more pleasurable and makes the learner appropriate such knowledge consistently.

In his book Pedagogy of Autonomy, Freire (2014) states: “It was never possible for me to separate in two moments the teaching of the contents of the ethical formation of the students..”From this perspective, it is noted the importance of the contents explored in the classroom being linked to its practical application, since when properly studied assimilation becomes effective and pleasant.

1. A Brief Perspective on the Life and Work of Bháskara Akaria

1.1 Bháskara Akaria

Bháskara Akaria was born in 1114 was born in the city of Vijayapura, India. He was strongly influenced by his astronomer father who taught him the basic principles of astronomy.
In addition to astronomy, Bhaskara has developed other occupations as a mathematical astrologer, and teacher.

It has become known to create the mathematical formula applied in solving the equation of the second degree, although there is controversy about that fact. He was director of the Ujjain Astronomical Observatory, a highly regarded mathematics school. An expert in algebra studies, Bháskara has deepened his research on equations and number systems.

Bhaskara worked with the square root question in equations, knowing that there were two roots in solving the quadratic equation, but there are no solid records that Bhaskara's known formula is really his. This is because equations until the sixteenth century had letters, which was used after that century by the French mathematician François Viète.

Bhaskara died in Ujjain, India, in the year 1185. In 1207, an institution to study his works was created.