Navegando por Assunto "Matemática - Estudo e ensino"

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Análise de dados em radioastronomia como ferramenta de ensino-aprendizagem de física e matemática
(2022-06-18) Falcão, Sérgio Francisco; Silva, Antenor Jorge Parnaiba da; http://lattes.cnpq.br/0144039007577270; http://lattes.cnpq.br/5177728129241307
El presente trabajo refleje la inquietud de este y de otros autores cuanto a introducción importante de los conceptos de la astronomía radial en la educación básica. Seguro de su grand potencial educativo y del poco uso de tal concepto, es que surge la idea de um producto educativo que tiene como influencia las ideas construidas durante el curso de Especialización en la enseñanza de la Astronomía y Ciencias Afines de la Universidad Federal Rural de Pernambuco (UFRPE), los aspectos construccionistas de Seymour Papert (1994 y 1986), los enfoques modernos de la Teoría del Aprendizaje Significativo propuesta por David Ausubel (1918-2008), bien como la análisis de datos de radiotelescopios hcha con el lenguaje de programación Python. Según Papert (1986), El uso del ordenador mejora el proceso de aprendizaje del individuo y es en esta perspectiva que pretendemos proponer una mediación para facilitar la enseñanza de Física y Matemáticas en las escuelas primarias. El proyecto se basa en la idea de que el lenguaje de programación Python es extremadamente importante para la Radioastronomía, ya que son con sus algoritmos que la mayoría de los científicos leen e interpretan los datos recopilados por los radiotelescopios. Así, con el objetivo de utilizar las imágenes y gráficos generados por los datos, que nos ayuden a comprender diversos aspectos de los objetos espaciales, este trabajo propone el uso pedagógico de esos elementos para ayudar a los estudiantes a comprender conceptos físicos, como ondas electromagnéticas, relatividad; conceptos matemáticos como estadísticas, matrices, análisis de gráficos; y conceptos y estructuras del campo de las tecnologías de la información, como análisis de datos y lógica de programación, buscando practicar una enseñanza amplia e integrada al mundo profesional.
Uma análise de um livro didático de matemática à luz do Conhecimento Tecnológico Pedagógico do Conteúdo (TPACK)
(2019-12-20) Santos, Matheus Henrique Silva de Lima; Costa, Wagner Rodrigues; http://lattes.cnpq.br/7087770599703498; http://lattes.cnpq.br/7593592713599499
In the last years, several teaching materials have been developed to improve mathematics teaching. Among these resources, materials such as books, handouts and class notes have been badly seen in the student’s eyes, because they carry a more refined mathematical language. In this context, the emergence of Information and Communication Technologies (ICT) for teaching is increasingly present in the school environment, however are they all well applied and on time? Do these technologies really help as they promise? What about the teacher, are they prepared to use this kind of tool? Based on these questions, this article presents concepts present in the Technological Pedagogical Content Knowledge (TPACK), studied by Koehler and Mishra by adding the technology to Shulman's studies on Pedagogical Content Knowledge (PCK). Also used in the research were the foundations described in the Common National Curriculum Base (CNCB) about the skills that students should have about geometry in basic education. After an in-depth analysis of these two theoretical foundations, an analysis was performed in a textbook of the 9th grade of Elementary School, in order to seek the guidance present in it for the use of technologies in the classroom. In the end, direct references to CNCB and the use of technologies such as Geogebra, websites to assist studies, links to videos with educational content and suggestions on dynamic activities that enhance student’s learning in the classroom, as well as contributing to the maintenance and the improvement of the methodologies of the teachers of the basic education.
Análise do ensino das ciências e matemática em um contexto de educação quilombola
(2020-11-06) Silva, John Victor de Oliveira; Silveira, Thiago Araújo da; http://lattes.cnpq.br/5110982163642369; http://lattes.cnpq.br/8190629644989342
Nowadays, our country has a huge amount of Quilombola Communities approved by the Fundação Cultural Palmares, they are survivors due to the strong struggles for the recognition and guarantees of their rights. In the educational aspects, important advances have been made in recent years in their appreciation of these peoples and new demands to increasingly expand cultural and ethnic diversity in Brazil, through the implementation of PCN's (National Curriculum Parameters), where it is based on Law no. 10,639 / 2003, the Quotas Law, Quilombola Education Guidelines, among others. The general objective of this work is to analyze the teaching of science and mathematics in a school located in Quilombola Community in rural Pernambuco, based on the speech of the teachers who teach in it. For this, we use a qualitative methodology, with interviews for data collection and for the analysis we carry out the Dialectic Hermeneutic Analysis. As a result, we realized that the investigated teachers always seek to relate the scientific content with the epistemological, cultural and historical issues of the community, mainly with the use of teaching strategies to better contextualize these contents; we also noticed that they are very careful about the elaboration of their plans and the relationship between the students' daily lives and the contents proposed in the curriculum.
Base Nacional Comum Curricular: indicativos para o letramento matemático no eixo temático números no 1º ciclo do Ensino Fundamental
(2019-02-08) Rocha, Iago Felipe Ferreira; Teles, Rosinalda Aurora de Melo; http://lattes.cnpq.br/8888500885370084; http://lattes.cnpq.br/7083518666672087
The teaching of mathematics at many moments can be seen as a complex and difficult process, however some teaching perspectives can corroborate to the rupture of these paradigms. In this work we defend the perspective of Mathematical Literacy as a triggering means to facilitate the process of schooling and formation for citizenship. We had as theoretical contribution: Fonseca (2004); Soares (2003); D'Ambrósio (1993); Silva et al (2016); Freire (1999); Danyluk (1994); Galvão & Nacarato (2013) and among others. In this study we analyzed the indicatives that the National Curricular Common Base (BNCC), a document that seeks to standardize Brazilian education, guaranteeing learning rights at the national level, points to Mathematical Letting in the thematic axis numbers for the 1st cycle of Elementary Education, specifically knowledge objects and skills for the first three years of elementary school. Categories of expressions were constructed to analyze these indicatives: Daily life; Significant Problems and Interest; Strategy and Personal Registry; Resolve and Elaborate Problems and No expression was used. In the 21 objects of knowledge proposed for the 1st cycle, no explicit mention is made of mathematical literacy; sixteen of the 21 skills are indicative for the same. In all the skills of the first year an expression that refers to Mathematical Literacy was identified. In the second year, four expressions were counted and in two skills no expression was found and in the third year only four of the seven skills addressed one of the pre-defined expressions, and three did not make references. The expression that appeared the most is "strategy and personal registration" and the one that appears least is "everyday". From this we propose sequences of activities, based on the perspective of Mathematical Letting, starting from three perspectives of Mathematics teaching: game use, ethnomathematics and children's literature, which in our view could contribute to the teaching and learning process in this axis thematic We used as a type of research, the documentary, to guide us while data collection and data analysis was used the content analysis perspective.
Os conceitos de fração parte-todo, quociente e operador: a necessária diferenciação desses subconstrutos na prática docente
(2019-08-12) Brito Junior, Jairo Jose Ribeiro Toscano de; Rodrigues, Cleide Oliveira; http://lattes.cnpq.br/2951731416008876; http://lattes.cnpq.br/1567270124477805
Concepções e práticas de professores com jogos como recurso didático no ensino de matemática nos anos iniciais do ensino fundamental
(2018-09-03) Silva, Andréa Ferreira da; Teles, Rosinalda Aurora de Melo; http://lattes.cnpq.br/8888500885370084
This research had the objective of analyzing the conceptions and practices of teachers of the initial years with the use of games in the teaching of Mathematics. In order to theoretically base this study, a literature review was carried out on didactic resources and on game use, which served as a parameter for the qualitative analysis of the data collected through questionnaires and class observations in the initial years of elementary school. All participants agreed that games help learning more significantly, mainly because of their playful appearance. Regarding the choice of games, the teachers take into account the age range of the students and the difficulties related to the content. Most of the interviewees are the ones who make the games without the participation of the students. Some games are kept in school, others are taken home by the teacher, ie students have access only when the teacher wishes to include them in their planning. They emphasize that the use of games requires patience and responsibility on the part of the teacher and that the difficulties are related to the students' agitation and to get the participation of all. The results showed that teachers use games, but not with the frequency reported in the questionnaire. In the observations it was possible to verify several positive aspects related to the use of games in the classroom, such as stimulating the students' autonomy and reflections on winning and losing. Predominated the use of games exploring addition and subtraction, always as reinforcement to the content worked, with the perspective of numerical calculation, never contextualized. That is, the proposed games were held for the purpose of doing accounts, training and even decorating.
Equação do 2º grau: alguns processos resolutivos ao longo da história
(2025-03-19) Ramos, Arthur Diego Silva; Costa, Wagner Rodrigues; http://lattes.cnpq.br/7087770599703498
A História da Matemática (HdM) é um recurso valioso para o ensino, pois permite compreender a origem e o desenvolvimento de conceitos matemáticos. Diante disso, este trabalho analisa o ensino de equações do segundo grau e investiga como a HdM pode contribuir para a aprendizagem desse tema na educação básica. O referencial teórico baseia-se em Mendes (2006), Boyer (1996), Eves (1995), Pereira e Proença (2024), Miorim (1995) e BNCC que discutem o uso da HdM como recurso pedagógico para atribuir significado ao conhecimento matemático. A pesquisa, de abordagem qualitativa e baseada em referências bibliográficas, reuniu conceitos teóricos importantes sobre o tema. Ademais analisa como o tema de equação do 2º grau é abordado em alguns livros didáticos. Os resultados indicam que a simplificação excessiva de procedimentos algébricos, sem justificativas, reduz a compreensão dos conceitos matemáticos e enfraquece a contribuição da HdM no ensino. Assim, o estudo reforça a importância de integrar a História da Matemática ao ensino, promovendo uma aprendizagem mais contextualizada e significativa.
Estágio supervisionado III: experiências vivenciadas em turmas do 8° e 9° ano do ensino fundamental de uma escola pública do Estado de Pernambuco
(2018) Silva, Rayssa de Moraes da; Almeida, Jadilson Ramos de; http://lattes.cnpq.br/5828404099372063; http://lattes.cnpq.br/8593286814153182
Estratégias de alunos do 6º ano do ensino fundamental na resolução de problemas envolvendo os significados parte-todo e operador de frações
(2019-12-20) Souza, Thais Maia Galvão de; Almeida, Jadilson Ramos de; http://lattes.cnpq.br/5828404099372063; http://lattes.cnpq.br/3996826639338371
Função quadrática e área máxima de retângulos em livros didáticos do ensino médio: contextualizações e praxeologias matemáticas
(2019-07-24) Santos, Jeandson Moura dos; Espíndola, Elisângela Bastos de Melo; http://lattes.cnpq.br/0367382856462792; http://lattes.cnpq.br/5729531258133392
Ce travail vise à identifier les différents types de contextualisations et la praxéologie mathématique de situations problémes impliquant une fonction quadratique et une surface maximale de rectangles. En tant que référence théorique, nous sommes guidés par des études sur les différents types de contextualisation pour l’enseignement des mathématiques et de la théorie anthropologique du didactique.Dans les procédures méthodologiques ont été consultés huit manuels de la 1ère année du lycée. Les catégories d'analyse étaient de quatre types de contextualisation: mathématique, quotidienne, interdisciplinaire et historique. Les résultats présentés sont liés à l'enquête sur les manuels d'introduction au chapitre, aux activités résolues et aux activités proposées pour résoudre le problème des élèves. En tant qu’analyse des types de tâches et de techniques du thème spécifique de la valeur maximale et de la valeur minimale de la fonction quadratique dans les manuels, nous mettons en évidence l’absence de contextualisation mathématique dans l’introduction du thème, mais sa présence marquée dans les activités résolus et proposés à la résolution des étudiants. En ce qui concerne l'organisation mathématique, trois types de tâches et de techniques avec plusieurs sous-types ont été identifiés. Le plus proposé dans les manuels est la tâche de calculer les mesures sur les côtés d’un rectangle pour que sa surface soit maximale avec sa technique: Utilisez le calcul du sommet de la parabole de la fonction quadratique pour déterminer les dimensions des côtés d'un rectangle pour que sa surface soit maximale.
Geometria na OBMEP: uma análise de questões da primeira fase do nível 2 à luz da BNCC
(2023-09-20) Silva, Luiz Guilherme Machado e; Barboza, Eudes Mendes; http://lattes.cnpq.br/9426464458648172; http://lattes.cnpq.br/0988088024884324
The Brazilian Mathematical Olympiad for Public Schools (OBMEP) is applied nationally and reaches a large proportion of Brazilian students. Thinking about it, this work aims to carry out a data survey, in order to clarify which are the skills of the National Common Curricular Base (BNCC) of the thematic unit of Geometry that have more recurrence in OBMEP. For this, the questions dealing with Geometry at OBMEP, level 2, 1st phase, between the years 2017 and 2022 were analyzed.It is worth noting that in the years 2020 and 2021 there were no applications of the tests due to the Covid-19 pandemic. Thereby, this work is a facilitator material for teachers who seek to work Geometry in the classroom using Olympic questions and also for students who intend to participate in Mathematics Olympics.
Impacto das extensões do Programa de Aprendizagem na Idade Certa (Mais Paic) na redução da desigualdade educacional
(2025-02-26) Silva, Vinícius Mergulhão da; Gomes, Sónia Maria Fonseca Pereira Oliveira; http://lattes.cnpq.br/9795791528582607; http://lattes.cnpq.br/5063813603587182
Esta monografia busca realizar uma análise através do método de diferenças e diferenças, levando em considerações os efeitos das extensões das políticas públicas do Programa de Aprendizagem na Idade Certa, com foco no MAIS PAIC, no nível de aprendizagem. Utilizou-se como base os dados e resultados do IDeA, índice de desigualdades e aprendizagens, além de informações detalhadas dos municípios e estrutura das escolas públicas de cada um deles. Para a elaboração da base de dados e resultados foram considerados os resultados da prova de matemática do 9º ano do ensino fundamental, considerando a tríade de prova dos anos de 2013 e 2017, conforme elaboração pelo IDeA.
Jogo baralho geométrico: possibilidades e limitações para o ensino de geometria no 2º ano do ensino fundamental
(2019-02-08) Berto, Maria Lucicleide da Silva; Teles, Rosinalda Aurora de Melo; http://lattes.cnpq.br/8888500885370084; http://lattes.cnpq.br/1111622301812100
This paper discusses the use of the game Geometric Deck as a didactic resource to teach geometry, especially the association between graphical representations of geometric figures with graphical representations of objects of the physical world and the use of correct nomenclature. We seek support in research in the field of Mathematics Education, especially in those who defend Geometry as one of the best ways for children to understand the shapes and the space around them. Also in some that discuss the use of games in Mathematics classes, as a pedagogical resource that assists in teaching and learning, as well as in curricular guidelines in force in our country. From this, we propose as a research question: how the use of the game Geometric Deck in the early years of elementary school can contribute significantly to the students to make associations between objects of geometry and objects of the physical world using the correct nomenclatures? The main objective of this Course Conclusion Work was to analyze possibilities and limitations of the use of the game Geometric Deck for the teaching of geometry in the initial years of elementary school. It has as its starting point an action research, developed in two stages in a municipal school, in a class of second year of elementary school. We use as data collection instruments, a pre-test and the application of said game. In addition, videotaped observations were made in order to better understand students' performance in the activities proposed with the game. The pre-test, composed of four multiple-choice questions, made it possible to delineate the research direction, pointing out the knowledge that the students already had in relation to the subject and what were the main difficulties, especially those related to the use of correct linguistic terms for each flat or spatial geometric figure, and the association of geometric figures with physical objects. The intervention with the game aimed at minimizing such difficulties, so that they could evolve in the construction of their own knowledge. As well as to verify the possibilities and limitations that the game offered, serving as subsidies to propose reformulations of the same for new applications. In the experience of the game with a small group of students, we found difficulties regarding the association of geometric figures with physical objects and the use of the correct names of the geometric figures persisted. After the necessary steps to understand the rules, we tried to identify the procedures that the players were creating to achieve the goal of the game, it was verified that there was a progress in the development of the students' knowledge. It was also possible to identify limitations of the game, such as the lack of clarity of some rules. Among the possibilities for exploring the potential of this game, we suggest the reflection on the plays in each round. Finally, we conclude that frequent use, or at least more than once, of this game could provide a number of other learning situations for students, as well as strengthening others already built.
Letramento matemático na EJA: contribuições das tarefas exploratórias para desenvolver o pensamento crítico
(2025-02-20) Silva, Gemeson Gama da; Rodrigues, Cleide Oliveira; http://lattes.cnpq.br/2951731416008876; http://lattes.cnpq.br/5459932851917022
Este trabalho tem como objetivo analisar a inserção de atividades matemáticas no projeto Letralidade, vinculado à Universidade Federal Rural de Pernambuco (UFRPE), que visa promover a alfabetização e o letramento de pessoas com mais de 60 anos. Observou-se, no decorrer do projeto, o interesse dos participantes em atividades relacionadas à matemática, o que motivou a articulação entre os conceitos da Educação de Jovens e Adultos (EJA), Educação Matemática Crítica e Letramento Matemático. A pesquisa fundamenta-se nos conteúdos abordados na disciplina de Estágio Supervisionado IV da UFRPE e na elaboração de uma tarefa exploratória voltada ao letramento matemático e ao desenvolvimento do pensamento matemático crítico. A proposta buscou estabelecer conexões entre o ensino da matemática e o cotidiano dos alunos, promovendo a cidadania e estimulando a reflexão crítica sobre questões práticas da realidade dos participantes. Dessa forma, o estudo investiga a relevância das tarefas exploratórias no processo de ensino e aprendizagem da matemática, enfatizando seu potencial para fomentar a autonomia dos alunos e ampliar sua capacidade de análise crítica e tomada de decisões informadas. Espera-se que os resultados obtidos contribuam para a valorização do uso da matemática em contextos cotidianos e evidenciam o papel das tarefas exploratórias na construção de um conhecimento matemático contextualizado e significativo. Além disso, busca-se fomentar a capacidade dos alunos de analisar criticamente a realidade por meio da matemática, permitindo-lhes interpretar dados, questionar informações e tomar decisões fundamentadas.
Relatório de Estágio Supervisionado no Ensino Médio
(2018-06-30) Andrade, Fernando José Pessoa de; Costa, Wagner Rodrigues; http://lattes.cnpq.br/7087770599703498; http://lattes.cnpq.br/2740247760877335
A utilização da robótica como alternativa para o trabalho com comprimento da circunferência e ângulo
(2019-07-24) Assis, Pablo Oliveira de; Costa, Wagner Rodrigues; http://lattes.cnpq.br/7087770599703498
Math teachers often realize kids struggle about geometry and units of measurement. specifically, about angles and circumference applications. This article shows how these concepts can be explored using the educational robotic to reach an active learning over a teacher supervision. For this research we invited 6th grade students and the data showed that association with mathematics concepts and technology made it easier to think about math and use it to solve problems.
Virtualização de jogos tradicionais para aprendizagem de matemática: uma avaliação do jogo Cubra Doze em versão digital
(2019-01-18) Silva, Ana Carolina Santos; Falcão, Taciana Pontual da Rocha; http://lattes.cnpq.br/5706959249737319; http://lattes.cnpq.br/0794195512627295
The current research is guided by the growing use of games in education, as a teaching methodology that joins fun, logical reasoning, strategic planning, among other aspects. Prior to the Digital Era, physical games were already used in Math teaching, helping to develop students’ skills. With the increasing ubiquity of technological devices in people’s daily lives, especially the new generations, using digital technology in education is an inevitable trend. Therefore, in order to approximate the positive results of traditional games in teaching and the growing demand and interest of children and young people for digital games, this research aims to analyze the contributions of a digital game about the four Mathematics basic operations. In order to do this, the game called Cubra Doze was transformed into a digital version and an analysis was made considering the engagement and impact of the Human-Computer Interaction aspects in the user experience. After the game virtualization process, a case study was conducted with 32 students in the 1st year of High School to gauge the motivation and interaction with it. Notes registered while students were playing and an educational games evaluation questionnaire were used as instruments. The game was also evaluated based on 25 usability heuristics by 11 experts. The results revealed there are possibilities for improvements in the game’s usability, therefore it was verified there were positive outcomes related to the engagement in learning through a digital game as well as the collaboration and educational content attached to it, demonstrating how games are good educational tools to support learning.