Licenciatura em Matemática (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/24
Siglas das Coleções:
APP - Artigo Publicado em Periódico
TAE - Trabalho Apresentado em Evento
TCC - Trabalho de Conclusão de Curso
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Resultados da Pesquisa
Item Equações polinomiais do I ao IV grau: uma breve história do seu desenvolvimento(2024-10-02) Santos Neto, José Pio dos; Souza, Cícero Monteiro de; http://lattes.cnpq.br/7540654793551489; http://lattes.cnpq.br/5113765752328533The present work aims to present a History of Algebra, with an emphasis on the evolution of concepts and the formalization of polynomial equations from the first to the fourth degree, as well as to analyze the solution methods developed over time. Initially, the algebraic contributions of primitive civilizations are presented chronologically, covering the crucial moment of the systematization of mathematics by the Greeks until the fall of the Roman Empire. Then, with the arrival of the Middle Ages, the Arab invasions, the establishment of the House of Wisdom, and the translation centers, mathematics became accessible to all peoples, and consequently, algebra began to gain significant importance in problem-solving, especially in commercial transactions. By the end of the Middle Ages, first- and second-degree algebraic equations could already be solved, although negative roots were still not considered. Finally, in the 16th century, the concept of imaginary roots and the solution of third- and fourth-degree equations were developed. However, it was only with the French mathematician François Viète (1540 – 1603) that algebra began to evolve into modern algebra, with the creation of a literal notation for the representation of numbers, whether known or unknown, through letters.Item Estratégias utilizadas por alunos de 8º ano ao resolverem tarefas exploratórias de expressões algébricas(2023-09-21) Lima, Jonathas Vinícius Barbosa; Rodrigues, Cleide Oliveira; http://lattes.cnpq.br/6322702078126682Item Elaboração de tarefas de sequências de padrões por professores dos anos iniciais em um processo formativo remoto(2023-05-10) Santos, Débora Beatriz Batista dos; Almeida, Jadilson Ramos de; http://lattes.cnpq.br/5828404099372063; http://lattes.cnpq.br/3802386317184840The objective of this work was to present a study about the formation process of algebraic thinking of teachers in the early years of elementary school, according to the Objectification Theory, when they elaborate tasks of sequences and patterns in a remote formative process. The continuing education, carried out by the search group Al-Jabr with support from FACEPE (Publication APQ 16/2021), involved the participation of teachers and coordinators of elementary schools in the state of Pernambuco, debated how to work specific tasks in classrooms aimed at students' ability to think algebraically. The continuing education was based on the Objectification Theory (OT). The OT is a cultural-historical theory focused at non-individualistic teaching and learning. We focused on the analysis of the 6th meeting of a small group of teachers who created two tasks about sequences and patterns in a remote joint labor. In this sense, we had specific objectives to analyze how teachers elaborate task commands and if there is the presence of the three vectors of algebraic thinking. Among the results obtained, we identified that the teachers were able to create the tasks and discuss their analysis of the presence of vectors. The teachers were also able to determine the type of generalization of each elaborated task. We conclude that adequate continuing education for teachers transforms their attitudes as educators and we can observe that the remote joint labor was a process that aimed to make teachers reflective and critical in the elaboration process.Item Níveis de pensamento algébrico de licenciandos em Matemática na resolução de problemas de partilha(2021-12-20) Ferreira, Tharsis dos Santos; Almeida, Jadilson Ramos de; http://lattes.cnpq.br/5828404099372063; http://lattes.cnpq.br/9376670418775000The objective of this work was to identify the level of development of algebraic thinking in mathematics undergraduate students when solving quantity-sharing problems. For that, the model developed by Almeida (2016) was used as a basis, which proposes four levels of development of algebraic thinking in relation to sharing problems, level 0, absence of algebraic thinking; level 1, incipient algebraic thinking; level 2, intermediate algebraic thinking; and level 3, consolidated algebraic thinking. The research subjects were 64 students from the 1st period of the Mathematics Licentiate Course at a public university in the State of Pernambuco. Data collection took place through a test consisting of six sharing problems, which are characterized by having a known quantity that is split into unknown and unequal quantities. We found that most of the participants, 73%, found themselves with consolidated algebraic thinking when faced with a problem of sharing. However, some students arrive at the degree course in mathematics with this way of thinking without being fully developed, since 5% of the subjects are at level 1, that is, it mobilizes three characteristics of algebraic thinking, 8% of those surveyed find it if at level 2, that is, it mobilizes 4 features of algebraic thinking. It was also possible to notice that 14% of the research subjects are at level 0, that is, they cannot establish the necessary relationships to respond to a sharing problem, a problem that is related to a polynomial equation of the 1st degree, a mathematical object studied in elementary school.Item Relação de igualdade e a noção de equivalência: um estudo sobre a implementação de orquestrações instrumentais on-line em uma aula remota(2022-06-09) Almeida, Matheus Souza de; Espíndola, Elisângela Bastos de Melo; http://lattes.cnpq.br/0367382856462792; http://lattes.cnpq.br/9512226706066185In this essay, we aim to analyze the implementation of online instrumental orchestrations to study equality relations in a remote class with students from the 6th grade of Elementary School. We took as a theoretic-methodological framework the Instrumental Orchestration and Online Instrumental Orchestration models, considering the three components: didactical configuration, exploitation mode and didactical performance. The research took place in the scenario of the Supervised Internship, through a partnership between the intern of the mathematics discipline, the internship schoolteacher-supervisor and the essay advisor, in a federal state school. A composition of three immediate sequenced online instrumental orchestrations was designed using different orchestration modes: Guidance and explanation by the teacher, technical demonstration and Discussion between actors. In the synchronous class where we implemented these orchestrations, a group of 13 students from a 6th-grade class participated. Among the results obtained, we identified that, initially, some students attributed an operational perspective to equality relations. In terms of the remote teaching modality, we highlight the particularities that occurred in the synchronous classroom, for example, interactions between subjects through videoconference and the use of digital artefacts (slides, video, Equality Explorer: Basics etc.) for the topic study, which allowed broadening the discussions on the relations of equality in a relational perspective. In short, in this experience in initial teacher training, we found the importance of systematically planning the arrangement of the teaching environment for remote classes.