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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5 resultados
Resultados da Pesquisa
Item 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 Um estudo sobre a construção de histórias em quadrinhos para o ensino de Matemática por alunos do PIBID da UFRPE(2021-03-23) Lima, Alaide Cecília de; Espíndola, Elisângela Bastos de Melo; http://lattes.cnpq.br/0367382856462792; http://lattes.cnpq.br/2160149549829088This paper aims to analyze how PIBID scholars understand how Comics (Comic Books) as a resource for teaching Mathematics, after participating in a mini-course aimed at their teacher training on this topic. An approach was performed, in the remote format, taught by the participants of the Neuromathematics group. As a theoretical framework, we follow some contextualizations for the teaching of Mathematics such as: social practices; internal articulations to mathematics; history of mathematics and links with other areas of knowledge. The research is qualitative, based on the “Cycle of Workshops - PIBID MATHEMATICS IN FOCUS” carried out by the coordination of the Mathematics course. The methodology takes place through a questionnaire on the knowledge of participants in the mini-course about comics, carried out on Google Forms, followed by the mini-course carried out on the Google Meet platform, which took place in two moments. The first one discussed the importance of comics involving different types of contexts and the presentation of the digital tool, Pixton, for the creation of comics; in the second moment, the participants brought their Pixton-produced comics. The results were referenced to the data collection of the questionnaire, the participants' productions and applied by the scholarship holders in the participating school of the program, using didactic sequences respecting the skills of the Common National Curriculum Base (BNCC).Item Relatório de Estágio Supervisionado no Ensino Médio(2018-08-02) Silva, Rafael Pedro da; Costa, Wagner Rodrigues; http://lattes.cnpq.br/7087770599703498Item Relatório de Estágio Supervisionado no Ensino Médio(2018-07-31) Silva, Rani Rodrigues da; Costa, Wagner Rodrigues; http://lattes.cnpq.br/7087770599703498; http://lattes.cnpq.br/0235360702690225