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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3 resultados
Resultados da Pesquisa
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 A utilização da gamificação em uma sequência didática para o estudo de monômios no 8° ano do Ensino Fundamental(2022-05-31) Lima Filho, Robson Marinho de; Silva, Fabiano Barbosa Mendes da; http://lattes.cnpq.br/4936474533283881In view of the need for changes in student learning within the classroom, seeking to use methodologies that differ from traditional methodologies and following the reality of society, the Use of Gamification in a Didactic Sequence for the study of Monomials in the 8th year of Elementary School, in order to investigate whether a didactic sequence that uses gamification as its methodological strategy promotes student learning. For that, it is necessary to observe if there was a motivation of the students about the learning, and if the abilities objectified in the learning were reached when characterized in the gamification. Then, exploratory qualitative research is carried out. In view of this, it appears that there was a learning of the content worked, as well as a motivating learning for the students, which imposes the verification that there is a learning through the use of gamification organized through the didactic sequence in a motivating and meaningful way to the students.Item Significados atribuídos ao sinal de igualdade em sentenças de adição por estudantes do 6º ano do ensino fundamental(2022-06-09) Oliveira, Maria Eduarda Nunes de; Espíndola, Elisângela Bastos de Melo; http://lattes.cnpq.br/0367382856462792; http://lattes.cnpq.br/3351831899092744This research aims to analyze the meanings attributed by students of the 6th year of Elementary School on the equal sign in the resolution of addition sentences. In order to do so, we take as a theoretical-methodological reference studies that discuss the meanings of the equal sign in an operational and relational perspective. Data collection was performed using a diagnostic test with five questions with addition sentences. The test was applied in two classes of the 6th year of Elementary School in two private schools, one located in Olinda – PE and the other in Recife – PE. 19 students participated in the research. The test results show that most students, who made mistakes in solving sentences, presented the notion of the operational equality sign, as they understand that the equal sign is a direct indication of the result of an operation, that is, “operation = result". For those who attributed the meaning, in a relational perspective, to the equal sign, we can identify that most of them used arithmetic procedures both to determine the unknown term and to determine whether the sentence would be true or false, demonstrating dependence on the performance of arithmetic operations. involved in solving addition sentences.