Mestrado Profissional em Matemática em Rede Nacional (IME)

URI Permanente para esta coleção

http://200.137.215.59/tede/handle/tde/305

Navegar

Agora exibindo 1 - 20 de 193

A matemática da música: uma possibilidade para o ensino-aprendizagem
(Universidade Federal de Goiás, 2023-11-29) Oliveira, Jéfferson Neres; Santos, Ronaldo Antonio dos; http://lattes.cnpq.br/9663485072140551; Santos, Ronaldo Antonio dos; Gomes, Alacyr José; Batista, Marcos Roberto
In our society, Mathematics and Music often hold opposing positions. While the former is associated with suffering, difficulty, and, for some, even elicits repulsion, the latter is a source of enjoyment and happiness, consistently linked with feelings of pleasure and well-being. Although seemingly at odds when we consider about the sensations that each one evokes within us, music and mathematics share profound connections. In this work we study and explore these connections with the aim of gaining a deeper understanding of the history and theoretical underpinnings of music. Additionally, we propose contributions related to this subject to enhance the teaching and learning process, making it more meaningful. We believe that the most effective way to fully leverage the connections between music and mathematics is through the use of an Active Methodology. The type of methodology we chose was problematization, which presents a logical sequence that involves collecting data, raising hypotheses, discussions, experiments, reaching the synthesis and consolidation of this knowledge, and even the generalization of results. In this sense, we present proposals that involve the contents of ratios, proportions, directly and inversely proportional quantities, logarithms, operations with radicals, and trigonometric functions. We emphasize that the proposals do not aim to teach the mentioned contents from the beginning but rather to deepen these concepts, promoting more meaningful learning. The proposals we present aim to emphasize mathematics' capacity to extend into various other fields, typically aiding in the comprehension of the specific characteristics of those domains and offering tools for their systematization. This characteristic has often been overlooked in the context of mathematics teaching and learning.
Desenvolvendo a educação financeira com o currículo: uma experiência com estudantes da 3ª série do ensino médio
(Universidade Federal de Goiás, 2023-09-27) Navarro, Gabriela Ferreira Gonçalves; Silva, Jhone Caldeira; http://lattes.cnpq.br/6848751340618892; Silva, Jhone Caldeira; Faria, Elisabeth Cristina de; Silva, Fernando Kennedy da
Financial education encompasses the acquisition of knowledge, skills, and attitudes that empower individuals to make informed decisions about the management of financial resources. This paper describes an experience conducted with third-year high school students, aiming to emphasize the relevance of financial education in their curriculum. The employed method included conducting explanatory lessons and interactive activities to introduce fundamental concepts. Throughout the educational process, students learned to distinguish between needs and wants, understanding the difference between financial priorities and consumer impulses. Additionally, they received guidance on creating personal and family budgets, as well as understanding the concepts of simple and compound interest. The practical application of these concepts was promoted through challenging activities in which students solved real-world problems. The experience of incorporating financial education into the daily routine of high school students proved to be effective, not only increasing financial awareness but also empowering students to confidently and discerningly face the financial challenges they will encounter in their future. This reinforces the ongoing importance of financial education as a crucial tool for financial success and individual economic well-being.
O uso do princípio de indução matemática no ensino básico
(Universidade Federal de Goiás, 2023-08-29) Goiaz Junior, Gethsemani Saraiva de; Gomes, Alacyr José; http://lattes.cnpq.br/5994366998164007; Gomes, Alacyr José; Santos, Ronaldo Antônio dos; Vasconcelos, José Eder Salvador de
The principle of finite induction is a useful and rigorous tool for mathematical proofs whose conjectures are related to the set of natural numbers. However, the use of this principle for verifications in basic education is still greatly underutilized. In this work, we intend not only to demonstrate the importance of using this strong principle but also to provide study material and support for students and teachers, based on the National Common Curricular Base (BNCC). We present various demonstrations for elementary and secondary education, covering several proposed content in these stages of education. We suggest propositions for further exploration, which can be used as pathways for high school education. We also believe that this work can spark interest and expand the use of the principle of finite induction in the teaching of mathematics and other curriculum components.
Números construtíveis e uma proposta de seu ensino para o novo ensino médio
(Universidade Federal de Goiás, 2023-06-30) Queiroz Neto, Gregório Pereira de; Rodrigues, Paulo Henrique de Azevedo; http://lattes.cnpq.br/8910130626123426; Rodrigues, Paulo Henrique de Azevedo; Vasconcelos, José Eder Salvador de; Souza, Marcelo Almeida de
This work presents an introduction to the theory of bodies with emphasis on extensions of elds and also approaches polynomials in an introductory way. we present yet the theory of constructible numbers using only unmarked ruler and compass. Finally, the application proposal is presented.
Educação matemática para alunos com TEA e TDAH: o que dizem os congressos ENEM e SIPEM
(Universidade Federal de Goiás, 2023-04-12) Lacerda Junior, Djair dos Santos; Alvarenga, Karly Barbosa; http://lattes.cnpq.br/8950541327384418; Alvarenga, Karly Barbosa; Teixeira, Rafael Montoito; Silva, José Fernandes da
With such diversity in the learning of people with special needs in schools, it is of great importance that mathematics teachers apply inclusive methodologies in their classes. Therefore, the present work has as main objective to understand how inclusive mathematics teaching and learning, especially students with ASD and ADHD, are being presented in the congresses: National Meeting of Mathematics Education (ENEM) and International Seminar on Mathematics Education Research (SIPEM), from 2010 to 2022. A search was initially conducted in the proceedings of the congresses about mathematics education for students with Special Educational Needs (SEN), we found 218 articles. In the analysis, it is found that they have a better performance in learning when active teaching methodologies are used. We found 14 articles dealing with ASD and ADHD, which were categorized and analyzed. At the end, the creation of a potentially inclusive product is presented. Based on this survey, the creation of fanzines is proposed as an inclusive teaching methodology that can provide students with autonomy, critical sense, and collectivity. As a result, it is observed, for example, that there is little attention from researchers in relation to this cause and the need for public policies so that real inclusion, and not only the integration of these students, can occur.
Uma proposta para o ensino de vetores no novo ensino médio usando álgebra linear: matrizes-linha e suas propriedades
(Universidade Federal de Goiás, 2023-03-31) Brito, Marcos Filipe de Oliveira; Souza, Marcelo Almeida de; http://lattes.cnpq.br/1343419041226215; Souza, Marcelo Almeida de; Faria, Elisabeth Cristina de; Vieira, Vanda Domingos
In this dissertation, the proposal is presented that the teaching of vectors in High School is carried out through Mathematics, and in a consistent way, namely, we propose that a contextualized study of vectors be carried out after working with a notion of Linear Algebra using row matrices and its properties. We carried out a survey at BNCC and DC-GOEM to verify the feasibility of inserting this proposal. With vectors, many geometry problems can be solved quickly and elegantly (demonstrations of properties and theorems), and in the classroom using ICT, such as the free software GeoGebra. We present several applications of vectors using GeoGebra.
Geometria de Moulton x geometria euclidiana: trilhas de aprofundamento para o ensino médio
(Universidade Federal de Goiás, 2023-03-24) Borges, Charlles de Morais; Smith, Ole Peter; http://lattes.cnpq.br/9938244088922275; Smith, Ole Peter; Silva, Geci José Pereira da; Souza, Flávio Raimundo de
With the advent of the approval of the National Common Curriculum Base for Secondary Education - BNCC, which brings learning based on Skills and Competences, and made the content no longer the protagonist of the teaching-learning process, this is what the present work addresses . For this, we present a little of the trajectory of this BNCC homologation process, its main paths and resolutions. We present how this Base was structured, enunciating the expected Skills and Competences, as well as proposing an educational product in the form of a Deepening Track in Mathematics, for the student's formation. The purpose of the deepening trail proposed here is to present the model of geometry proposed by Moulton, as a way of provoking a comparison with the geometry proposed by Euclid, evidencing the existence of other geometries, the so-called non-Euclidean geometries that, in most cases , are not introduced to students until the end of high school. Thus, through skills already acquired in Elementary School in relation to the study of Plane Geometry, lead the student to review already known concepts and propose challenges, so that through scientific research, he can further develop his skills and competences that lead them to propose solutions and conjecture new ideas about the proposed subject. We begin with a presentation of primitive concepts and postulates of the Euclidean model, and then we present primitive concepts of the model proposed by Moulton. We show how its structure was defined for the plane, the behavior of straight lines and their equations, how to calculate the distances between two points and also how to determine the measure of angles between straight lines. For this, we make use of Cartesian Geometry, structured by René Descartes, as a link in the comparison between these two models. The concepts to be worked on are already well known in Euclidean Geometry and, from this other model, we are going to show some of the transformations and modifications undergone by these classic figures of Plane Geometry, namely: parallel and perpendicular lines, the triangle and its notable elements , circle, ellipse, parabola and hyperbola. With the intention of making a broad initial exploration of the transformations and modifications undergone by these figures, we will also present the step-by-step of a constructive process of some conics, using dynamic geometry software, in this case, Geogebra, in order to also develop computational and programming skills, which are expected in the new National Base.
Uma proposta de sequências de atividades para o ensino de matemática a estudantes com defasagem escola
(Universidade Federal de Goiás, 2023-03-08) Santos, Cleo Augusto dos; Vargas, Tiago Moreira; http://lattes.cnpq.br/1884655261136497; Vargas, Tiago Moreira; Lourenço, Kélem Gomes; Silva, Tatiane Ferreira do Nascimento Melo da
During the pandemic caused by the COVID-19 virus, teachers had difficulties in teaching their classes and students in assimilating the content taught. It was necessary to implement non-contact teaching practices during this period. The students encountered barriers in terms of learning, whether due to lack of familiarity with this new format, either because not everyone had the same number of classes or due to other factors inherent to the period. Thus, when returning to the face-to-face system, learning gaps were certainly identified. With a view to helping to mitigate these consequences in high school mathematics teaching, this paper proposes a support material based on sequences of activities. The objective is to assist students in resuming content that was not adequately worked on during the pandemic and for the teacher to provide support material that will help in this resumption.
Modelagem matemática e interdisciplinaridade: possibilidades e desafios na construção de um projeto de hortas em escolas rurais do Distrito Federal-Brasil
(Universidade Federal de Goiás, 2022-09-13) Silva, Andrei Braga da; Faria, Elisabeth Cristina de; http://lattes.cnpq.br/5007480938176936; Faria, Elisabeth Cristina de; Souza, Marcelo Almeida de; Vieira, Vanda Domingos
In times of the Coronavirus pandemic, all sectors of society were strongly affected, especially public education, where students and teachers were even more affected by the lack of technological resources for distance learning, compared to the reality experienced in private education. In the search for alternatives for the face-to-face return at the end of the pandemic, this work aims to build a proposal for the implementation of vegetable gardens in schools in the Federal District, using mathematical modeling, promoting, based on interdisciplinary work, the participation of teachers of different disciplines in search of a pleasant and healthy teaching in the life of these communities. In parallel with the implementation of the vegetable Garden project at the school, we investigated the perceptions of 80 teachers from eight schools of the Regional Teaching Coordination of São Sebastião-DF on the Interdisciplinary methodologies and Mathematical Modeling through two questionnaires, the first questionnaire being more comprehensive for all teachers and the second more specific for mathematics teachers. Excel was used for descriptive statistical analysis. We saw that 70% of the teachers have more than 10 years of experience, and that 78% of them aspire, at some point, to lead a project of this nature in their school. The major obstacle to the implementation of these interdisciplinar projects seems to be linked to the lack of preparation in relation to the methodology of interdisciplinarity. As for mathematical modeling, we saw that 85% know and are interested in working with the topic. The project achieved results superior to those initially proposed, even though it was greatly hampered by the short time after the reopening of face-to-face classes due to the Covid-19 pandemic.
Aprendizagens construídas, aprendizagens percebidas: caminhos percorridos no trabalho de mediação com objetos de aprendizagem
(Universidade Federal de Goiás, 2019-10-29) Soares, Duciclea Amorim; Faria, Elisabeth Cristina de; http://lattes.cnpq.br/5007480938176936; Faria, Elisabeth Cristina de; Silva, Jhone Caldeira; Teixeira, Ricardo Antônio Gonçalves
This research aimed to investigate the learning that is identified by employing Learning Objects (LOs) through the smartphone to teach polynomial function of the 1st degree. As support for the research, a digital book was elaborated through GeoGebra, structured from the combination of videos, games, simulators and applications, aiming to explore several concepts of polynomial function of the 1st degree. From the perspective that learning occurs through student interaction with the environment, we adopted as main references: Oliveira (2001), Moran et al (2017) and Moysés (2012). The LOs were applied in twelve meetings to a group of students from the first grade of a high school of a public school in the interior of Goiás and for data analysis, we observed the ways the students interacted with the LOs; the kinds of difficulties that arose; the interactions: student-OAs; student-student and student-teacher, watching when they occurred and how they occurred; the identified learning and the potentiality of the LOs as an auxiliary resource for the cognitive process. It was possible to identify that, through OAs, the students showed a greater engagement during the class, especially when working on the concepts of functions through games and spreadsheets. The reduced screen of the smartphone did not represent an obstacle to the performance of activities and the use of LOs associated with the teacher's role, as a facilitator and motivator in the mediation relationships established in the research scenario, proved to be important to establish a relationship of trust. between the mediator and the mediator, presenting positive results in the students' learning.
Concepção, organização e realização de olimpíada interna de matemática, em tempos de ensino remoto
(Universidade Federal de Goiás, 2021-12-21) Barbosa, Marco Antônio; Dias, Ivonildes Ribeiro Martins; http://lattes.cnpq.br/8664599889120339; Dias, Ivonildes Ribeiro Martins; Rodrigues, Eunice Cândida Pereira; Souza, Mário José de
The aim of this thesis is to analyze the implementation of a Mathematics Olympics in a private school in the city of Goiânia, Goiás. Considering the COVID-19 pandemic and having Olympic competitions like the Goiás State Mathematics Olympics (OMEG) and Public Schools’ Brazilian Mathematics Olympics (OBEMEP) canceled, which were influential in the weekly training sessions, motivated the coordination to suggest the challenge of creating and implementing a competition associated to the school itself. The project has been developed between the years 2020 and 2021, 2021 being the second edition and having students from the latter years of middle school (6th to 9th grade) as participants. The classes were held remotely, consisting of two classes per week, through zoom.us and the tests, both for the first and the second round, were held on a specific platform belonging to the school. The preparation followed the specifications of OBEMEP regarding both educational content and the specifics of the test for the first and second round. The classes have been developed in accordance with the National Common Curriculum Base (BNCC), which defines the regulatory compliance meant to achieve the essential educational objectives supposed to be developed during the basic education period, and inspired in the problem-solving methodology. The process described includes all stages from its original idea to prizes. Worth mentioning are classes and references, the challenges encountered in dealing with a remote class system - until then unknown to Basic Education, the promptness of the work ensured by the Mathematics department and the success of the students, who were dedicated to studying mathematics, in spite of the difficulties stemming from the pandemic. Furthermore, this paper hopes to inspire Mathematics teachers from Basic Education to implement in their own schools internal competitions which promote commitment to studying and the dissemination of mathematics and Olympic competitions.
Funções: propriedades algébricas, geométricas e suas relações
(Universidade Federal de Goiás, 2021-12-21) Lima, Mylena Pasquêwitti; Gomes, Alacyr José; http://lattes.cnpq.br/5994366998164007; Gomes, Alacyr José; Souza, Flávio Raimundo de; Smith, Ole Peter
The contents of functions is considered one of the most important within Mathematics, as it is present from its simplest aspects to the most complex mathematical modeling. In this sense, during the course of the work, we discuss in detail various types of functions, covering several of their properties and characteristics, however, here we do emphasize that the purpose of this work is not to exhaust all existing classes, properties and characteristics of functions, only covering those convenient to us. Moreover, through the functions studied, we improve our understanding of the relationship between numerical, algebraic and geometric representations. The work is characterized as a bibliographic research, being based on important authors within this area of study. For the development of the work, in addition to the bibliographic research, we also rely on the software GeoGebra as well as on the TikZ programming language, the latter being employed to sketch all the graphs presented, considering that none of them were found ready. Thus, all graphics presented were created by the author.
Aplicativos educacionais como ferramentas no ensino da matemática
(Universidade Federal de Goiás, 2021-10-19) Gama, Bruno Nogueira Gonçalves; Lourenço, Kélem Gomes; http://lattes.cnpq.br/6219440124523685; Lourenço, Kélem Gomes; Silva, Sunamita Souza; Alvarenga, Karly Barbosa
This research pursued to investigate and develop proposals for the use of educational applications as learning facilitators. Society has been increasingly dealing with new technologies, and its popularization results to children and teenagers being connected at all times. Therefore, the reflection of the new generation of students in a digital world motivated this work. This research was developed through a bibliographic gathering, curricular parameters analyses and introduction of mathematical applications for touchscreen devices. The math problems introduced, solved with the help of applications, approached models constantly appeared in college entrance exams, Math Olympiads and in textbooks, this choice shows the concern to demonstrate wide use of the educational tool researched. It was observed that the applications proposed can promote the students’ interest in learning mathematics and instruct teachers on new possibilities for educational tools.
Uma sugestão de modelagem no ensino básico para a COVID-19 em Goiás
(Universidade Federal de Goiás, 2021-08-31) Valle, Claudio Prado Pereira; Lourenço, Kélem Gomes; http://lattes.cnpq.br/6219440124523685; Lourenço, Kélem Gomes; Lemes, Max Valério; Silva, Sunamita Souza
The central objective of that quest was to use mathematical modeling to interpret the propagation of COVID-19 in the state of Goiás, as a resource for the learning teaching process. The inquiry began with intense research on the theme both in its biological aspect (epidemiology) and in the aspect of mathematical modeling. As the search is a suggestion for the application of mathematical modeling in the classroom the entire sequence of actions described below should be shared between student and teacher. Next, a survey was made, with the State Department of Health of the state of Goiás, of the data of propagation of daily cases of contamination by COVID-19. These data, after being presented, obtained the moving average of the cases. With these numbers, after the objective selection of some data, the dispersion plot was obtained. With the glimpse of dispersion, three mathematical models (linear, polynomial and exponential) are proposed to verify, which one, best adapts. In this journey, the student is expected to acquire solid knowledge about mathematical functions and their graphs, percentages and epidemiology. It also leads the student to know the software "GeoGebra" and finally discuss a pandemic, in particular COVID-19, discovering its causes, its evolution and also its prevention.
Um olhar matemático sobre a história, matriz e avaliações da gestão pública dos anos iniciais do ensino fundamental no município de Goiânia-Goiás
(Universidade Federal de Goiás, 2021-11-22) Santos, Klícia Rayanne Ferreira dos; Machado, Vânia Lúcia; http://lattes.cnpq.br/0119839497341375; Machado, Vânia Lúcia; Pimenta, Adelino Candido; Faria, Elisabeth Cristina de
A mathematical look and acting as a manager facing the demands of the public institution, integrating the needs of government spheres, along with the history of school administration, teachers and students, the entire school community plays an important role in the assessments used as measurement of learning , which aim to define parameters for the establishment of public policies for education. Emphasizing the importance of valuing mechanisms that measure the quality of teaching throughout history in an attempt to describe the guiding elements that support the search for improving the teaching and learning processes of mathematics, especially in the early years of elementary school in the city of Goiânia - Goiás.
Construções geométricas elementares na palma da mão
(Universidade Federal de Goiás, 2021-11-17) Lima, Américo José de; Silva, Geci José Pereira da; http://lattes.cnpq.br/9174074436425246; Silva, Geci José Pereira da; Souza, Marcelo Almeida de; Khidir, Kaled Sulaiman
Cell phones in the classroom have been the focus of debates among experts and even laws have been proposed with the aim of prohibiting their use in this environment. So, why propose the use of GeoGebra on cell phone in teaching/learning Flat Euclidean Geometry? Particularly, was rarely used technological resources such as computers and software to teach Mathematics classes. I heard about GeoGebra but had no curiosity or interest in knowing about it. However, it only came to my attention during PROFMAT's Geometry classes in 2019. Then, in 2020, in the course Completion Work discipline, a research was proposed for the analysis of dissertations in the PROFMAT dissertation bank in order to observe the structure and organization according to ABNT norms. Nevertheless, I could observe that there were many works aimed at teaching Mathematics using GeoGebra on the computer. But not all schools are equipped with computer labs, or when they are, there are many bureaucracies that end up making it difficult for teachers to use them. Therefore, in light of this reality, we present in this work the use of GeoGebra software on cell phones as a tool to aid in teaching/learning Flat Euclidean Geometry, considering that mobile phones are a technology that is part of the daily lives of students and after installed it can be used offline at school (classroom), at home, that is, wherever you are, overcoming difficulties and barriers encountered. Finally, we propose the use of GeoGebra on cell phones to carry out elementary geometric constructions, enabling more dynamic and attractive classes to improve student performance and learning. We leave it as a suggestion for the teacher to start with a workshop class to help students install the software and recognize the tools contained in the Tool Window, thus facilitating their work with students during classes.
Estudo sobre triângulos no ensino fundamental usando o software GeoGebra
(Universidade Federal de Goiás, 2021-11-30) Oliveira, Matheus Timóteo de; Gomes, Alacyr José; http://lattes.cnpq.br/5994366998164007; Santos, Ronaldo Antônio dos; Costa, Eudes Antônio da; Gomes, Alacyr José
The work focuses on the study of triangles in elementary school, since the student has difficulties in understanding and interpreting flat figures and creating a relationship with problems. Hence, we searched for tools capable of awakening the student’s attention to geometry. We decided to use the software GeoGebra which is capable of reproducing the information described in a prob-lem on computer screens and similar, enabling more interactive lessons. Primarily an explanation of the content of plane geometry will be done, specifically about trian-gles, exploring concepts, properties and applications in the resolution of exercises. Next, we will make use of GeoGebra tools in order to address a meaningful way to build geometric knowledge, such as when you need to move a figure from one side to the other and make comparisons, then return to the same place, or even checking the sum of the internal angles of a triangle when mov-ing one of its vertices and noting the change in the values of each angle, but with a sum always equal to 180o. This work seeks to contribute to the evolution in the use of Information and Communication Technologies (ICTs) in education, making classes enjoyable for students who will have the oppor-tunity to experience innovative classes with technological attributes that facilitate learning
Geometria espacial na EJA: uma proposta de ensino à luz do modelo van Hiele com auxílio do software de geometria dinâmica GeoGebra
(Universidade Federal de Goiás, 2021-08-16) Silva, Eber Oliveira; Faria, Elisabeth Cristina de; http://lattes.cnpq.br/5007480938176936; Faria, Elisabeth Cristina de; Souza, Marcelo Almeida de; Vieira, Vanda Domingos
This dissertation is the result of a study that aims to analyze the challenges and possibilities for the teaching of spatial geometry in Youth and Adult Education (EJA), based on official documents, on EJA conceptions, on theories of thought development. geometric and methodological resources adopted for this teaching. The study begins with the analysis of the legal aspects of EJA and the peculiarities of this modality of Basic Education, highlighting some conceptions, challenges and possibilities for teaching young people and adults today. Next, an approach to van Hiele's theory is made, seeking to understand the development phases of geometric thinking in young and adult students and how geometric concepts should be approached in the teaching and learning process. As an auxiliary resource to the teaching of Spatial Geometry at EJA, a proposal for the use of the GeoGebra software is presented to the area's teachers, with pedagogical aspects for this teaching. In the author's experience as an EJA teacher, what can be seen is that most publications dealing with the teaching of Geometry with the help of GeoGebra, despite the great contributions to teaching, are not motivating for the EJA student, mainly because the vocabulary adopted and the way of approaching the contents are not adequate to the reality of this student. In this sense, this work discusses the need for the teacher to look at the specifics of teaching for young and adult students, considering their interests, expectations, potential, levels of geometric thinking and learning rhythms. Seeking theoretical support in official documents of Basic Education and in authors such as D’Ambrosio (2012); Fonseca (2005); Freire (1996); Gadotti e Romão (2000); Kaleff [et al] (1994); Lorenzato (1995); Nunes, Carraher e Schliemann (2011); among others, seeks to understand the educational aspects of EJA and propose alternatives to improve geometry teaching, so that learning occurs satisfactorily, in compliance with the role of the teacher and the school in providing quality education for young and adult students, as guaranteed by current legislation.
Números binomiais: aplicações ao ensino e extensões
(Universidade Federal de Goiás, 2021-08-24) Barros, Gabriella da Silva; Vargas, Tiago Moreira; http://lattes.cnpq.br/1884655261136497; Vargas, Tiago Moreira; Vargas Júnior, Valdivino; Lima, Thaynara Arielly de; Belisário, Hugo Leonardo da Silva
In this work, we approach the binomial coefficients, which are seen in basic education in the 2nd grade of high school, when students are presented with the contents of combinatorial analysis. When binomial coefficients are presented, students study the definition and emer-gence of these coefficients in the Triangle of Pascal and Newton’s Binomial. In order to expose the binomial coefficients, we present and demonstrate some of their relevant properties and some of their extensions. Initially, we present the counting principles, after exposing the defi-nition of the binomial coefficients and their properties, we also present the relationship of these coefficients with the Fibonacci sequence and the Lucas Theorem. In addition, we pro-pose some activities that can be used by the high school mathematics teacher that use the bi-nomial coefficients as well as their properties. We finish with a construction of the Pascal Tri-angle and the development of the Newton Binomial in the Geogebra that can be used by the teacher during the presentation of these contents.
Um estudo sobre o que pensam os professores a respeito da implementação do projeto de robótica educacional na escola pública da rede estadual na Cidade Caldazinha - GO
(Universidade Federal de Goiás, 2021-08-10) Macêdo, Murillo Alves; Faria, Elisabeth Cristina de; http://lattes.cnpq.br/5007480938176936; Faria, Elisabeth Cristina de; Smith, Ole Peter; Vieira, Vanda Domingos
In this master’s thesis I propose to raise questions about the role of the teacher who uses activities inserted in the context of educational robotics as a mediating tool in order to provide student interest. And so this work presents as theoretical contribution the main authors: Vygotsky, Freire, Libâneo and others. In which they bring a conception to understand the necessary formation for the teacher to employ a contemporary instrument, educational robotics, which is mediating the construction of the teaching-learning process to a group of students in a public school in the countryside. In this way, this dissertation brings the reports of a focus group that was developed with the teachers of the City of Caldazinha, aiming to identify the elements in the process of implementation and teaching of robotics at school, raising the physical and pedagogical aspects. The result was an educational product to help teachers in this process of using robotics in the school environment.

Navegar

Submissões Recentes