Mestrado Profissional em Matemática em Rede Nacional (IME)
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Item 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 deThe 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.Item 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 SilvaIn 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.Item 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 deWith 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.Item 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 DomingosIn 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.Item Análise do discriminante em equações polinomiais de terceiro grau a partir de funções simétricas(Universidade Federal de Goiás, 2020-11-09) Costa, Debora Naiure Araujo; Gomes, Alacyr José; http://lattes.cnpq.br/5994366998164007; Silva, Geci José Pereira da; Belisário, Hugo Leonardo da Silva; Gomes, Alacyr JoséThe objective of this work is to make a study on the characteristics of the roots of polynomial equations of degrees 2 and 3, studying the discriminant written in function of invariants that depend only on the coefficients of an initial equation. We will start by remembering some important definitions and propositions about polynomials, symmetric functions of the roots and develop the resolution of the cubic by radicals using two different methods. Finally, it will be possible to analyze the discriminant through algebraic manipulations that we will do, using the content presented in the previous chapters, and then we will write the discriminant from the roots of the equations, which enable to develop a proof for the theorems that relate the roots of the equations 2º and 3º degrees with their discriminants.Item Sólidos arquimedianos: uma abordagem construtiva e investigativa em oficina presencial e uma exploração de classes de sólidos via software Poly em oficina remota com uma proposta de uso no ensino médio(Universidade Federal de Goiás, 2020-12-23) Freitas, Patrícia Barcelos de Oliveira; Souza, Marcelo Almeida de; http://lattes.cnpq.br/1343419041226215; Souza, Marcelo Almeida de; Pina, Romildo da Silva; Sousa, Márcio Lemes deThis dissertation is based on the study of teaching spatial geometry in which it represents various situations in our three-dimensional world. Many people have difficulties in dealing with the flat figure drawn on a flat book and therefore the difficulty in understanding it and relating it to the concrete three-dimensional object. Thinking in this context, we present in this work a study on the Platonic (regular and convex) and Archimedean (semi-regular) solids obtained by truncation, snubification and expansion. With that, we recall the concepts of the number of edges, faces and vertices, and the relationship of Euler between the number of its elements V - A + F = 2 . Complementing the study, we show a brief tutorial on the Poly software, an assistant in online class and report the experiences of a class of the 2nd year of high school in the construction of these solids. We had testimonials from students who, through the concrete handling of solids and the use of Poly, started to find them beautiful, colorful and which facilitated their learning. Thus it was concluded that the Archimedean solids can be recovered and used as an object that facilitates the teaching and learning of Geometry.Item 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 BarbosaThis 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.Item 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 deThe 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.Item Cidadania financeira na perspectiva da educação matemática crítica no Brasil(Universidade Federal de Goiás, 2021-05-31) Gomes, Samuel José Fraga Ramos; Machado, Vânia Lúcia; http://lattes.cnpq.br/0119839497341375; Machado, Vânia Lúcia; Ribeiro, José Pedro Machado; Pimenta, Adelino CandidoThe daily reality of the educational environment, in public primary school institutions, raises our awareness and concerns. Realizing that in this scenario there are children full of dreams that, for the most part, may not come true due to a lack of public and social policies to support them, drives us to conduct this research with hope and seriousness. In the midst of a sanitary crisis, resulting from the coronavirus pandemic, several aspects have been observed to reinforce, not only to a consolidation of the social and economic inequality in Brazil, but beyond that, it is moving towards the establishment of a democratic, educational, social and economic setback in the country. These setbacks are potentiated by the impacts of the pandemic, however, the virus alone cannot be blamed for all the existing problems in society, installed before its emergence. More than the search for culprits, it is necessary for society to assume a common political responsibility, aiming at a constant screening of democracy. Studies about Critical Mathematics Education (CME) alert to the need of a dialogue-based approach, that highlights real life situations experienced by the students in their daily life, and aligns the purely mathematical skills up with the democratic skills, providing the individual with critical reflective competence and promoting the possibility that learning becomes more meaningful, not only in regards to the math content. Therefore, the Financial Citizenship (FC) is based, theoretically, in the promotion of four principles: Financial Education (FE), Financial Inclusion (FI), National Financial System (NFS) consumer protection and popular participation in the country’s economic process. In fact, developed remotely, this research coordinates a thematic convergence between CME and FC, aiming to summarize Brazil’s historical context regarding FE, also, to report about the Brazilian population consumption patterns, and point out the present condition of the educational system, focusing on Critical Education (CE), Mathematics Education (ME) and Financial Mathematics (FM), which are, apparently, stagnant, despite the great technological advances in the last decades. Therefore, contents are addressed through primary education activities which cover the study of percentage discounts, interest rate concepts, ratio and proportion and inflationary indicators. On the other hand, this proposal supports the condition of a more critical and reflective approach to citizenship, and, specifically, complemented by a possible interdisciplinary conversation, through extracurricular school math. Therefore, the developed activities were based on the critical perspective, which aims to further a debate over social needsItem Uma breve reflexão sobre a lógica proposicional com sugestões didáticas para melhoria da aprendizagem(Universidade Federal de Goiás, 2020-12-17) Gonçalves, Uendel Ferreira; Santos, Maria Bethânia Sardeiro dos; http://lattes.cnpq.br/9592720615600301; Santos, Maria Bethânia Sardeiro dos; Sousa, Flávio Raimundo de; Faria, Elisabeth Cristina deThis work aims to show a proposal for the use of Logic with didactic suggestions to better understand the theories of Propositional Logic which I have perfected through experiences as a Teacher of Logical Reasoning in preparatory institutions for Public Competitions. The work also presents some Mathematics content attributed in high school grades (Definitions, Theorems, Equalities, Theories and entrance exam exercises with the appropriate resolutions commented) which are present elements of Propositional Logic. These Mathematics contents are shown with the purpose of thinking about the importance of studying the theories of Propositional Logic, making this knowledge an indispensable tool for better understanding in several fields of Mathematics taught in High School. It is understood that, in the context of the teaching of Mathematics, the logical argument, the analysis and the interpretation of information consist of guiding principles of the theoretical assumptions of this Curricular Component. The incorrect use of a logical structure compromises the use of justifications by the students. Thus, in a dynamic and globalized context, it is necessary to rethink curricula and pedagogical practices. Therefore, there is a tendency to search for strategies and new teaching and learning models that bring social reality closer to practices within the school. Thinking about it, is that this study is justified, with the objective of rethinking the work with Logical Reasoning within the scope of the Mathematical Curricular Component, in High School.Item 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 daWith 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.Item 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 SulaimanCell 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.Item Uma aplicação web como recurso didático em aritmética(Universidade Federal de Goiás, 2020-03-13) Lima, Felipe Viterbo de; Dias, Ivonildes Ribeiro Martins; http://lattes.cnpq.br/8664599889120339; Dias, Ivonildes Ribeiro Martins; http://lattes.cnpq.br/8664599889120339; Leandro, Bianka Carneiro; Lima, Thaynara Arielly deIn this work, we aim to show the efficiency brought by a given web application that was developed with the purpose of serving as a pedagogical resource, in the mathematics teaching, specifically arithmetic. The conclusions of the present study come from the analyzes carried out and the results obtained during the period of experimentation of this application. Here will be described in detail the functionalities existing in this software, how it was disseminated and how the evaluation made by its users will also be presented. In order to have a good understanding of the mathematical context involved in this dissertation, it is worth mentioning that its target audience is composed of students and teachers who already have knowledge of the main basic concepts related to the arithmetic theory of numbers.Item 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 PeterThe 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.Item O ensino da álgebra na educação básica sob um olhar de professores da rede estadual de Goiás(Universidade Federal de Goiás, 2021-04-29) Lopes, Suzany Rocha Teles; Silva, Jhone Caldeira; http://lattes.cnpq.br/6848751340618892; Silva, Jhone Caldeira; Dias, Ivonildes Ribeiro Martins; Ruviaro, RicardoThis work aims to analyze the Algebra teaching in the Basic School Education, based on official documents, on Algebraic Education concepts, on long-scale assessments and on reports from the teachers of the state education system of Goias. We will start by addressing the history of Algebra amongst past civilizations. Reporting key moments for teaching and learning. Thereafter, we will address the concepts of Algebraic Education directed towards understanding how the algebraic concepts can be applied in the teaching-learning process. We analyzed the official documents that determine the education in Brazil, from the SAEB and SAEGO evaluations to the state of Goias curriculum, emphasizing the content related to Algebra. Lastly, we will present the results of the research done through an electronic questionnaire filled by the local teachers of the state education network, reporting their perceptions on Algebra teaching in public schools. In that regard, we intend to provide analyses that will lead educators in reflecting about the Algebra teaching process in the public schools of Goias, and to seek improvements in the quality of the teaching-learning process.Item 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 DomingosIn 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.Item Corpos de funções algébrica sobre corpos finitos e códigos corretores de erros(Universidade Federal de Goiás, 2021-04-08) Matos, Rayanne Auxiliadora de Oliveira; Silva, Jhone Caldeira; http://lattes.cnpq.br/6848751340618892; Silva, Jhone Caldeira; Chaves, Ana Paula de Araújo; Lelis, Jean Carlos de AguiarIn this paper the basic concepts for the construction of Error-Correcting Codes will be presented. In particular, the construction of Linear Codes and a brief introduction to the construction of Geometric Algebraic Codes. Such codes are used to ensure the reliability of messages sent over long distances, over different channels, so it is necessary to have ways to detect and correct errors. We begin by discussing the mathematical tools needed to construct the different codes. We present the fundamentals of the Theory of Error-Correcting Codes, and present how to construct the generator and decoder matrices of a code. In particular, we also present Cyclic Codes, BCH Codes, and Rational Goppa Codes, with their generator and decoder matrices. We also present Algebraic Functions Fields over Finite Fields, because these are of great interest for Code Theory, since with this theory it is possible to construct Geometric Algebraic Codes, a subject that we address in an introductory way at the end of the text and, for which, we indicate some possibilities for future studies.Item 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 daFinancial 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.Item 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 RobertoIn 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.Item 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 JoséThe 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