Mestrado Profissional em Matemática em Rede Nacional (IME)
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Item Tomada de decisões e o aprendizado de matemática financeira: uma experiência com aplicativos para smartphone(Universidade Federal de Goiás, 2018-10-05) Amim Júnior, Jair Elias; Faria, Elisabeth Cristina de; http://lattes.cnpq.br/5007480938176936; Faria, Elisabeth Cristina de; Vargas Júnior, Valdivino; Moraes, Moema GomesThe present work was a technical report that introduced the course and the results of the investigate work accomplished in the Professional Mathematics Master’s Program in National Network (Profmat). I proposed a method of teaching Financial Mathematics focused in the use of financial applications for smartphone, having as main objective to verify the students' development in relation to the made decisions in situations that are offered to them the possibility to choose the applications to assist in the resolution of problems. As main benchmark was used the heuristics of problem solving proposed by George Polya (1995), the use of smartphones and Applications as Pedagogic tools, according to Voltolini (2016) and Soares (2016): the creating of a virtual learning environmoent, according to Shitsuka (2012), and the critic mathematics education associated with resolution of problem, according to Skovsmose (2000). From the application of the method it resulted an electronic textbook of studies as education product, whose title is "Financial Mathematical with Use of Applications for Smartphone." Aimed for teachers of the Basic Education, the electronic textbook has theoretical summaries and links for the resolutions of the exercises in videos posted on YouTube. A qualitative research was carried out in four meetings, and the instruments of data collection were questionnaires, record sheets and videos captured by the participating students themselves. This allowed to observe the capacity of the students' autonomy in the choice of the applications. The critical glance that they developed when analyzing interest rates and options of payments, serves with foundation for the construction of a financial education to be used in daily routine.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 A modelagem matemática e a conscientização da problemática do lixo(Universidade Federal de Goiás, 2019-10-31) Martins, Cláudio Alberto; Faria, Elisabeth Cristina de; http://lattes.cnpq.br/5007480938176936; Caldeira, Jhone; Lopes, Marcos Vinícius; Faria, Elisabeth Cristina deThis paper aims to apply the concepts of mathematical modeling, creating a mathematical model that can express the average daily waste production per person in an educational institution on the outskirts of Aparecida de Goiânia, correlating the results with the waste production in relation to the population of the state. For the success of this project, all the modeling steps were obeyed until the result model arrived. The aim of this paper is to provide a chance for reflection and analysis on this social and environmental problem, which is untreated, recycled or reused waste, using a model that can express the idea of daily production in kilograms per individual, and then, a kilogram production per inhabited area per person in the analyzed space. For this, all the situations that favored the analysis of the results were taken into account, including the students with knowledge necessary for the elaboration and execution of the project. This work aimed to confront the contents worked in the classroom with the students' reality, using the mathematical modeling as a background.Item Equações e inequações na representação de espaços geométricos no plano cartesiano: uma aplicação do software GrafEq(Universidade Federal de Goiás, 2020-10-01) Ribeiro, Humberto Irineu Chaves; Faria, Elisabeth Cristina de; http://lattes.cnpq.br/5007480938176936; Souza, Marcelo Almeida de; Vieira, Vanda Domingos; Faria, Elisabeth Cristina deThe present work presents a proposal of using the GrafEq software for teaching equations and inequalities. We usually find works for elementary school more easily than for high school, mainly when it comes to methodology or the use of technology itself. For this reason, this study discusses the need for the teacher to look at the specificities of teaching for the adolescent students and also at their interests and motivations. Technology, if used correctly, can be very useful in the teaching of mathematics, since it is a discipline that attracts the interest of few people. Thus, the application of technology in the teaching-learning process can be an important tool for a more effective teaching practice. Considering the large number of adolescent students who present difficulties in learning mathematics using the traditional methodology, the aims of this study were to theoretically discuss the elements that may favor the mathematics teaching; and also offer educational products, as an tool, so that the teacher can make the math classes more attractive and productive through contact with GrafEq software and suggestions for activities with illustrative examples, thus bringing art and technology into the classroom. Based on Vigotski (2010), Marques e Oliveira (2016), Roehrs, Maftum e Zagonel (2010), Zanella (1994), Oliveira (2009), Almeida (2006), Otto (2016), Souza e Rousso (2011), a qualitative exploratory research, through a subjective investigation of the literature, we developed a proposal seeking to value the social and cultural environment of these adolescents, and suggest to the teacher a mathematical teaching in which there is interaction between the young students and the activities promoted. For product development, using the GrafEq mathematical software as a resource, an e-book and video-classes on the YouTube channel with mathematical explanations were structured. After the bibliographic survey, we noticed a certain restriction regarding the amount of materials that it addressed about the GrafEq software, which made the search a little more difficult. The developed materials were made available to teachers in the area.Item Do ensino tradicional à iniciação a atividades de investigação matemática: desconstruindo velhos hábitos(Universidade Federal de Goiás, 2018-11-27) Santos, Osmair Carlos dos; Faria, Elisabeth Cristina de; http://lattes.cnpq.br/5007480938176936; Faria, Elisabeth Cristina de; Santos, Maria Bethânia Sardeiro dos; Gonçalves Júnior, Marcos AntonioThe present work is the culmination of a project developed with the Professional Master's Program in Mathematics in National Network - PROFMAT, Campus UFG (GO). Its main objective was to study what changes we need to make in our classes towards mathematical research. The field applications were carried out in a 9th grade elementary school class, held in May, June and August of the year 2018. The research is based on the idea that the exploratory activities arouse the curiosity of the student and develop the logical reasoning, leading him to establish strategies, formulate his own questions, perform tests, becoming autonomous in order to build his own learning. For the development of this work, I opted for bibliographical research to understand more about mathematical research, allied to field research with the 9th grade students of the Municipal School Divino Bernardo Gomes, in the municipality of Alto Horizonte-GO, in order to verifying "in loco" the impacts of using this methodology in the process of teaching and learning. Thus, the work with investigative activities, despite presenting difficulties in its execution, is a factor that stimulates learning and the ability of the learner to develop transversal skills inherent in the maturation of criticality and skills essential for learning mathematical content.Item 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 DomingosIn 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.Item 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 DomingosThis 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.Item O significado das palavras: uma ponte para os conteúdos de matemática(Universidade Federal de Goiás, 2019-10-31) Silva, Rogério Bonfim da; Faria, Elisabeth Cristina de; http://lattes.cnpq.br/5007480938176936; Faria, Elisabeth Cristina de; Santos, Maria Bethânia Sardeiro dos; Lopes, Marcos ViníciusThis work focuses on the relationship between the Mother Language and the Mathematical Language. This relationship between languages will have protagonists the meaning of words and their grammatical relations. The meaning of words according to Oliveira (1997, p.50) has two components: meaning itself and meaning. Throughout the development of this work, when analyzing mathematical activities, we realize the existence of these two components cited by Oliveira, in some of these activities the meaning itself refers to the concepts or definitions, while in other activities the meaning refers to the sense of words. Therefore, to transpose the mother tongue into mathematics, it is necessary to decode these two components of the meanings of words. Another point to note is the mutual cooperation between languages, according to Machado (2011, p.91) languages are representation systems that work in full harmony to signify objects and connect us with the world. In addition, as a research methodology was conducted a Bibliographic Study in the bank of theses and dissertations of Capes, PROFMAT, Periodicals and Congresses. Some questions from ENEM were analyzed in order to establish mutual cooperation between languages based on the meanings of words. Therefore, the interaction between Mother Language and Mathematical Language is fundamental to broaden our ability to understand the various situations that occur in our daily lives.Item 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 GonçalvesThis 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.