Mestrado Profissional em Matemática em Rede Nacional (IME)
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Navegando Mestrado Profissional em Matemática em Rede Nacional (IME) por Por Orientador "Lima, Thaynara Arielly de"
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Item Aritmética com Python(Universidade Federal de Goiás, 2018-10-11) Cavalcante, Rogério da Silva; Lima, Thaynara Arielly de; http://lattes.cnpq.br/3324489027928883; Lima, Thaynara Arielly de; Rodrigues, Eunice Cândida Pereira; Smith, Ole PeterWe aim to show how effective the technological resources can be when used for teaching. We chose to use the Python programming language in mathematics teaching, specifically arithmetic, showing how logic moves naturally between computing and mathematics, thereby showing a natural interdisciplinarity between these subjects. We propose programs built from the demonstrations of some classic results of arithmetic, aiming to integrate the teaching of these results to the teaching of basic tools of a programming language.Item Determinação do instante de morte, falsificação de obras de arte e outros problemas curiosos(Universidade Federal de Goiás, 2017-03-31) Gomes, Luciano Drigo; Lima, Thaynara Arielly de; http://lattes.cnpq.br/3324489027928883; Lima, Thaynara Arielly de; Alvarenga, Karly Barbosa; Lima, Lidiane dos Santos Monteiro; Vasconcelos, José Eder Salvador deThe purpose of this paper is to serve as support material for college teachers and, especially, for Higher Education, which refers to the study of Linear Differential Equations of First Order, as well as the techniques of resolutions and their infinity practical applications . The theme Differential Equations presents some many applications and makes Mathematics more palpable, more practical and more attractive to look for those who study it. Some demonstrations of resolution techniques will be performed, and especially will be applied such techniques to solve interesting problems for Basic and Higher Education. The latter more intensely. It will also take advantage of free software like Wxmaxima and Geogebra for graphic plotting.Item A identidade de Euler e suas constantes(Universidade Federal de Goiás, 2019-12-20) Reis, Alberto Santos dos; Lima, Thaynara Arielly de; http://lattes.cnpq.br/3324489027928883; Lima, Thaynara Arielly de; Vasconcelos, José Eder Salvador de; Dias, Ivonildes Ribeiro MartinsTeaching math by telling its story can elucidate a series of questions that highlight the need for students to understand the context in which some content is inserted. Such questions may be: who invented mathematics? Why do I need to study this content? In addition, this procedure can be a way of illustration as lessons and motivating students, thus obtaining more significant results in the teaching and learning process. Knowing how mathematics has developed and who its creators and discoverers are critical to making sense of the content of basic education, often taken as done and _nished, as mechanical and without a story that characterizes its discovery or creation. It is in order to bring such elements to this stage of teaching that this paper proposes to objectively report the life and legacy of a brilliant and extremely creative mathematician, Leonhard Euler. As well, emphasize some of his creations present in basic education. It is also proposed to highlight one of his creations, , the identity of Euler, considered one of the most beautiful of all time. Telling the history of this identity, followed by its demonstration and characterization of each of the constants that compose it.Item Relação entre o máximo divisor comum, o mínimo múltiplo comum e o diagrama de Venn(Universidade Federal de Goiás, 2017-03-21) Santos , Paula Daniele Borges dos; Lima, Thaynara Arielly de; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4710611J9; Lima, Thaynara Arielly de; Souza, Mário José de; Souza, Flávio Raimundo deThe present work intends to show an illustrative approach to calculate and understand Greater Common Divisor and Least Common Multiple, seeking a greater assimilation and concretization of the learning of this content. This methodology is presented in a chromological order following the evolution of mathematical concepts. Therefore, this text, aiming to produce a meaningful approach of the subject, seeks to expose in a simple way what comes to be the Prime Numbers according to Numbers Theory and Venn Diagram according to the Set Theory, in order to visualize and obtain the Relation between Greater Common Divisor, Least Common Multiple, and Venn Diagram.Item Trigonometria: uso do GeoGebra para análise de problemas reais(Universidade Federal de Goiás, 2021-05-05) Silva, Luciano Pinto e; Lima, Thaynara Arielly de; http://lattes.cnpq.br/3324489027928883; Lima, Thaynara Arielly de; Silva, Andreia Borges Avelar da; Vargas, Tiago MoreiraWe will approach in general, the content of trigonometry studied in high school, highlighting the trigonometric properties, definitions and problem situations involving the sine, cosine and tangent trigonometric ratios. We will also make a relationship between theory and practice involving hypothetical and everyday problems, working with mathematical models, geometric representations. We will use the GeoGebra software as a support tool for the construction of graphs and geometric figures, highlighting some properties and examples.Item Reta de Euler, circunferência dos nove pontos, sólidos platônicos e arquimedianos: aspectos teóricos, suas construções em GeoGebra e aplicações no ensino(Universidade Federal de Goiás, 2019-12-09) Stival, Erick Gomes Pires; Lima, Thaynara Arielly de; http://lattes.cnpq.br/3324489027928883; Lima, Thaynara Arielly de; Vargas, Tiago Moreira; Vasconcelos, José Eder Salvador deThis study has as main theme the use of digital technologies to teach geometry. The objective is to show how a classroom approach can be favorable to the teaching of this discipline and for that reason the geometric constructions in the Geogebra program have been taken as object of study. Initially it was proposed a theoretical survey that would support the study, guiding the way in which the work would develop. After a brief presentation of the program Geogebra, was developed the construction of some geometric figures, detailing its main characteristics and results, also showing a guide for its construction in the program. The proposed figures were the notable points of a triangle (barycentre, orthocenter, incenter and circumcenter), Euler’s straight line, the nine-point circle, the platonic solids (tetrahedron, hexahedron or cube, octahedron, dodecahedron and icosahedron), and the archimedean solids (truncated tetrahedron, truncated dodecahedron, truncated icosahedron, snub cube, cuboctahedron, dodecahedron snub, icosidodecahedron, rombicuboctahedron, great rombicuboctahedron, rhombicosidodecahedron and large rhombicosidodecahedron). These constructions served for the final step of this work which was an experiment of teaching involving students of the 8th and 9th year of the private school system. The experiment consisted of three stages, the first being done in the classroom using paper, rubber, ruler, compass and protractor, the second using the program and the third comparing the previous two steps. During the experiment, the geometric construction and the teaching possibilities were emphasized and one of the main results obtained indicated that Geogebra was well accepted and that all the students expect to work with it again, because it makes the geometry more accessible until for those who say they have no affinity with this discipline. Another result observed is how to use this didactic resource in the classroom, since it was well accepted and showed positive results in teaching.