PROFMAT - Programa de Pós-graduação em Matemática em Rede Nacional - Sociedade Brasileira de Matematica
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Item Robótica educacional no ensino de matemática(Universidade Federal de Goiás, 2024-07-18) Cunha, Jaime Mendes da; Lima, Thaynara Arielly de; http://lattes.cnpq.br/3324489027928883; Lima; Lima, Thaynara Arielly de; Vargas, Tiago Moreira; Lima, Lidiane dos Santos Monteiro; Silva, Andréia Borges Avelar daWith the advancement of technology, education has been opening up space for the insertion of new tools for the teaching-learning process. However, the use of equipment and software requires technical training from the teacher combined with the development of methodologies for applying these tools in teaching the topic covered. Faced with this problem, this work aims to discuss the teaching-learning process of students through the use of robotics in the classroom, to facilitate the learning of mathematics content. In this sense, this research proposes the investigation of successful practices in the use of robotics in the classroom, both in Elementary II and High School. The research used a qualitative bibliographic review, with a time frame of 10 years, in the Scielo and Google Scholar databases. The research also explored how robotics can promote collaborative learning and group problem solving, skills essential for students' academic and professional development. Educational robotics has proven effective in promoting a dynamic and interactive learning environment, where students can experiment, make mistakes and learn in a meaningful way. The research also highlighted challenges such as the need for continued teacher training, the availability of technological resources and the initial resistance of educators and students. This work contributes to knowledge about the use of technology in education and offers practical information for educators who wish to innovate their pedagogical practices. By integrating educational robotics into mathematics teaching, it is possible to transform the perception of the subject, making it more attractive and accessible. The research concludes that, despite the challenges, the adoption of educational robotics can revolutionize mathematics teaching, promoting holistic and adaptive learning, aligned with the demands of the 21st centuryItem 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.