Mestrado Profissional em Matemática em Rede Nacional (IME)

URI Permanente para esta coleçãohttp://200.137.215.59/tede/handle/tde/305

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Um estudo sobre ações mentais matemáticas, memória e atenção na resolução de inequações polinomiais do 1º e 2º graus
(Universidade Federal de Goiás, 2025-07-03) Gonçalves, Dhiego Pereira; Alvarenga, Karly Barbosa; http://lattes.cnpq.br/8950541327384418; Alvarenga, Karly Barbosa; http://lattes.cnpq.br/8950541327384418; Ferro, Marcelo lopes; http://lattes.cnpq.br/5161398271110906; Rosa, Eliane Vieira; http://lattes.cnpq.br/2320648115845267
This dissertation investigates the neurocognitive processes involved in solving first- and second-degree algebraic inequalities, including a product inequality and a quotient inequality, with an emphasis on identifying the mathematical mental actions, the memory contents evoked, and the attentional focuses required in different types of exercises. The research is based on the Theoretical Model of Mathematical Mental Actions, developed by Alvarenga and Domingos (2020), and on the contributions of contemporary cognitive neurosciences, especially those of Dehaene (2022), Lent (2019), Izquierdo (2018), Herculano-Houzel (2017), and Bear, Connors, and Paradiso (2017). This is a qualitative, descriptive, exploratory, and theoretical-analytical study that adopts an original method of analysis developed by the researcher himself, which integrates Alvarenga and Domingos’ model with the cognitive functions of memory and attention, as well as with brain regions involved in mathematical learning. The corpus consisted of exercises extracted from high school textbooks widely used in Brazilian education. The solutions were carried out by the author of this dissertation based on the methods proposed by the textbook authors, ensuring pedagogical coherence. Some of the problem statements were reformulated in order to stimulate new or different mathematical mental actions and to increase the cognitive complexity of the tasks. The analyses, systematized in charts, highlight the mobilized mental actions, the contents of long-term and working memory, the attentional demands, and the brain regions presumably involved. The results indicate that the articulation between mathematical mental actions, memory, and attention allows for a deeper understanding of mathematical thinking processes and reinforces the pedagogical potential of task reformulation from a neuroeducational perspective. This dissertation may contribute to the field of Mathematics Education by proposing a replicable analytical methodology grounded in scientific evidence and aligned with students’ cognitive functioning.
A matemática das criptografias
(Universidade Federal de Goiás, 2025-07-08) Santos, Aline Márcia dos; Rodrigues, Paulo Henrique de Azevedo; http://lattes.cnpq.br/8910130626123426; Rodrigues, Paulo Henrique de Azevedo; http://lattes.cnpq.br/8910130626123426; Souza, Mário José de; http://lattes.cnpq.br/4862963990848505; Silva, Sandro Ricardo Pinto da; http://lattes.cnpq.br/3201944429813248
Modular arithmetic is systematically employed in the development of contemporary technologies in order to promote cybersecurity, such as the need for data protection in banking transactions and on social media platforms. Considering the contemporary scenario, in which digital communication is a fundamental element for information security, this study aims to demonstrate to high school mathematics students and teachers a practical application of modular arithmetic in the current context, through the use of cryptography, through a literature review on the topic. Therefore, the work focuses on developing a material specifically aimed at teaching modular arithmetic in high school, in order to validate its practical application. Furthermore, a brief historical analysis is conducted to highlight the recurring use of cryptographic methods in different civilizations. By relating classical content, such as Euclidean divisions, to concrete data protection and information security situations, it was possible to build a bridge between mathematical knowledge and the daily lives of students. Finally, a teaching sequence is proposed with thirteen activities aligned with the National Common Curricular Base. This sequence seeks to optimize mathematical learning by connecting it to practice,in detriment of a teaching method disconnected from reality.
Explorando a relação de Euler: um relato de experiência com oficinas educativas no ensino de geometria espacial
(Universidade Federal de Goiás, 2025-07-04) Silva, Alessandro Ferreira da; Hiuri Fellipe Santos dos; Reis, Hiuri Fellipe Santos dos; http://lattes.cnpq.br/9444154235787960; Reis, Hiuri Fellipe Santos dos; Silva, Sunamita Souza; Silva, Fábio Nunes da
The teaching of Spatial Geometry in Brazil faces challenges related to the lack of appropriate teaching methodologies, often failing to systematically explore visualization, construction, and manipulation of three-dimensional forms and objects, hindering students' learning process. The predominance of traditional and theoretical approaches, usually employing two-dimensional representations of three-dimensional figures on media such as blackboards or textbooks, contributes to student demotivation and difficulty in developing spatial reasoning. Based on studies developed in the field of education and mathematics teaching, this research investigates the impact of educational workshops on the teaching of Spatial Geometry with 9th-grade students at Dalka Leles Municipal School, in Goiânia. The methodology adopted is qualitative, focusing on practical activities and manipulable materials to explore concepts such as faces, vertices, and edges of polyhedra, as well as Euler’s relation identified in convex polyhedra in general. It is expected that this research will contribute to the adoption of more dynamic and interactive methodologies, fostering more effective learning and stimulating student interest in mathematics.
Ensino de área de polígonos planos com software GeoGebra por meio do GeoGebrabook
(Universidade Federal de Goiás, 2025-05-26) Almeida, Jordana Augusta Gomes de; Pereira, Rosane Gomes; http://lattes.cnpq.br/4892810550527855; Pereira, Rosane Gomes; Andrade, Kamila Da Silva; Cintra, Adriana Araujo
This bibliographic research presents definitions and concepts of plane geometry, with a specific focus on the calculation of the area of plane figures. The work includes a historical contextualization, addressing the main civilizations that developed empirical geometry until reaching Euclid, who, in his work Elements, demonstrates the formulas for calculating the area of plane figures. The research also examines the guiding documents of basic education, highlighting the importance of studying geometry in both elementary and high school levels. Furthermore, the relevance of mathematical knowledge for teachers is emphasized, particularly concerning the formulas discussed in this work. Finally, a didactic sequence was developed to enable teachers to apply, in the classroom, the knowledge acquired throughout the research. This didactic sequence, built using GeoGebra software—specifically through the GeoGebraBook tool—facilitates the visual clarification of common student doubts during theoretical explanations of area calculation, allowing students to achieve the skills outlined in the BNCC.
Pressão e coeficientes dinâmicos do vento: uma perspectiva da Equação de Bernoulli para STEAM
(Universidade Federal de Goiás, 2025-02-26) Silva, Ricardo Iaras da; Silva, Geci José Pereira da; http://lattes.cnpq.br/9174074436425246; Silva, Geci José Pereira Da; Gomes, Alacyr José; Elias, Luciana Aparecida
This dissertation aims to analyze the feasibility of using pressure and dynamic wind coefficients in Basic Education, modeled from the perspective of the Bernoulli Equation, in the context of STEAM (Science, Technology, Engineering, Arts and Mathematics). In this sense, the study seeks to transcend the approach restricted to higher education, using proposals for activities based on the application of the quadratic function, common in potential educational instruments, accessible at the suggested level. Based on official documents, current technical standards, concepts of energy conservation and the Bernoulli Equation, we seek to use experiences derived from everyday life and Engineering, with a focus on adaptation for applications in Elementary and Secondary Education. We will begin the analysis of educational parameters and the cosmogony of wind, linked to civilizations and the evolution of Science, with mathematical and technological support for applications based on the technical standard NBR 6123:2023 Forces due to wind in buildings. Next, we will address the causes and consequences of accidents resulting from lack of knowledge related to the origin, speed and dynamic pressure of the wind. Next, we will carry out an analysis of the official documents that govern data on accidents caused by wind in Brazil. In this context, we propose that an exploratory approach to the topic, even in Basic Education, can contribute to reducing accident rates and losses resulting from inexperience on the subject. Therefore, we seek to demonstrate that wind has great potential for mathematical modeling within the scope of STEAM, integrating areas and concepts that can enrich learning.
O Portal NetEscola como auxílio para o ensino de matemática nas escolas públicas estaduais de Goiás
(Universidade Federal de Goiás, 2025-03-28) Teixeira, Ivan Magalhães; Andrade, Kamila da Silva; http://lattes.cnpq.br/5826758252290247; Andrade, Kamila da Silva; Pereira, Rosane Gomes; Souza, Wender José de
This work consists of a bibliographic research and an analysis of the NetEscola Portal, based on offcial curricular documents such as the Common National Curriculum Base (BNCC), the National Curriculum Parameters (PCN), the Goiás Curriculum Document (DC-GO), and other bibliographies. The objective is to investigate the portal’s potential and assess how its resources can be better utilized in the teaching of mathematics in pulic state schools in Goiás. Throughout the study, we conducted a critical analysis of the NetEscola Portal, examining how its content aligns with curricular documents and how it can be pedagogically explored. Additionally, we developed a didactic sequence applied to the teaching of fractions, demonstrating practical possibilities for using the portal, including activities from SerGoiás. As an educational product derived from this research, we created the booklet "NetEscola Portal: From access to practice", offering practical suggestions for a more effcient use of the resources available on the portal. The results of this research indicate that the NetEscola Portal has a vast collection of content and interactive activities that can be enhanced for teaching mathematics. However, challenges such as the need for greater personalization and organization of materials were identifed. Thus, this study contributes to the understanding of the NetEscola Portal’s role as an educational tool and proposes reflections on its improvement to better meet the needs of teachers and students.
Explorando como a interdisciplinaridade melhora a aprendizagem na matemática: os conhecimentos matemáticos empregados a um ensino motivador via velocidade média e taxa de variação
(Universidade Federal de Goiás, 2024-12-30) Silva, Danthy Marcio Barbosa; Souza, Marcelo Almeida de; http://lattes.cnpq.br/1343419041226215; Souza, Marcelo Almeida de; Silva, Sunamita Souza; Silva, Carlos Rodrigues da
Teaching mathematics is often perceived as challenging by students, especially due to the lack of connection with real and practical situations. In this context, interdisciplinarity emerges as an effective pedagogical strategy to make learning more meaningful, integrating mathematics with other areas of knowledge. This work investigates how the use of concepts such as average speed and rate of change, applied in an interdisciplinary way, can motivate students and improve mathematical understanding. The main objective is to demonstrate the way in which mathematical concepts can be applied to solve problems about the content of average speed and rate of change in physics, promoting an integrated understanding between the two disciplines. Through bibliographical research, studies that address interdisciplinary practices in mathematics teaching were analyzed, highlighting the positive impact of these methodologies in terms of engagement and learning. The results show that the use of real examples, such as calculating average speed on daily routes or analyzing variations in natural phenomena, facilitates the understanding of abstract concepts. Furthermore, interdisciplinarity stimulates critical and analytical skills, bringing students closer to the practical application of knowledge. It is concluded that the interdisciplinary approach not only makes learning more dynamic and motivating, but also contributes to the development of an integrated view of knowledge, preparing students to face challenges in a more creative and effective way. This practice reinforces the role of mathematics as an indispensable tool for solving problems in everyday life.
Modelagem matemática na captação da água da chuva
(Universidade Federal de Goiás, 2024-12-11) Oliveira, Alissany Santos Lima; Faria, Elisabeth Cristina de; http://lattes.cnpq.br/5007480938176936; Silva, Jhone Caldeira; http://lattes.cnpq.br/6848751340618892; Silva, Jhone Caldeira; Santos, Ronaldo Antônio dos; Silva, Élida Alves da
In this work we discuss how the implementation of a Mathematical Modeling project focused on Rainwater Harvesting can impact the teaching and learning of Mathematics, considering students conceptual, procedural, and attitudinal aspects, while promoting environmental awareness. The study draws on authors such as Biembengut, Bassanezi, Burak, Barbosa, Stein, and Canavarro, addressing both Mathematical Modeling and Exploratory Teaching. The research was conducted in a second-year high school class and aimed to analyze how students understood mathematical concepts such as areas, volumes, and trigonometric ratios through activities involving water volume calculation, rain gauge construction, and reservoir design. The specific objectives include identifying key mathematical concepts related to rainwater harvesting and their application in the context of modeling; assessing the development of problem-solving skills, critical thinking, and teamwork among students through the project; analyzing the impact of modeling activities on students' interest, motivation, and engagement in Mathematics; and observing the perceptions of students and teachers regarding the activities developed under the theme of rainwater harvesting. The results indicate that this interdisciplinary approach can serve as an effective tool for teaching Mathematics while raising awareness of sustainability issues.
A história da Educação de Jovens e Adultos (EJA): uma proposta para o ensino de condição de existência de triângulos utilizando material manipulável
(Universidade Federal de Goiás, 2024-12-19) Vaz, Pedro Itallo; Souza, Marcelo Almeida de; http://lattes.cnpq.br/1343419041226215; Souza, Marcelo Almeida de; Ferro, Marcelo Lopes; Bezerra, Tatiana Pires Fleury
In this dissertation, a brief account of the history of Adult and Youth Education (EJA), the EJA curriculum, and a proposal for teaching the conditions for the existence of triangles to this audience will be presented. The aim of this teaching proposal is to encourage student integration, create meaning for what the students are studying, and, consequently, promote actions that provide motivation opportunities so that students feel more enthusiastic about studying mathematics using playful activities. Moreover, with this teaching method, we can achieve the four strands of meaningful mathematical learning: experimenting, conjecturing, formalizing, and generalizing.
As olimpíadas de matemática e uma introdução ao estudo de equações funcionais
(Universidade Federal de Goiás, 2024-12-13) Morais, Josiane Bailão de; Chaves, Ana Paula de Araújo; http://lattes.cnpq.br/2332073500640724; Andrade, Kamila da Silva; http://lattes.cnpq.br/5826758252290247; Andrade, Kamila Da Silva; Chaves, Ana Paula De Araújo; Vargas, Tiago Moreira; Silva, Simone Vasconcelos da
The Mathematics Olympiads are international competitions that seek to stimulate interest in the subject, in addition to testing the participants’ skills with regard to complex problems. When analyzing the questions proposed in these competitions, the frequent presence of functional equations is observed, which consist of equations involving unknown functions. Therefore, the general objective of this research is to discuss the use of functional equations in Mathematics Olympiads. As a methodology, a qualitative bibliographical research was chosen, so that initially a bibliographical review was carried out on the concepts in depth in the study, then it brought to light a brief report by the researcher about the workshops that were given to some teachers and students with the aim of precisely to discuss the mathematics olympiads and how they can contribute to both the knowledge of teachers and students. In this research, we propose the development of a series of lectures focused on the Mathematics Olympics, together with a didactic sequence on Functional Equations, to be applied in study groups focused on Olympic competitions. This sequence was prepared in accordance with the guidelines established for the creation of an Educational Product, with the aim of providing a structured and effective approach to learning and preparing students for the challenges of the Mathematics Olympiads. The lecture cycle was an extension action promoted by IME/UFG and PROFMAT for the popularization and dissemination of Mathematics.
Ensino de Geometria na Educação de Jovens e Adultos da zona rural: Uma Sequência Didática com Abordagem Exploratória e Tecnologias Digitais para o Estudo de Áreas e Perímetros.
(Universidade Federal de Goiás, 2024-12-19) Sousa, Luciano Lopes de; Braga, Laudelina; Reis, Hiuri Fellipe Santos dos; http://lattes.cnpq.br/9444154235787960; Reis, Hiuri Fellipe Santos dos; Lima, Lidiane Dos Santos Monteiro; Cintra, Adriana Araújo; Braga, Laudelina
This dissertation presents a set of teaching sequences based on Exploratory Teaching, with the use of digital technologies such as GeoGebra and Google Earth. These tools were used to offer an accessible approach, respecting the linguistic particularities, learning pace and socioeconomic context of EJA students in rural areas. The proposal aims to face the educational challenges of this audience by proposing alternatives for improving geometry teaching and contributing to overcoming the learning barriers often faced in this teaching modality. Planned to connect geometric concepts to students' practical experiences, the teaching sequence seeks to facilitate the understanding and applicability of mathematical knowledge. Thus, the approach goes beyond the mere transmission of content, prioritizing pedagogical practices that promote student protagonism, value their life experiences and stimulate active and engaging learning. By integrating digital technologies and active methodologies, it is expected not only to improve learning outcomes, but also to contribute to a more inclusive, equitable and transformative education.
O ensino de ciências na educação infantil no município de Goiânia: uma análise de documentos curriculares
(Universidade Federal de Goiás, 2023-03-31) Castilho, Camilla Moreira de; Mesquita, Nyuara Araújo da Silva; http://lattes.cnpq.br/6971106875143413; Mesquita, Nyuara Araújo da Silva; Nunes, Luclecia Dias; Silva , Simei Araújo
The objective of this study was to reflect on Science Teaching, Early Childhood Education and the Curriculum Documents that regulate teaching for this modality. A Case Study was prepared with the objective of analyzing the possibilities delivered in the Curricular Document of Early Childhood Education of Goiania (2020), based on the National Common Core Curriculum and the Curriculum Document of Goiás to investigate how Science Teaching is proposed for child education, in addition, to understand how the approach to proposals for teaching activities in Science Teaching takes into account this range age. The analysis took place from the Discursive textual Analysis, from a rescue of ideas of authors such as Moraes and Galiazzi (MORAES, 1991; 2003; MORAES E GALIAZZI, 2006; 2016) in order to revel new emerging on the subject analyzed in the Document. In addition, this dissertation text also brings a historical survey regarding the construction of the concept of childhood, child and the paths to reach Early Childhood Education. A State of the Art Survey was carried out to highlight the trends involving Science Teaching and Early Childhood Education based on the analysis of Curriculum Documents. In the analysis of the results, the categories Perspectives of Environmental Education for Early Childhood Education and Interaction Processes between subjects and the physical world were discussed considering the categories established a priori. The emerging category evidenced Scientific Literacy, which is completely related to the a priori categories. In the bias of these categories, it is assumed that the Document analyzed denotes concern with Environmental Education issues, although this appears diffusely in the text and that in the processes of interaction between the subject and the physical world, there is greater evidence of issues related to human health. In this direction, characteristics of the need for complexification of knowledge of Early Childhood Education are vehemently presented in order to form individuals capable of making decisions in a critical and reflective way about all aspects of society, fostering the bias of Scientific Literacy. As much as the Document does not propose possibilities for specific action, they demonstrate willingness to reflect on the development of this approach.
Funções no ensino médio: uma abordagem conceitual e o uso de gamificaç
(Universidade Federal de Goiás, 2024-12-06) Camargo Júnior, Itamar de; Silva, Jhone Caldeira; http://lattes.cnpq.br/6848751340618892; Silva, Jhone Caldeira; Santos, Maria Bethânia Sardeiro dos; Santos Júnior, Porfírio Azevedo dos
In this paper we present a discussion about the manner how the concept of functions is approached in high school and discuss the teaching possibilities for this topic through gamified tasks in order to promote learning opportunities in Mathematics. It is a qualitative study and it is also classified as an applied research due to its goal. We bring a literature review about functions and gamification and as the research instruments we utilized two questionnaires. They were applied to both teachers and students from the 1st year of high school with the purpose of knowing their perceptions about the teaching and learning of functions the methodological approach adopted by the teachers and the textbook, the main difficulties of the students, and the vision of both parties in relation to new approaches to teaching and gamification We elaborated a didactic sequence composed by diagnostic and formative evaluation, directed study, theoretical lessons with contextual background and concepts, and practical lessons through a gamified task created on the digital platform Scratch. We realize the importance of caring about the concepts and the relevance of methodologies that enhance learning and provide new opportunities, all of which promote favorable learning environments for the teaching of Mathematics. We infer that there is potential in utilizing digital tools in teaching and learning, associated with the strictness of the concepts, which makes it possible to have a promising scenario for the teaching of Mathematics in Basic Education.
Diálogos entre as neurociências cognitivas e a matemática: uma revisão sistemática da literatura
(Universidade Federal de Goiás, 2024-12-12) Chagas, Leiliane Vieira de Lima; Alvarenga, Karly Barbosa; http://lattes.cnpq.br/8950541327384418; Alvarenga , Karly Barbosa; Magalhães, Ana Paula De Almeida Saraiva; Paiva, Selma Marques de
This dissertation presents the results of research that had, as its object of investigation, the mapped scientific publications, the experiences that these authors had and the intersections between the results found in these studies. The main objective was to analyze, in a descriptive way, the possible contributions of cognitive neurosciences found in the mapped studies for the teaching and learning of mathematics, and as an investigative question: What are the possible contributions of the selected studies for the teaching and learning of mathematics? Thus, research was developed with a qualitative approach of the exploratory and descriptive bibliographic type, with similarities that bring it closer to a state of the art. To select the mapped works, the databases used were Google Scholar, Scientific Electronic Library Online (Scielo), Brazilian Digital Library of Theses and Dissertations (BDTD) and CAPES Theses and Dissertations Catalog, as well as journals from the institutions UEG, UFG, UFMG and UNESP, in addition to a previously structured database shared by the advisor. The time frame considered was from 2010 to 2023, since the interest was to observe what is currently being produced on neuroscience. The corpus was composed of 20 publications, including scientific articles, book chapters, monographs, dissertations, and theses. These were categorized in relation to their methodological approaches, the alignment of objectives related to mathematics, the number of works produced in each year of the time frame, the results that emerged from these works, and the relationship between the terms “mathematics,” “neuroscience,” and “teaching” identified in their titles and keywords. The results reinforce the idea that the core of learning lies in the development of executive functions. Therefore, the intersection between cognitive neuroscience and education can be positive, as it provides support for more effective pedagogical practices that mitigate false beliefs about learning mathematics. Researchers from both fields need to focus on research from this perspective in order to build theoretical models that can serve as inspiration for use in classrooms. This paper presents a table with excerpts from the works, summarizing the contributions listed by the authors and, as a result, a supplementary textbook was produced that highlights important brain aspects for learning mathematics.
Educação Financeira: uma proposta didática em sala de aula com o uso de planilhas eletrônicas
(Universidade Federal de Goiás, 2024-04-29) Couto, Andrey Alves do; Silva, Geci José Pereira da; http://lattes.cnpq.br/9174074436425246; Silva, Geci José Pereira da; Lima, Márcio Dias de; Souza, Anyelle Nogueira de
The financial education involves the entire process of seeking, understanding, and applying everyday ideas related to the fundamental principles of financial mathematics, economics, and finance. This qualitative, documentary, and field study details and report an experience with third-year high school students from a school in Goiás, aiming to understand their prior knowledge of financial education concepts and their understanding and evolution after participating in the applied field activities. The core objective was for the research participants to familiarize themselves with fundamental concepts of financial mathematics, economics, and finance, such as assets and liabilities, cash flow, expense control, percentage and discounts, and ideas related to loans and investments. Additionally, the aim was to engage with these concepts through the systematic use of spreadsheets, a software that facilitates the understanding of these contents. Teaching financial with spreadsheets demonstrated effectiveness in students' understanding, as observed in the analysis of the final questionnaires and task completion analysis. Thus, the essential factor of integrating financial education into basic education is evident, as a vital role, fostering critical thinking and aiding in daily decision-making on personal and collective finances.
Reutilização de resíduos sólidos na construção de figuras geométricas: uma abordagem interdisciplinar no ensino fundamental
(Universidade Federal de Goiás, 2024-12-05) Ostrowskij, Daniel Nonato; Ferro, Marcelo Lopes; http://lattes.cnpq.br/5161398271110906; Ferro, Marcelo Lopes; Reis, Hiuri Fellipe Santos dos; Barboza, Marcelo Bezerra
The environmental problems caused by the inefficiency in solid waste management and the difficulties faced by teachers in engaging students in learning geometry, due to the scarcity of concrete teaching materials, represent challenges that need to be overcome within the educational context. These challenges highlight the urgent need to transform the approach to environmental and Mathematics topics in schools, especially in light of the unsatisfactory results observed in international assessments, which show the low performance of Brazilian students in Science and Mathematics. In this context, and recognizing the limitations of traditional methodologies, this study investigated the feasibility of developing manipulable educational resources using reusable and accessible materials, applicable in interdisciplinary hands-on lessons. The overall aim of this study was to create teaching materials, games, and experiments made exclusively from recyclable materials, organized into interdisciplinary activities to enrich Geometry lessons and promote environmental awareness and sustainable practices. The study also aimed to contribute to the development of skills in the areas of Mathematics and Science, in line with the guidelines of the reference curriculum frameworks. The methodology included a literature review and an experimental phase, during which five suggestions for interdisciplinary activities were developed, which can be applied by teachers in different grade levels, as long as they are adapted to the specific needs of each class. As a result, the study generated theoretical content on environmental issues and geometry, as well as activities that provide an enriching experience. By using these activities, students become protagonists of their learning, developing essential skills such as teamwork, responsibility, and respect for the environment, while also recognizing their role in environmental degradation and seeing themselves as agents capable of contributing to changing this reality
Geometria euclidiana para alunos cegos: uma sequência didática inclusiva para ensinar conceitos elementares
(Universidade Federal de Goiás, 2024-10-08) Machado, Dionysio Perrone; Pereira, Rosane Gomes; http://lattes.cnpq.br/4892810550527855; Pereira, Rosane Gomes; Andrade, Kamila da Silva; Araujo, Jaqueline
This paper brings a pedagogical proposal about learning of complementary concepts and of some Euclidian geometric axioms for the teaching of students with blindness. Through a teaching sequence, based in Antoni Zabala (1985), we developed tasks that explore mathematics and which can enable a meaningful learning experience to students. We combined pedagogical strategies such as kinesthetic learning, the use of touchable resources and audio description. We considered the theoretical background, presented by Vygotsky about the development of language and the experiences in the individual their midst. To the didactical sequence previous knowledge can be considered to create tasks to students for they provide a truthful significance to the acting of teaching. We did bibliographical research, the revision of a diverse group of teaching materials-books and scientific articles, specialized websites and pedagogical proposals. Thus, this manuscript, we hope with the pedagogical proposal for teaching the geometry, especially to blindness people, contribute and reinforce the hypothesis that combined strategies of inclusive teaching is beneficial to all: teachers, students, educators, the school community and society
O xadrez como instrumento pedagógico no ensino da matemática no ensino básico
(Universidade Federal de Goiás, 2024-09-30) Pereira, Sebastião Erasto Cândido; Vargas Júnior, Valdivino; http://lattes.cnpq.br/1795859800919467; Vargas Júnior , Valdivino; Vargas, Tiago Moreira; Brito, Eder Silva de
For centuries, chess has been used as a teaching tool in mathematics education, proving its effectiveness in improving problem-solving and critical thinking skills among students. The objective of this study is to investigate the use of chess as a pedagogical tool in elementary school, with the aim of improving mathematical proficiency and critical thinking skills. This research is justified by the potential of chess to improve cognitive development, promote transferable skills, provide engaging learning experiences and contribute to educational reform. To achieve this, the research will employ a basic research model, using descriptive and quantitative techniques to conduct a comprehensive review of the literature on relevant topics. In addition, the practical implementation of chess in classrooms, its impact on student engagement and future prospects for using chess to teach mathematics were also examined. Research has demonstrated that chess is an effective pedagogical tool for increasing mathematical proficiency and developing critical thinking skills in elementary school students. Integrating chess into the school curriculum contributes to more engaging learning, strengthening logical reasoning and decision-making.
Técnicas do cálculo numérico aplicadas no ensino médio
(Universidade Federal de Goiás, 2015-11-27) Pereira, Paulenrike Gonçalves; Chaves, Rogerio de Queiroz; http://lattes.cnpq.br/2029572406153004; Chaves, Rogerio de Queiroz; Smith, Ole Peter; Souza, Flávio Raimundo de
In face of the need to determine values , satisfying equations of the form f(x) = 0, the purpose is this paper to present three important methods isolating roots, considered in mathematical literature as elementary. First of all, this work puts out some definitions and exposes the reader to the impossibility of creating formulas, for roots of polynomial equations greater than tree degrees. However, it shows techniques that provide acceptable approximation in minimizing the error possible, how close to zero can the result can be reached. In order to optimize speidof these techmiques, this paper also discusses some techniques to isolate roots to identying intervals that may contain them. Futhermore, this paper raises a comparison between the three methods of calculating the zeros of functions, addressing possible advantages and disadvantages of them. Finally, it presents the experience of teaching one of these contents in high school, assessing their compatibility to the students intellectual level of the students and showing some results of that.
Dinâmicas de jogos aplicadas no ensino de análise combinatória e probabilidade na educação básica
(Universidade Federal de Goiás, 2024-09-26) Oliveira, Neuton Xavier de; Vargas Júnior, Valdivino; http://lattes.cnpq.br/1795859800919467; Vargas Júnior, Valdivino; Brito, Éder Silva de; Vargas, Tiago Moreira
This work is aimed at developing proposals for the final years of Elementary School II and High School, seeking to implement the teaching of basic concepts of combinatorics in the classroom, using mathematical games that develop logical reasoning and explore, through challenging applications, teaching combinatorial analysis and probability. One of its objectives is to make the teaching of mathematics less mechanical and less discouraging, calling on the student to be an active part of the teaching-learning process, through some dynamics applied in the classroom, with the intervention of the teacher.

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