PROFMAT

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https://ri.ufr.edu.br/handle/123456789/80

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Navegando PROFMAT por Autor "Delgado, Marcos André de Jesus"

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    Uma análise do ensino de frações equivalentes no contexto da pandemia da Covid-19 mediado pela Teoria Antropológica do Didático
    (Universidade Federal de Mato Grosso, 2021-05-31) Henrique, Mychelly Agnes Marcelo; Bittencourt, Vinicius Souza; 020.276.915-10; http://lattes.cnpq.br/0336270624397110; Bittencourt, Vinicius Souza; 020.276.915-10; http://lattes.cnpq.br/0336270624397110; Delgado, Marcos André de Jesus; 828.364.771-72; http://lattes.cnpq.br/9118406439990652; Farias, Luiz Marcio Santos; 679.074.845-15; http://lattes.cnpq.br/8459439898470769
    This research aims to develop, apply and analyze a didactic sequence on the theme “rational numbers”, in particular the part “equivalent fractions”, as well as the formal mathematical study of the same. The research methodology used was Second Generation Didactic Engineering, which served as a guide to the steps of applying a didactic sequence. For its analysis, the Theory of Didactic Situations and the Anthropological Theory of Didactics were used as input. The research subjects were sixth-grade students, from four classes of elementary school, within the research-training process of a public school teacher in the city of Rondonópolis-MT. The data were collected from the responses of the virtual questionnaire at the end of the didactic sequence and also through the analysis of the responses of the students’ activities, sent by instant messaging application. It was found that students understand the concept of fractions and are able to identify them through their geometric representation, however they have difficulties in recognizing such objects when the geometric representation is not presented. It was found that the use of manipulable concrete material and GeoGebra computational environment contribute to remote teaching in a positive way, helping to learn our mathematical reference object: equivalent fractions.
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    Aplicação do Conceito de KPI no ensino de Matemática
    (Universidade Federal de Mato Grosso, 2021-09-17) Zahner, Henrique Kops; Moreira Neto, Alvaro; 883.591.821-91; http://lattes.cnpq.br/2897196551920231; Moreira Neto, Alvaro; 883.591.821-91; http://lattes.cnpq.br/2897196551920231; Delgado, Marcos André de Jesus; 828.364.771-72; http://lattes.cnpq.br/9118406439990652; Sousa, Marcio Lemes de; 883.953.591-87; http://lattes.cnpq.br/1534708250926451
    Brazil has historically been ranked lower and lower when it comes to the PISA (Programme for International Student Assessment) index that evaluates the performance of the country’s students in mathematics. Based on it and considering that the National Common Curriculum Basis (or, the acronym in Portuguese, BNCC from Base Nacional Comum Curricular) sets that the learning of mathematics acquired by the students from the final years of elementary school, needs to be related to practical issues, that is, to aspects of reality, so it is suggested that the use of the KPI’s (Key Performance Indicator) concept as a tool to assist in this matter. KPI, on the other hand, is a numerical indicator that brings us, even graphically, relevant information about the performance of a business process, so it is important for the student’s development, as a future worker, having knowledge about the subject. It is also possible to extrapolate the concept, bringing other indicators more related to the daily life of a citizen, such as HDI (Human Development Index), IDEB (Basic Education Development Index), among countless others that are assessed by the government, based on surveys and data collection promoted by several organizations, such as the IBGE (Brazilian Institute of Geography and Statistics), for example. Thus, knowing how mathematics is fundamental for the indicators to be generated and interpreted, the student starts to understand the importance of this discipline for practical applications and promote greater awareness of the reality in which it is inserted, showing the importance of mathematics and its due protagonism, ceasing to be a “mere academic formality” as some think students, but rather a powerful tool for their development as a person.