PROFMAT

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

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Navegando PROFMAT por Assunto "CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA"

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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.
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    Ensino de probabilidade : uma proposta de sequência didática com uso dos jogos Bozó e Coup
    (Universidade Federal de Mato Grosso, 2021-12-06) Alves, Luis Paulo de Souza; Rodrigues, Eunice Cândida Pereira; 468.790.641-91; http://lattes.cnpq.br/9037151037918091; Rodrigues, Eunice Cândida Pereira; 468.790.641-91; http://lattes.cnpq.br/9037151037918091; Silva, Clayton Eduardo Lente da; 297.022.948-00; http://lattes.cnpq.br/4069908956291996; Dias, Ivonildes Ribeiro Martins; 961.058.951-00; http://lattes.cnpq.br/8664599889120339
    Didactic sequence is an important tool for organizing educational practice, it guides and systematizes such practice. Because of this, it is necessary that this instrument adapts at students’ demands, and one of these demands is that knowledge be practical and part of their daily lives. In this regard, the use of games presents itself as an important tool to be able to make an approximation of mathematical concepts, in this case concepts of probability, daily life, and for being inserted in a playful way, sharpening student’s curiosity. The main objective of this research is to verify if the use of the Bozó and Coup games for the preparation and application of a didactic sequence on probability facilitates the understanding of the worked concepts. For this purpose, a thematic approach was formulated following the guidelines of the Common National Curriculum Base (BNCC) and, according to its requirements, a didactic sequence was structured and applied using the aforementioned games with students from a 9th grade class of elementary school at Leibniz School from Rondonópolis. After the application, a qualitative research was carried out using the technique called heremeneutic-dialectic circle of data collection, through an oral presentation of their evaluation of the didactic sequence and learning itself, answering individual questionnaires with the same regards, and through the analysis of the answers of the activities carried out by those involved. It was found that the use of games contributed in a positive way, which can be verified mainly by the greater involvement of students, by verifying the practice of writing activity with games still in hand, and by the untying of problem solving with ready-made formulas.
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    Modelos matemáticos de equações diferenciais aplicados ao estudo da pandemia de SARS-CoV-2
    (Universidade Federal de Mato Grosso, 2021-12-09) Silva, Fabrício Onório da; Silva, Clayton Eduardo Lente da; 297.022.948-00; http://lattes.cnpq.br/4069908956291996; Silva, Clayton Eduardo Lente da; 297.022.948-00; http://lattes.cnpq.br/4069908956291996; Rodrigues, Eunice Cândida Pereira; 468.790.641-91; http://lattes.cnpq.br/9037151037918091; Gouveia, Márcio Ricardo Alves; 257.244.268-03; http://lattes.cnpq.br/7578944173575239
    This work presents a study on applications of Ordinary Differential Equations to Epidemiology. We analyze the behavior of some epidemiological models using the concepts of the Qualitative Theory of Differential Equations. In particular, we analyzed the epidemic caused by the SARS-CoV-2 virus, which causes the COVID-19 disease, in the city of Rondonópolis. Therefore, we study the main concepts involved in the modeling process, in addition to demonstrating mathematical results that corroborate the statements generated by the proposed models. Finally, based on the studies carried out, we discuss the importance of teaching the exponential function for high school students.
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    O uso do GeoGebra para o ensino do cálculo da área de polígonos no ensino fundamental
    (Universidade Federal de Mato Grosso, 2021-09-24) Gonçalves, Lilian da Silva; Oliveira, Joelma Ananias de; 897.514.501-87; http://lattes.cnpq.br/0370758268194196; Oliveira, Joelma Ananias de; 897.514.501-87; http://lattes.cnpq.br/0370758268194196; Santos, Dércio Braga; 297.022.948-00; http://lattes.cnpq.br/7566907783145556; Lima, Leandro Bezerra de; 276.630.588-28; http://lattes.cnpq.br/3605569619458324
    The indices in mathematics, presented by national evaluations are not favorable, in the classroom it is possible to notice the difficulty of students in understanding mathematical subjects, configuring important research and discussion on methods of teaching the discipline, even more at this time of COVID-19 pandemic that the world faces and has direct reflections on school education. Thus, the general objective of this study is to develop a collection of interactive activities on GeoGebra, which helps elementary school teachers to demonstrate formulas used in the calculation of the area of polygons. To achieve the outlined objective the methodological path followed by this study was the realization of a research of applied nature; qualitative approach; as for the objectives it is exploratory; in relation to the procedures it is a bibliographic research with inductive method. Through the development of this research it was possible to know some features of GeoGebra, such as the use of the application for graphical representation of function, discussion on solving linear systems, the mutual contribution between members of the GeoGebra community and the collaborative development available through the software. In terms of dimension the material produced is a prototype of a book that is divided into three sections, the first contains applications for the use of the teacher in the classroom, in order to facilitate the demonstration of the formulas for calculating the area of polygons and provide a tool that facilitates the visualization and understanding of the formulas by the student. The second section has practical activities for memorizing the calculation processes, and the third section presents problem solving exercises. By being in possession of a published material the user can access the creator's profile, search for the post and make comments, criticisms or submit a change suggestion. It was concluded that the elaboration of a collection of interactive activities in GeoGebra, which helps the elementary school teacher to make the demonstrations of the formulas used in the calculation of the area of polygons was developed and presented in the research results, proving that the work achieved its main objective.