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Educação Etnomatemática: da carpintaria à Geometria ensinada no 8º ano do Ensino Fundamental
(Universidade do Estado do Amazonas, 2026-09-09) Costa, José Gutemberg Vidal da; Costa, Lucélida de Fatima Maia da; http://lattes.cnpq.br/8333907767115958; Costa, Lucélida de Fatima Maia da; http://lattes.cnpq.br/8333907767115958; Silva, Antônia Ivanilce Castro da; http://lattes.cnpq.br/5235127078538262; Fonseca, Maildson Araújo; http://lattes.cnpq.br/1408202171363945
This article presents the results of a study developed with the aim of understanding how the geometric knowledge present in carpentry can contribute to the teaching of Geometry in the 8th grade of Elementary School, from the perspective of Ethnomathematics Education. The participants in the research were an 8 th-grade class and two carpenters. The methodology is qualitative and involved systematic classroom observations, interviews, and the researcher’s immersion in the carpenters’ work context. The triangulated results allow us to state that the articulation between ethnomathematical knowledge present in carpentry practices and school content fosters students’ engagement and understanding in Mathematics classes. Thus, the study highlights the importance of integrating theory and practice to improve Geometry learning and points to the relevance of Ethnomathematics Education in building a more inclusive and contextualized teaching approach aligned with students realities.
Inteligência Artificial na aprendizagem matemática: impactos na formação dos licenciandos em Matemática do CESP-UEA
(Universidade do Estado do Amazonas, 2026-09-09) Hipólito, Kamila Guimarães; Rendeiro, Manoel Fernandes Braz; http://lattes.cnpq.br/9932688153091781; Rendeiro, Manoel Fernandes Braz; http://lattes.cnpq.br/9932688153091781; Costa, Lucélida de Fátima Maia da; http://lattes.cnpq.br/8333907767115958; Araújo, Clodoaldo Pires; http://lattes.cnpq.br/3126481878049946
This article presents the results of a mixed-methods research study that sought answers to the following problem: What are the impacts of using Artificial Intelligence tools on mathematical learning achieved during the training of mathematics undergraduates at CESP-UEA? The overall objective was to understand the impacts of AI tools on mathematical learning obtained during the formation of mathematics undergraduate students at CESP-UEA. In data construction, documentary analysis was used, semi-structured interviews with 2 instructors from the Mathematics Undergraduate Program, and a mixed questionnaire administered to 51 undergraduate students from active periods. Data were analyzed using the triangulation method. The results obtained allow us to infer that the use of AI can contribute to the formation of mathematics teachers, provided that it is implemented in an ethical and responsible manner, which demonstrates the necessity of updating the Program Pedagogical Project (PPC) for formal and critical integration of AI in the curriculum of the Mathematics Undergraduate Program.
Desafios da formação de professores para o ensino inclusivo de matemática nos anos finais do ensino fundamental
(Universidade do Estado do Amazonas, 2026-09-09) Santos, Lucas Hipólito dos; Fonseca, Maildson Araújo; http://lattes.cnpq.br/1408202171363945; Fonseca, Maildson Araújo; http://lattes.cnpq.br/1408202171363945; Costa, Lucélida de Fátima Maia da; http://lattes.cnpq.br/8333907767115958; Paulino, Ana Cristina Figueiredo; http://lattes.cnpq.br/1494849886964271
This qualitative research aimed to analyze how inclusive pedagogical practices can contribute to a more equitable mathematics education, considering the training needs of teachers. To this end, three methodological procedures were used: a literature review conducted between 2010 and 2025, observation of 8th-grade classes, and a semi-structured interview with the teacher responsible for the participating class. The results of the review highlight gaps in initial and continuing teacher training, especially in preparation for dealing with different educational needs. The observations showed difficulties related to teaching time and the adaptation of activities, while the interview revealed the importance of active methodologies, such as games, to promote engagement and participation of all students. It is concluded that inclusive practices require robust teacher training, planning, and institutional support.
Desafios na aprendizagem de multiplicação e divisão de números naturais: um estudo com alunos do 6º ano
(Universidade do Estado do Amazonas, 2026-09-10) Alves, Maysa Carmo; Araújo, Clodoaldo Pires; http://lattes.cnpq.br/3126481878049946; Araújo, Clodoaldo Pires; http://lattes.cnpq.br/3126481878049946; Costa, Lucélida de Fátima Maia da; http://lattes.cnpq.br/3126481878049946; Silva, Paulo Sérgio Ribeiro da
This article investigates the challenges faced by 6th-grade students when learning multiplication and division of natural numbers. This qualitative study sought to verify how students understand the basic concepts of these operations and to identify the main conceptual difficulties. Data were collected through methodological triangulation including observation, questionnaires, and workshops. Base-ten blocks were used as a teaching resource to analyze students' meaningful learning. The results show that students face significant challenges in understanding the concepts of multiplication and division, especially in relation to their application in mathematical operations. The study concluded that the use of concrete materials in the classroom enhances learning and provides students with essential elements for understanding fundamental operations.
Integração entre design thinking e ciclo de vida do desenvolvimento de software: proposta de um modelo convergente aplicado ao desenvolvimento de uma plataforma web.
(Universidade do Estado do Amazonas, 2026-09-19) Lima, Nicolas Fernandes De; Melo, Aurea Hileia da Silva; http://lattes.cnpq.br/0243106634406881; Melo, Aurea Hileia da Silva; http://lattes.cnpq.br/0243106634406881; Rodrigues, Luis Cuevas; Fonseca, Ana Carolina Oran
This work investigated how Design Thinking can be incorporated into the initial activities of the Software Development Life Cycle (SDLC), focusing on problem understanding, requirements elicitation and refinement, solution conception, prototyping, and conceptual validation. To this end, a theoretical analysis of Design Thinking approaches and their convergences with consolidated SDLC practices was conducted, from which the DT-SDLC Convergent Model was proposed. The model was applied in the case study of TCCMatch, a web platform for mediating undergraduate thesis supervision, through a case study oriented toward the production f artifacts such as stakeholder map, personas, user journey, CSD board, requirements, user stories, functional prioritization, and prototypes. The results indicated that the integration between Design Thinking and SDLC contributed to broadening the understanding of the usage context, reducing ambiguities in the definition of the solution, strengthening traceability between qualitative findings and requirements, and supporting the early validation of design decisions. It was concluded that this convergence proved to be methodologically productive for user-centered projects, especially in web systems that require a balance between empathy, creativity, formalization, and technical rigor.