Navegando por Autor "Costa, Lucélida de Fátima Maia da Costa"

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Abordagem literária no ensino da matemática - uma breve análise sobre a obra de Malba Taham “o homem que calculava no ensino médio
(Universidade do Estado do Amazonas, 2021-07-26) Almeida, Tamilhe dos Santos; Queiroz, Gideão Teixeira; Costa, Lucélida de Fátima Maia da Costa; Costa, Lucélida de Fátima Maia da Costa; Teixeira, Rhuann Pinheiro
This article highlights literature as a possible way to bring students closer to the universe of mathematics. In this sense, the results of this research meet the general objective of analyzing the possibilities of using fragments of the text of the book "The Man who Calculated" by Malba Taham in didactic approaches in the teaching of Mathematics for High School. The research was based on qualitative exploratory views, critical reading, filing, questionnaires and interviews were selected as research techniques. In reading the book, several mathematical contents with potential to be used in teaching were observed so that students can contemplate mathematical knowledge.
Alfabetização ecológica na percepção ambiental de estudantes de uma escola municipal em Parintins/AM
(Universidade do Estado do Amazonas, 2019-08-29) Duarte, Mateus de Souza; Souza, José Camilo Ramos de Souza; Costa, Lucélida de Fátima Maia da Costa; Aguiar, José Vicente de Souza Aguiar
The present construction reflects the following problem: “Considering the environmental perception of riverine students about Amazonian ecosystems, what can be evidenced from their reports as indicators of Ecological Literacy”? To this end, we go along with the general objective of “understanding the learning of riverine children from the articulation of Ecological Literacy with the dynamics of floodplain and terra firme ecosystems, highlighting the effects they generate on their perceptions and socio-environmental representations of the place of life”. Three general objectives were sewn to the general objective: To verify, from the reports of the riverine students, their perceptions about the ecological dynamics observed in the Amazonian ecosystems; Identify elements from students 'perceptions about ecological dynamics, which may contribute to the construction of their Ecological Literacy and Articulate students' knowledge about the dynamics of Amazonian ecosystems to scientific knowledge, highlighting their approximations and distances. The theoretical and methodological course was organized in Odum (1988), Jacaúna (2012), Capra (2003; 2006; 1990), Morin (2003; 2005; 2006; 2007), Krasilchik and Marandino (2007), Lopes (1999) , Souza (2013), Chassot (2003, 2007, 2008), building our contribution on Ecological Literacy, Riverside Community and Science Teaching. The research is qualitative and phenomenological, focused on ethnography and case study. The data collection techniques used were participant observation, field diary, drawing, interview. The activities were developed through observations of the Natural Sciences classes, with the construction of a terrarium and a water filter for soil study, a drawing workshop based on a Didactic Sequence. We analyzed the speeches of the subjects, which were 14 students. The method of analysis was the Phenomenological Analysis, by Bicudo et al (2011). A questionnaire was applied to the class teacher. Finally, we affirm that indicators of Ecological Literacy can be perceived from the reports of riverine children, such as notions of ecosystems and their importance to life, when considering the environmental perception of Amazonian ecosystems. The research was designed to understand and reflect on the initial question, but is open for future research, reference, corroborations and contradictions in the area.
Contextualizando o ensino de geometria no 8º ano do ensino fundamental
(Universidade do Estado do Amazonas, 2019-11-27) Batista, Paulerson Oliveira; Souza, Joerlen Alves de; Rodrigues, Pedro Silvio Coimbra; Costa, Lucélida de Fátima Maia da Costa
The present work is the result of a research carried out in a municipal school of Parintins with the students of the 8th grade of elementary school. It brings to the discussion topics such as teacher training, geometry teaching, the contextualization process and interdisciplinarity in mathematics teaching. Its general objective is to analyze how the contextualization, through the court and the futsal game, can become a facilitator of geometry teaching and learning in the 8th grade of elementary school. The methodological course was qualitative and systematic observation, photographic record and unstructured interview were used. Based on the outcome of the workshop, the implementation of the project the court geometry and the futsal game: a facilitator for teaching and learning in the 8th grade of elementary school was evaluated as positive.
Contribuições da monitoria acadêmica na formação do professor de matemática no CESP-UEA
(Universidade do Estado do Amazonas, 2022-05-17) Serrão, Maria do Carmo dos Santos; Beltrão, Maria Isabel do Socorro Lobato; Beltrão, Isabel do Socorro Lobato; Silva, Paulo Sérgio Ribeiro da; Costa, Lucélida de Fátima Maia da Costa
The objective of this work was to analyze the contributions of the academic monitoring of CESP/UEA, 2018-2020, to the training of the mathematics teacher, from the perspective of the monitors and graduates who work in Basic Education. In order to achieve this objective, the study followed a methodological path based on qualitative exploratory research, since we sought to analyze the contributions of academic monitoring to the training of academic monitors. In the construction of the data, semi-structured interviews were conducted with academics and graduates of the mathematics degree at CESP/UEA, who work and/or worked in monitoring in the triennium of 2018/2020. The results indicate that academic monitoring becomes a foundation in the formation of the future mathematics teacher, since it enables the teacher to develop diverse skills in the exchange of knowledge with his colleagues, besides contributing to the formative process of both.
Ensino e aprendizagem do Cálculo diferencial e integral na formação docente de matemática do CESP-UEA, na pandemia.
(Universidade do Estado do Amazonas, 2022-05-17) Gomes, Josias da Silva; Beltrão, Isabel do Socorro Lobato; Beltrão, Isabel do Socorro Lobato; Silva, Paulo Sérgio Ribeiro da; Costa, Lucélida de Fátima Maia da Costa
This work presents results of a research that aimed to analyze the main causes of difficulties in teaching and learning Differential and Integral Calculus (DIC) in remote classes, from the perspective of academics of the Mathematics degree, from the Center for Higher Studies of Parintins (CESP-UEA), in the biennium 2020-2021. The research is qualitative in nature from the perspective of Creswell (2016), with bibliographic research and application of questionnaires, according to the guidelines of Marconi and Lakatos (2003), applied to academics of the CDI discipline. Among the causes of difficulties encountered in remote classes, the lack of understanding of the CDI contents stands out; lack of clarification of doubts in real time; lack of access to classes and downloading files via Google Classroom, AVA due to bad internet signal; communication failure in synchronous classes via Google Meet; the lack of face-to-face contact with the teacher, among other factors.