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

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Construção de uma sequência didática para o ensino da função exponencial usando o recurso digital do Photomathth
(Universidade do Estado do Amazonas, 2021-07-26) Brito, Kittéria Costa; Rendeiro, Manoel Fernandes Braz; Costa, Lucélida de Fatima Maia da; Castro, Hudson da Silva
In this article we seek to highlight that society is always changing and school is not part of this, where all subjects, especially mathematics, must accompany this evolution through the use of new methodologies and pedagogical resources. Therefore, our research developed a proposal for a Didactic Sequence (SD) that uses the Photomath mobile application as a digital pedagogical resource for teaching Exponential Function in 1st year high school classes. This was a bibliographic study, with a quali-quantitative approach and with a descriptive/explanatory objective. In deductive analysis, we worked with the data in order to establish the decisions that led to the construction of a DS, where we combine the pedagogical potential of the proposed application with an organized and sequential application plan, in order to provide the teacher with a tool and the students with a means of more effective and differentiated learning of exponential function.
Uma engenharia didática para favorecer a aprendizagem matemática a partir de atividades de educação financeira
(Universidade do Estado do Amazonas, 2020-11-28) Souza, Elton Silva de; Costa, Lucélida de Fatima Maia da; Nascimento, Márcia Sarraf; Bandeira Filho, Virgilio Nascimento
This paper focuses on mathematical learning of calculating percentage of increase and simple decrease from Financial Education activities. The research is qualitative in nature and is focused on the didactic engineering methodology perspective. It was developed in a state school in the city of Parintins / AM and its general objective is to analyze in what aspects a Didactic Engineering favors the mathematical learning of 7th grade students from the Financial Education activity. The results presented come from the analysis of data obtained through an open type questionnaire and systematic observation according to Gil (2008). And it made possible to emphasize that a Didactic Sequence is not done randomly and not just following the script of a textbook, because for its effectiveness it is necessary first of all, to know the reality where the teaching situations, didactic situations, will be developed.
Pra que eu estudo isso? Percepção dos licenciandos em matemática do CESP sobre máximos e mínimos
(Universidade do Estado do Amazonas, 2019-11-27) Maia, Karolaine Lacerda; Costa, Lucélida de Fatima Maia da; Fonseca, Júlio Cezar Marinho da; Rodrigues, Pedro Silvio Coimbra; Queiroz, Gideão Teixeira
This research is qualitative and descriptive in nature, and its general objective is to understand the perception of the undergraduates in mathematics at CESP / UEA about maximums and minimums, and their relationship with mathematics taught in basic education. In order to achieve this goal, we used the respective methodological procedures: PPC analysis, analysis of Calculation books available at CESP library and application of a mixed questionnaire. As for the results, we realize that the context presented by the undergraduates occurs in a disciplinary, decontextualized and fragmented way. In the books we identified that the way the maximum and minimum content is presented reflects directly in the teaching practices: definition, exemplification and resolution of exercises as pointed out by the research subjects, and we make a brief sample of relationships between the study of maximum and minimum. of the degree with the contents covered in the Basic Education from what we find in the books.
Sinais matemáticos em lígua brasileira de sinais: um estudo na disciplina de Cálculo I
(Universidade do Estado do Amazonas, 2019-11-27) Glória, Glefini Elias; Costa, Lucélida de Fatima Maia da; Souza, Cleise Maria Jesus; Fonseca, Maildson Araújo; Silva, Rosana Valéria Farias da
The objective of this research is to analyze in that we have, in the discipline of calculation I, the mathematical signs in LIBRAS establish meanings in the deaf student's learning. The study was focused in knowing the signs in existent Pounds for the teaching of calculation I, identifying, in the menu of calculation I the terms that don't possess signs in Pounds and verifying which the signs in Pounds that can be adapted for the topics of calculation I in the extent of CESP for deaf students. The research is of qualitative nature following the orientations of Costa, Souza and Lucena (2015), the techniques used for the construction of the data are the document retrieval, he/she researches bibliographical, not glimpsed structured and the registration in video. We detached the importance of the creation process and/or adaptation, of mathematical signs in Pounds to facilitate the interpretation of the contents of calculation I and, mainly, to potentiate the deaf students' significant learning.
A tabuada no processo de ensino e aprendizagem da matemática
(Universidade do Estado do Amazonas, 2021-07-26) Costa, Gildo Oliveira da; Costa, Lucélida de Fatima Maia da; Araújo, Clodoaldo Pires; Silva, Paulo Sérgio Ribeiro da
In this article, we present the results of a research carried out within the scope of the Final Course Paper (TCC), for a Licentiate in Mathematics, with the general objective of analyzing the implications for the teaching and learning process of mathematics that may result from the lack of mastery of mathematics. multiplication table by the students of the 7th year of Elementary School. The methodology used is qualitative in nature and had the collaboration of four mathematics teachers, who used a spontaneously answered questionnaire to obtain the data, where the data obtained were analyzed through a triangulation of sources. The results show how multiplication tables are still being taught in schools and how theorists reflect on their learning.