Navegando por Autor "Fonseca, Maildson Araújo"

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Atividades diversificadas no ensino da matemática para turmas do 6 ano do ensino fundamental
(Universidade do Estado do Amazonas, 2021-07-26) Ribeiro, Hugo Santos; Fonseca, Maildson Araújo; Costa, Lucélida de Fátima Maia da; Costa, Jorge Luís Soares
This work is the result of a research carried out in a state school in the interior of Manaus and its general objective is to propose diversified activities in the teaching of mathematics for classes in the 6ht year of elementary school. The research was carried out in Amazonas, municipality of Parintins and presented a qualitative, descriptive approach with exploratory aspects. The research subjects were a teacher from the 6ht year of elementary school and fifteen students from the same grade, selected by the same. For the collection of information, a structured interview, audio recording and questionnaire were used. Subsequently for data analysis, triangulation was used, comparing the collected information. Given the facts, the results of this research allow the diversified activities to anable a new scenario in the school environment for the teaching of mathematical content by the teacher in the classroom, making students in the disciplines more participative in them.
As bulas de medicamentos como contexto para o ensino de regras de três simples
(Universidade do Estado do Amazonas, 2019-11-27) Silva, Gerrivaldo Torres da; Fonseca, Maildson Araújo; Costa, Lucélida de Fátima Maia da; Souza, Joerlen Alves de
This paper presents the results of a research that aims to show the use of drug labels as context for teaching the simple three rule, configuring in a qualitative research because it corresponds to the epistemological commitment and the critical conception of educational research. It was developed in an elementary school in Parintins - Amazonas, with the participation of twenty 8th grade students who worked directly in the following activities: workshop, questionnaire, observation and demonstration of problems related to the dosage of medicines. The data obtained in this research showed that the lack of interest of students of basic education in reading and interpretation of mathematical problems in our daily lives, has contributed to the low achievement and consequently lack of interest in mathematics.
Construção conceitual de números racionais na perspectiva de Vergnaud: um estudo no 6º ano do ensino fundamental
(Universidade do Estado do Amazonas, 2024-07-25) Glória, Henrique de Souza; Costa, Lucélida de Fátima Maia da; Fonseca, Maildson Araújo; Nascimento Filho, Virgílio Bandeira do
This article presents results of qualitative research (Creswell, 2010) developed with the aim of understanding how the construction of the concept of rational numbers occurs from the perspective of Conceptual Field Theory with students in the 6th year of Elementary School. Participant observation, semi-structured interviews and document analysis were used as research techniques (Marconi; Lakatos, 2021). In data analysis, the principles of triangulation were followed (Stake, 2011). The theoretical basis is based on the ideas of Vergnaud (1986; 2014). The results indicate that, from the perspective of Conceptual Field Theory, the construction of concepts occurs through conceptual fields and the situations proposed by the teacher in the classroom play a fundamental role in this process. These situations must be diversified to open space for conceptualization that interrelates the different ways of representing a rational number, which requires understanding the nature of this type of number and not just the appropriation of the definition
As contribuições dos jogos e brincadeiras lúdicas no ensino de matemática no 5º ano do ensino fundamental em uma escola de Parintins
(Universidade do Estado do Amazonas, 2023-09-04) Silva, Erika Souza da; Batista Filho, Ágdo Regis; Batista Filho, Ágdo Régis; Amoedo, Francisca Keila de Freitas; Fonseca, Maildson Araújo
This work will discuss the theme of ludicity in mathematics teaching, bringing theoretical discussions and analysis of the contributions of games and recreational activities in the 5th year of elementary school in a school in Parintins. The theoretical contribution were based on authors such as Gardner (1994), Kishimoto (2001), Piaget (1967), Vygotsky (2007), Boaler (2020); Dweck (2007), Deci e Ryan (1975). Thus, the objective of this research is to analyze the contributions of the use of games and ludic games in the teaching of mathematics in two 5th grade classes in a school in the city of Parintins. To achieve this objective, we used a qualitative methodological approach, in addition to data collection through a semi-structured questionnaire and observation. As result, we show the difficulties faced by the mathematics teacher in two classes of the 5th year of elementary school, in addition to bringing some of the contributions of the use of games and games in the teaching of mathematics according to data obtained from the speech of the research subject.
Desafios e dificuldades das práticas metodológicas do professor que trabalha com TEA no Ensino Fundamental I
(Universidade do Estado do Amazonas, 2023-09-04) Ramos, João Frank Silva; Vasconcelos, Georgina Terezinha Brito de; Vasconcelos, Georgina Terezinha Brito de; Amoêdo , Francisca Keila de Freitas; Fonseca, Maildson Araújo
This course completion work entitled: Challenges and difficulties of methodological practices of teachers who work with TEA in elementary school I: sought to investigate the challenges and difficulties of the TEA teacher. Based on authors such as Barbosa (2006), Bastos (2001), Fiorini (2011), (kubaski, 2014), Sassaki, (2002), Teixeira (2009), who directed the theoretical basis of this study that was carried out at the Municipal School Sister Cristine in the municipality of Parintins. It also received a qualitative bias, having its methodological basis based on the phenomenological method to be able to analyze the challenges faced by TEA teachers in their pedagogical practice, we also used bibliographical research, participant observation based on the analysis of data obtained through interviews between four (4) TEA teachers who work actively at school and who served as subjects for this research. Based on the researched data, it is intended that the work encourage other researchers to delve into the subject to really understand the challenges faced by these teachers and the methodologies used in the teaching process of the autistic student, because the same needs and has the right to have a fair and quality education.
Educador e autismo: desafios frente a inclusão de aluno com TEA no ensino da matemática
(Universidade do Estado do Amazonas, 2024-07-25) Jacaúna, Jackeline Simas; Fonseca, Maildson Araújo; Góes, Mariê Augusta de Souza; Silva, Paulo Sergio Ribeiro da
In this article, we present the results of a qualitative research developed with the objective of analyse the methodological experiences lived by mathematics teachers who work with autistic students in the process of inclusion in the 7th year of elementary school in the municipality of Parintins-Amazonas. The methodological strategies of the study were bibliographic research, semi-structured interviews and direct observation, and the triangulation method was adopted for data analysis. The subjects of the research were three full professors in the classroom and a specialized care teacher who work with autistic students. The theoretical part is based on the ideas of Monteiro (2023), Neves (2023), Doubrawa (2023), Dos Santos Filho (2023) and Fonseca (2022). The results show the lack of adequate preparation and/or continuing education to work with autistic students, and that teaching aimed at students with ASD can be a link between the SEA teacher and the regular classroom teacher bringing strategies together and thus there can be in fact the process of inclusion of this student.
O ensino de física utilizando elementos naturais como recurso pedagógico e laboratórios virtuais no 9° ano do ensino fundamental na Gleba de Vila Amazônia, Parintins – Amazonas
(Universidade do Estado do Amazonas, 2013-04-04) Fonseca, Maildson Araújo; Nicot, Yuri Expósito; Fachín Terán, Augusto; Nicot, Yuri Expósito; Barbosa, Ierecê dos Santos; Araujo, Rutenio Luiz Castro de; Kalhil, Josefina Diosdada Barrera; Rivera, José Anglada
Much has been said and written on improving physics teaching, introducing dynamic techniques and objective, appropriate methodology for the development of skills and attitudes, preparing the young to life. The years have passed and the tiredness is felt, and so seeks to reflect on the methodologies that are applied in teaching this discipline. This work describes the methodologies used in the field of Gleba Vila Amazonia, in the year 2012 and has as main purpose to show the use of field classes using natural resources, such as virtual lab and methodologies in educational practices in the discipline of physics, the use of experiments, are the most relevant and discussed. Were the ideas of pupils and teachers at the beginning and end of the teaching-learning process on the subject in question. Can't think of advance that students are interested in learning science, as we speak some authors. But contact with experience should wake up in them interest. In this way the results obtained prove that the use of these methodologies, will take students to verify the theory-practice in applied, getting results and significant stimuli.
O ensino de fração para crianças com Transtorno do Espectro Autista (Tea) no 4ª ano do fundamental I em uma escola de Parintins
(Universidade do Estado do Amazonas, 2023-09-15) Bentes, Renata Souza; Vasconcelos, Georgina Terezinha Brito de; Vasconcelos, Georgina Terezinha Brito de; Fonseca, Maildson Araújo; Amoêdo, Francisca Keila de Feitas
This work is the conclusion of the Degree in Pedagogy at the State University of Amazonas – UEA – Centro de Estudos Superiores de Parintins/CESP – UEA. Its theme is “Teaching fractions for children with autism spectrum disorder (ASD) in the 4th year of elementary school at a school in Parintins”. The interest in the topic arose due to having worked for a few years with children with ASD in the municipal network of the city of Parintins-Am. To this end, the research had as its general objective, to analyze the difficulties of Elementary School I teachers in working on activities with fractions with students with Autism Spectrum Disorder in a school in Parintins.The investigation of the theme was theoretically based on the thinking of authors such as Stainback and Stainback (1999), Bertoni (1994), Nunes and Bryant (1997), who bring studies focused on the inclusion and teaching of fractions, and several other authors who address on the topic, which provides assistance to teachers in teaching and learning for students with ASD, the Diagnostic Manual of Mental Disorders – DSM V was also used, which provides classifications on ASD. The investigation of the theme was theoretically based on the thinking of authors such as Stainback and Stainback (1999), Bertoni (1994), Nunes and Bryant (1997), who bring studies focused on the inclusion and teaching of fractions, and several other authors who addresses on the topic, which provides assistance to teachers in teaching and learning for students with ASD, the Diagnostic Manual of Mental Disorders – DSM V was also used, which provides classifications on ASD. The methodology used for the production of this work is of a bibliographic nature seeking possible answers to the phenomenon investigated, resorting to the procedures through a qualitative research, of exploratory character, seeking to interpret the facts to which they made us perceive the way that the professionals act in the areas that are inserted, and how they teach the student with ASD in fraction classes for the teaching of mathematics, their difficulties and means they use to acquire students' knowledge. It is expected that the inclusion of the student with ASD in the classes of the study of fractions for the teaching of mathematics is carried out in order to ensure equity in their educational process.
Ensino de matemática para alunos surdo: um olhar para a formação do professor no CESP/UEA
(Universidade do Estado do Amazonas, 2019-11-27) Lima, David Gama de; Beltrão, Isabel do Socorro Lobato; Costa, Lucélida de Fátima Maia da; Fonseca, Maildson Araújo
The text presents results of a study with the objective of analyze the formation of the future mathematics professor of the Center for Higher Studies of Parintins of the State University of Amazonas (CESP/UEA), to work mathematics teaching for deaf students. It was developed through a qualitative research through which data was built through interviews, observation, questionnaire and documentary analysis, Creswell (2016). The research participants were twelve finalists undergraduates and a teacher trainer of the Mathematics Degree Course at CESP/UEA. The results indicate that inclusive training of mathematics teachers in CESP/UEA still occurs superficially, because graduates do not have in their course a discipline in LIBRAS focused on teaching mathematics for deaf students.
Fração nos acordes: o uso de partituras musicais para contextualizar o ensino frações em uma escola Estadual da cidade de Parintins-AM
(Universidade do Estado do Amazonas, 2024-07-25) Silva, Brenda Lago; Souza, Gabriel Willyan Pinheiro de; Costa, Lucélida de Fátima Maia da; Souza, Gabriel Willyan Pinheiro de; Fonseca, Maildson Araújo; Batista Filho, Ágdo Regis
This qualitative study was developed with the aim of investigating how the integration of musical scores in mathematics classes can contribute to the understanding of sentences by students at a state school in the city of Parintins-AM. The participants were 14 students in the 6th year of elementary school and the mathematics teacher responsible for this course. Techniques such as systematic observation, document analysis, semi-structured interviews, consultation developed with an approach based on contextualization and mixed questioning were used to construct the data that are analyzed through triangulation. The results indicate that musical scores are not mere symbols; In fact, we represent musical structures expressed through phrases. Students demonstrate interest and satisfaction in this connection between mathematics and music, highlighting the relevance of music as an ally in the process of teaching and learning mathematical concepts.
Grafismo indígena como possibilidade de contextualização para o ensino de geometria plana nos anos finais do ensino fundamental
(Universidade do Estado do Amazonas, 2024-07-26) Guerreiro, Eliomar Azevedo; Costa, Lucélida de Fátima Maia da; Costa, Lucélida de Fátima Maia da; Eleutério, Célia Maria Serrão; Fonseca, Maildson Araújo
This article presents results of qualitative research (Creswell, 2010) developed with the aim of understanding how indigenous graphics can constitute a context for teaching plane geometry in the final years of Elementary School. Methodological procedures include semi-structured interviews, document analysis, systematic observation (Marconi; Lakatos, 2021). The research was developed in Parintins-AM, with two participants from the Sateré-Mawé ethnic group. The theoretical basis, used to establish relationships between geometric ideas and cultural ideas perceptible in graphics, is composed by authors such as Vidal (1992) and Gerdes (2007), which shows that mathematical notions are also constructed outside the school context, in the development of sociocultural practices of different groups that master construction, painting, location techniques, etc. The results indicate that sociocultural practices such as graphics can be potentially significant contexts for mathematical learning.
Investigação sobre jogos matemáticos adaptados para alunos autistas do 7º ano do ensino fundamental
(Universidade do Estado do Amazonas, 2021-07-26) Souza, Crislen Cristiane Soares de; Fonseca, Maildson Araújo; Costa, Lucélida de Fátima Maia da; Fonseca, Jeovani Simas
The inclusion of students with special educational needs in mainstream schools is increasing and requires changes in school structures in order to meet the needs of each student. This study deals with the use of mathematical games for the inclusion of students with Autistic Spectrum Disorder - ASD in Mathematics classes. The study aims to investigate the use of adapted math games for students with ASD in the 7th grade of elementary school. The study is qualitative and bibliographical, having as research techniques the interview, audio recording and file and adoption of the triangulation method as a form of data analysis. The research subject is 1 (one) teacher who works with TEA student. From the collected reports and theoretical analyses, it is believed that the mathematical games adapted for teaching Mathematics of TEA students, favor a meaningful learning.
Linguagem matemática no processo de ensino-aprendizagem: um estudo na perspectiva da teoria dos campos conceituais
(Universidade do Estado do Amazonas, 2021-07-26) Farias, Ronaldo Diones Ruiz; Costa, Lucélida de Fátima Maia da; Fonseca, Maildson Araújo; Queiroz, Gideão Teixeira
This research sought to understand, from the perspective of the Theory of Conceptual Fields, which the implications of mathematical language in the teaching-learning process in the 1st year of high school. It is a bibliographic research with a qualitative approach. In the data analysis we used the Content Analysis method to obtain the research results, where we could observe during our readings that the teaching of mathematics in schools, most of the time, happens in a traditional way, in a repetitive and exhaustive process, of content exposure and exercise resolution. However, according to Gérard Vergnaud's theory, students should not only focus on the mechanical process of mathematics, but on the conceptual field to which each content is related.
Materiais manipuláveis para o ensino de matemática para alunos cegos: um estudo na perspectiva da aprendizagem significativa
(Universidade do Estado do Amazonas, 2021-07-26) Santos, Wenderson Cardoso dos; Costa, Lucélida de Fátima Maia da; Fonseca, Maildson Araújo; Queiroz, Gideão Teixeira
In this article, we will present the results of a descriptive qualitative research, whose main objective was to analyze how the use of manipulative materials in the teaching of mathematics for blind students can provide meaningful learning. The results that will be presented come from a bibliographical survey focused on David Ausubel's theory of meaningful learning, and other works based on the research theme, as well as an interview with three subjects who are teachers who had some experience in teaching mathematics. for blind students, and at the end we built a didactic sequence centered on the use of a manipulable material to teach a content of the geometry thematic unit of BNCC. The results presented indicate that manipulable materials, when used correctly, guided by good planning, can be a very useful tool in the teaching of mathematics, facilitating meaningful learning not only for blind students, but also for sighted ones.
Percepções sobre as contribuições do programa de residência pedagógica e do estágio supervisionado na formação do professor de matemática
(Universidade do Estado do Amazonas, 2024-07-26) Dias, Eva Maria Pereira; Araújo, Clodoaldo Pires; Fonseca, Maildson Araújo; Batista Filho, Ágdo
This article aims to understand the perceptions about the contributions of the PRP and the Supervised Internship in the training of mathematics teachers. To achieve this goal, we sought to analyze the different perceptions about the contribution of the Pedagogical Residency Program and the Supervised Internship in the training of mathematics teachers through the methodological path based on qualitative research. The techniques used to obtain data were through participant observation, an open questionnaire conducted with interns, residents, graduates and teachers of Basic Education. The results obtained indicate that it is of paramount importance that the student has knowledge of the programs and mandatory disciplines that contribute to the initial training, help in the development and acclimatization of the student to the area of activity related to the school of basic education, being able to provide a better immersion of the student.
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.
O uso das tecnologias digitais no ensino superior: uma leiura da formaçãodos acadêmicos de matemática do CESP-UEA
(Universidade do Estado do Amazonas, 2019-11-28) Rocha, Jordana Moraes; Rendeiro, Manoel Fernandes Braz; Fonseca, Maildson Araújo; Costa, Lucélida de Fátima Maia da
This study aims to analyze the relationship of digital technologies in improving and encouraging the teaching and learning of mathematical and pedagogical content, in the process of training of undergraduate students in mathematics at CESP / UEA. The research was descriptive with a qualitative approach. Where, we used for data collection the documental analysis of the CESP / UEA Pedagogical Course Project (PPC), interviews of the teachers of the mathematics collegiate and the application of questionnaires to the students of the 8th period of mathematics, from which we tried to describe their practices. and experiences and we analyzed the subjective aspects that reached the answers about the theme approached. Finally, the data were organized and interpreted using the triangulation method, which led us to realize that the perception of academics, as well as the use of digital technologies by teachers is reduced, limiting the scope that technologies allow in the construction of knowledge.