ENS - Trabalho de Conclusão de Curso de Graduação
URI permanente para esta coleçãohttps://ri.uea.edu.br/handle/riuea/3365
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Resultados da Pesquisa
Item Elementos da geometria euclidiana - a partir de construções geométricas: estudo de caso com aluno PCD no curso de licenciatura em matemática da UEA(Universidade do Estado do Amazonas, 2024-02-28) Castelo Branco, Vitória Camila Silva; Vitor, Cláudio Barros; Souza, Audemir Lima de; Amorim Neto, Alcides de CastroThis research developed a case study of a PCD student with CID10 - G40 in the Mathematics Degree course at the Amazonas State University in the Geometric Drawing subject. Geometric Drawing subject, the legislation that involves and supports inclusive education, the importance of mediation and the importance of mediation and the application of learning techniques to elements of Euclidean geometry and to enable the difficulties encountered through this research to be remedied. can be remedied and to disseminate this text so that teachers can apply it in their classrooms, in order to facilitate in order to facilitate development in this area and encourage the teaching of geometric drawing. Drawing. Specifically, the research focused on the teaching-learning process based on constructions applying the primitive concepts of geometry, such as point, line and plane in geometric place constructions. It showed that relative concepts concepts become more comprehensible and more meaningful as they are represented planar and three-dimensional, through observation, manipulation, construction and interpretation. interpretation. We therefore conclude that manipulable materials and the use of technology can facilitate the development of visualization skills in PCD students. Keywords: Mathematics - Teaching - Geometric drawing - TutoringItem Teorema de Euler para poliedros convexos utilizando geometria esférica(Universidade do Estado do Amazonas, 2024-02-06) Araújo, Ronaldo Silva de; Souza, Edson Lopes de; Graça Neto, Almir Cunha da; Moraes, Nadime MustafaIn this study, we investigated Euler's Theorem applied to convex polyhedra, establishing a relationship between vertices, edges and faces by means of a specific identity. Spherical Geometry was used in conjunction with the concepts and properties of Euclidean Geometry for convex polyhedra, which are fundamental for demonstrating the theorem. The main objective was to analyze the interrelationship between the elements of these polyhedra, adopting an integrated approach between Spherical Geometry and Euclidean Geometry. In order to fully understand Euler's Theorem for convex polyhedra, the relevant concepts and historical contexts were explored, with the aim of presenting characteristics that allow it to be generalized. Keywords: Euler's Theorem. Spherical Geometry. Convex polyhedra. Euclidean geometryItem A arte de Luiz Sacilotto no processo de ensino-aprendizagem significativa de geometria plana(Universidade do Estado do Amazonas, 2024-02-28) Branco, Patricia Fontes de Abreu; Lima, Geraldine Silveira; Oliveira, Selma Souza de; Pinheiro, Alexandra Salerno; Alves, Neide FerreiraThis term paper presents an investigation into the process of process of teaching and learning about Plane Geometry, using the works of Brazilian painter Brazilian painter Luiz Sacilotto, based on the following problem: How can the works of painter painter Luiz Sacilotto can contribute to the teaching-learning process of Plane Geometry in a 1st year high school class? Therefore, its general objective was to analyze the works of the artist Luiz Sacilotto and, based on them, study Plane Geometry. The research methodology used a qualitative qualitative approach, whose subjects were students from a 1st year high school class in a public public school, located in the center-south zone of the city of Manaus. Manaus. The instruments used to collect the data were activities, questionnaires, photographic images and questionnaires, photographic images and observations of dialog and/or behavior throughout the research. The procedure for analysis of the data occurred through triangulation between the data collected and the theoretical theoretical basis of the research. The main result was to more contextualized learning of plane geometry through art. Keywords: Plane Geometry. Art and Mathematics. Meaningful Learning.Item Análise numérica: método de diferenças finitas aplicadas em problemas de contorno com implementação das soluções no python(Universidade do Estado do Amazonas, 2024-02-22) Amaral, Felipe Auzier do; Silva, Sílvia Cristina Belo e; Moraes, Nadime Mustafa; Oliveira, Eduardo Lima deNumerical methods are almost as old as human civilization, In this paper we will describe and use the finite difference method, applied to in boundary problems. Using a suitable approximation for the first and second order derivatives, we will second-order derivatives, we will apply it to second-order boundary problems in order to determine the solution, as well as demonstrating the efficiency of the method, which allows us to determine the solution to some problems that we can't find analytically by any method. analytical solution. We will use the Phyton tool to generate the continuous and discrete graphs of the problem in order to compare and analyze the approximation errors. errors.Item Tecnologia assistiva como recurso didático para alunos com deficiência visual no ensino de geometria euclidiana(Universidade do Estado do Amazonas, 2024-02-23) Oliveira, Geovane Felipe Oliveira de; Rodrigues, Jorge de Menezes; Santos, Thaís Melo dos; Oliveira, Gracineide Carvalho deThis work seeks to contribute to the teaching of mathematics to visually impaired students by the use of assistive technology that can be used as a teaching resource in the teaching of Euclidean geometry. used as a didactic resource in the teaching of Euclidean geometry. problem was: how low-cost materials can be applied as technology for visually impaired students in the teaching of Euclidean geometry? geometry? The general objective was to analyze the application of technology to help visually impaired students in the process of teaching and learning Euclidean geometry. process of teaching and learning Euclidean geometry. The methodology was qualitative, and the choice of this methodology is justified by the need to the need to investigate and understand educational phenomena from the perspective of the participant, in order to identify their needs in relation to the use of assistive technology in the teaching of Euclidean geometry. The research strategy was exploratory research, which in turn was used to collect information about the participant's educational needs and to develop the low-cost assistive technology resource. Case case study was used because this research was carried out with a 19-year-old blind participant blind participant who had recently graduated from elementary school. At the end of the study, after applying the Assistive Technology, there was an improvement in the visually impaired participant's perceptions and understanding of the of the visually impaired participant in the teaching and learning process of Euclidean geometry Keywords: Geometry. Assistive Technology. Visual impairment.Item O ensino e a aprendizagem de frações no 6º ano do ensino fundamental utilizando simulador PhET e problemas contextualizados(Universidade do Estado do Amazonas, 2024-02-19) Moda, Greyciane Praia dos Santos; Moraes, Nadime Mustafa; Pinheiro, Alexandra Salerno; Lima, Geraldine SilveiraThe general aim of this research project was to analyze the contributions and difficulties of the proposed application in teaching and learning through activities with contextualized problems using the PhET simulator computer environment. PhET simulator, the practical activities were carried out at the Telecenter (computer laboratory) in a laboratory) in a municipal school in the city of Manaus, Amazonas, with students sixth grade students. The classes, as well as the use of the simulator, were held in person. During the fractions lessons, the following content was worked on the content of building fractions, mixed fractions and equivalent fractions using demonstrations and constructions on the simulator as one of the teaching resources, in order to evaluate the influence of using simulators in the teaching and learning process in mathematics. process in mathematics. Two questionnaires were administered to the students the purpose of diagnosing content learning, computer handling and mastery, and difficulties in learning mathematics and another evaluative questionnaire to to seek or find improvements in the students' use of the simulator and their obstacles in using it. obstacles in using it. It was analyzed that the majority of students considered the different and interactive methodology, leading to a dynamic lesson and leaving a little When students represent the content in a variety of ways, they increase their understanding of it. diversified ways, they increase their learning in relation to the subject studied. thus, making use of the simulator as a methodological aid or support will be an excellent tool for both the student and the teacher. Keywords: simulator. PhET. Fractions. Mathematics.Item O uso do MIT App Inventor como recurso didático para o ensino de matrizes no 3º ano do ensino médio(Universidade do Estado do Amazonas, 2024-02-19) Gonçalves, Gustavo Rico Freire; Alves, Neide Ferreira; Pinheiro, Alexandra Salerno; Freitas, Rodrigo Choji deThe theme of this work is the use of apps to teach matrices. technological advances and its greater use for teaching and learning in schools. learning in schools. This research aims to contribute to improve the teaching and learning of matrices and make lessons more attractive for students through computer technologies such as the MIT App Inventor. To the general objective, the following specific objectives were established: to identify students' difficulties in Matrices subjects; to design lessons teaching Matrices, combining the use of computer logic; to propose the use of didactic resources for the development of activities focused on matrices. For the theoretical contribution of the research, we used Alcântara (2020), Base Base Nacional Comum Curricular (2018), Proposta Curricular e Pedagógico (2021), Bernardes (2016), Kenski (2007) and Machado (2017), among others. The study was bibliographical research and qualitative action research. As data collection instrument, questionnaires were applied to the students of a public public school in the municipality of Manaus/AM, the results of which served as a basis for analysis, in which we are looking for a way to contribute to more applications of in math classes, stimulating meaningful learning for the students. for the students. Key words: technology. teaching and learning. matricesItem Guia didático de redes sociais e aplicativos colaborativos para o ensino de geometria euclidiana no 8° ano(Universidade do Estado do Amazonas, 2024-02-28) Trindade, Gustavo Silva de Souza; Freitas, Rodrigo Choji de; Alves, Neide Ferreira; Vitor, Cláudio BarrosThis work was developed with the aim of analyzing the teaching of Geometry in schools and the extent to which digital tools can contribute to to meaningful learning. The research is aimed at teachers teachers who face the challenges of adapting to new technologies and also for 8th grade students who need more contextualized lessons with the support of contextualized lessons with the support of digital technologies. Evaluate the results Create a way of sharing videos to help with the use of each network. videos to assist in the use of each social network and collaborative application of the teaching guide. For theoretical reference of the research was used: National Common Base Base Nacional Comum Curricular (2017), D'Ambrosio (1989), Pavanello (1989), Prensky (2001), Valente (1999), among others. The study was carried out using a approach and was descriptive in nature. The data collection instruments used were two interviews with the teacher and two questionnaires with the students of a public school in Manaus/AM, and the results served as the basis for analysis. for analysis. During the applications, the guide succeeded in showing that digital digital tools can be potential allies in the teaching and learning of Euclidean geometry and that any teacher can use them in the classroom. Keywords: Technology. Teaching and Learning. Geometry. Teaching GuideItem A função ϕ de Euler e aplicações na criptografia RSA(Universidade do Estado do Amazonas, 2024-02-06) Pacheco, Karen Stephane Nogueira; Graça Neto, Almir Cunha da; Souza, Edson Lopes de; Moraes, Nadime MustafaThis research deals with the relationship between Number Theory and Cryptography, specifically to the study of Euler's ϕ-Function and its application in RSA Cryptography. Historical and preliminary aspects of RSA Cryptography will be presented, as well as some definitions and theorems that are necessary for understanding the Euler Function and, finally, properties, the calculation of the function and some calculation examples followed by some application of the function in RSA cryptography.Item Modelagem matemática do movimento bidimensional de projéteis sob a resistência do ar(Universidade do Estado do Amazonas, 2024-02-27) Bentes, Leonardo Pessoa; Michiles, Alessandro Augusto dos Santos; Moraes, Nadime Mustafa; Alves, Neide FerreiraThe study of projectile launches, both in secondary and higher education, is structured for the case of structured for the case of a vacuum, using concepts from kinematics. differences in relation to real observations, which occur under the effect of air resistance. In this way, the aim of this research was to develop a physical-mathematical study, using Dynamics, and to structure a model that more accurately describes the main characteristics of two-dimensional projectile movement under air resistance, using the equations of horizontal and vertical movement, as well as the equations for ascent time, maximum height, flight time, range and trajectory. To do this, we used the methods for solving differential equations, Taylor's series expansion, numerical calculation and simulations using Excel and Geogebra. For these simulations, three different spherical bodies were chosen (marbles, billiards and footballs), making comparative with vacuum launches and discussing the results for each of the bodies individually. bodies individually. Given the mathematical difficulties imposed by time of flight, three methods have been developed to obtain it. Two of them are Taylor series expansions, resulting in second (good approximation) and fourth (excellent approximation) degree equations. (good approximation) and fourth (excellent approximation) degree equations. The third, and simplest, consists only of multiplying the ascent time by the factor 2.2, producing an result for the range. Finally, a projectile launcher was built using low-cost materials to validate and compare the theoretical model. The main results show that the values determined by the mathematical model were satisfactorily close to those measured in the experiment with the launcher. Therefore, the equations established in this work are therefore applicable to problems involving problems involving two-dimensional launches of spherical projectiles under air resistance, without air resistance, without the occurrence of winds. Keywords: Projectile Launching; Dynamics; Air Resistance.