NESPF - Trabalho de Conclusão de Curso

URI permanente para esta coleçãohttps://ri.uea.edu.br/handle/riuea/5660

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O ensino das quatro operações básicas de matemática com o uso de jogos lúdicos no 6º ano do ensino fundamental
(Universidade do Estado do Amazonas, 2019-06-06) Figueiredo, Marianne Lima; Costa, Helisângela Ramos da; Fragata, Andréa Freitas
Faced with a traditional teaching, in which it is often perceived that Mathematics is left aside from its essence, it is observed the lack of interest and difficulty that guides the student's school life, aiming to develop a peculiar form of peculiar way of playfulness in front of the immense ocean of problems of everyday life, in which can experiment to minimize difficulties encountered by students, which generalises a decadent panorama leading to total disinterest in the subject. For a more dynamic teaching has the opportunity to experience the search for innovative experiences in the use of educational games, such as the magic square, magic triangle and bingo with the four operations in the application of the four basic operations of mathematics in the 6th grade of primary schools. In this way, this work has as a general objective to contribute to the of school learning of the four basic operations of mathematics in the 6th Elementary School 6th grade, through playfulness. The specific objective is to interact using playful games, awakening the students' interests in the classroom. Seeking to teach the four basic operations of Mathematics, in the same way develop estimation processes, logical reasoning, mental calculus, problem solving and multiplication tables. problems and multiplication tables.
O ensino de frações na contextualização de problemas utilizando jogo dominó nas turmas da 3ª etapa do ensino de jovens e adultos - EJA
(Universidade do Estado do Amazonas, 2019-06-04) Mafra, Samir Pedro de Abreu; Costa, Helisângela Ramos da
This paper is divided into three chapters. The first one addresses the main theoretical concepts of the foundation for the development of this work. The second chapter presents the methodological aspects related to the application of the project. The third chapter shows the results obtained through data analysis achieved with the application of dominoes game. As well as the results of activities performed during the research. This project has as a general objective: to evaluate how the use of ludic games are important important facilitating tools for the teaching of fractions in the discipline of mathematics for students of elementary education of the 3rd stage of EJA in a public school in public school in the municipality of Presidente Figueiredo. Having thus the specific objectives: To teach a theoretical class on fractions to a EJA class; To teach to teach a ludic class with the use of fractions dominoes on the same theme; and To identify the difficulties that the student has in relation to the methodology applied by the teacher in the classroom. However this project aims to contribute to the improvement of the teaching and learning in the contents of fractions and the four mathematical operations of students of the 3rd Stage of Youth and Adult Education - YAE through the ludicity by using of the game of fractions dominoes.
O ensino de frações utilizando a ludicidade para o 6º ano do ensino fundamental
(Universidade do Estado do Amazonas, 2019-06-08) Ramos, Carmem Alessandra Ribeiro; Costa, Helisângela Ramos da
The use of games can facilitate the understanding of Mathematics concepts taught in school, and arouse the student's interest in learning, instigate the development of strategies in the search for problem solving. Based on these arguments, this work has as a general objective to promote the significant learning of fractions through games. Among the specific objectives are: to develop the logical mathematical reasoning mathematical reasoning of fractions through games; to stimulate the observation and the interest of the students the proposed activities; to analyze the results obtained with the application of the activities in the 6th grade of primary schools with games. Currently, there are concrete materials and books that facilitate the teaching of fractions, allowing a learning, more fun and less theoretical, methodical, opening opening space for greater discussion and enabling more satisfactory results. However, it is up to the teacher to be more dedicated in preparing the classes, introducing new ways to teach the content, which can greatly assist in the transmission of knowledge to be passed on. transmission of knowledge to be passed. In order to present the fractions in this work, it is approached through bibliographical research literature, a passage from history to the teaching of fractions, addressing and characterizing this content so that it is possible an understanding, even if limited, of fractions. understanding of fractions.
O lúdico na resolução de frações no EJA
(Universidade do Estado do Amazonas, 2019-06-08) Ramalho, Whesley de Oliveira; Costa, Helisângela Ramos da
This research has the general objective of helping in the process of learning process in the teaching of fractions, developing the methodology for students of EJA, with specific objectives to identify the problems in the problems in the content taught by the teacher, first approaching the basic concepts and basic operations of fractions, removing doubts and developing some exercises, because this knowledge will be necessary for the development of playful activity, with the intention of knowing how is the learning of students with know how to be the learning of students with respect to knowledge basic knowledge, and whether other means of teaching and contribute to satisfactory teaching
Resolução de problemas contextualizados sobre equação do segundo grau no 9º ano do ensino fundamental
(Universidade do Estado do Amazonas, 2019-06-04) Sousa, Antonio Janderson Silva; Costa, Helisângela Ramos da
Personal experiences lived in the 9th grade of primary schools where we studied studied the second degree equation we were taught that to find the roots of an equation Bhaskara form is used to find the roots of an equation, but what we were and is still shown is something very superficial, usually without contextualization, the teacher teacher passes on what is taken from the books only with formulas and exercises. exercises. Through this work we tried to show the contextualization of problems, which students often only observe when they go to do tests required by the government and other institutions such as Brazil test, Enem, Olympics of Mathematics. The general objective of this work is to contribute to the improvement of teaching and learning of 2nd degree equation through contextualized problems in the 9th grade of primary schools. As specific objectives we highlight: select questions 2nd degree equations contextualized questions from textbooks that allow the use of concrete material concrete material; elaborate activities using concrete material to help in the interpretation and the interpretation and resolution of 2nd degree equations obtained from contextualized problems contextualized problems; apply the activities in 01 class of 9th grade grade and evaluate the results obtained after the application of the activities proposed in the research.
O tema transversal meio ambiente através de problemas contextualizados de estatística na etapa final do EJA
(Universidade do Estado do Amazonas, 2019-05-22) Alves, Samuel de Moura; Costa, Helisângela Ramos da
Mathematics teaching undergoes continuous changes in its curricular matrix to meet an existing reality with regard to the methodological methodological, allowing reflection of results in the face of teaching evaluations that will reflect in the huge scenario by the students' disinterest. The transversal themes are part of PCN's and are required for the development of planning in basic education, also directing expectations for higher education, however this guideline is poorly implemented in educational institutions. The educational institutions in the municipality of Presidente Figueiredo, as well as Many of the other institutions do not explore much or not at all the transversality in the teaching of mathematics. Mathematics, topics such as environment and awareness are not explored inside and outside the school, and there are no activities developed by the municipality's environment and education environment and education of the municipality, which involve the environment of the region. This theme focused on the reality of the region can provide students with a greater and better understanding of the better understanding of the existing environment and the importance of teaching mathematics relating it to other fields of knowledge, considering that Mathematics was born from the attempt of man to understand the environment where he lives, and to solve problems problems that exist in his life. In this sense, the aim of this work is to contribute to the improvement of the teaching and learning of mathematics on the interpretation of graphs and statistical calculations statistical calculations through the transversal theme Environment in the final stage of EJA
O teorema de Pitágoras na 4ª etapa do EJA utilizando o jogo corrida pitágórica
(Universidade do Estado do Amazonas, 2019-06-04) Farias, Alessandra de Souza; Costa, Helisângela Ramos da
EJA students have difficulties in learning basic Mathematics due to the dynamics of teaching. Many students who are there are repeaters, and many others because they did not have the opportunity to study when younger, the difficulty in memorising and learning is much greater. A participation of this public sometimes shows interest in obtaining knowledge, but usually tiredness due to a day's work overcomes them and their unwillingness to pay attention to pay attention is on the verge of a traditional class, where they receive the content in the outdated model that does not produce results. The strategies found by the teacher are not attractive enough to the student. Therefore, the importance of using games to teach the Pythagorean theorem, makes classes become more interesting, holding attention of most and drawing attention to the dynamics developed. Thus, can observe that the Pythagorean theorem is not an abstract theory, and that is part of everyday life. The class becomes much more participatory occurring interaction between themselves in a fun way to learn about the subject and allowing the exercise of logical deductive reasoning.