CESP - Trabalho de Conclusão de Curso Graduação
URI permanente para esta coleçãohttps://ri.uea.edu.br/handle/riuea/35
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Resultados da Pesquisa
Item 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 daIn 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.Item 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 doThis 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 definitionItem Número de ouro: história, construção e aplicação no contexto profissional dos artistas parintinenses(Universidade do Estado do Amazonas, 2024-07-25) Marinho, Hans Johnny Teixeira; Fonseca, Júlio Cezar Marinho da; Azevedo, Carlon Gama de; Pacheco, Érica FariasThe golden ratio is a mathematical object widely studied in various disciplines, always associated with beauty, harmony and perfection. This article presents the results of research conducted as part of a Course Completion Work (TCC) for a Bachelor’s degree in Mathematics, at the Center for Higher Studies of Parintins (CESP). It is a qualitative research conducted with four local artists, whose main objective was to investigate the golden ratio, highlighting its historical context, construction its forms and applications in the professional context of Parintins artists. In the process of obtaining and analyzing data, non-participant observations, photographic records, semi-structured interviews, triangulation, and discourse analysis were used. The results show that the artists, through the beauty, harmony, and aesthetics of their works, know, use, and intentionally or intuitively seek the golden ratios, through the initial and final dimensions and measurements in their art.Item A comercialização de farinha de mandioca: possibilidades de contextualização da matemática ensinada no 6º ano(Universidade do Estado do Amazonas, 2024-07-26) Santos, Fredson Costa dos; Costa, Lucélida de Fátima Maia da; Rocha, Kenny de Souza; Fonseca, Júlio Cézar Marinho daIt presents results of a qualitative research carried out with producers and sellers of cassava flour in the municipalities of Parintins and Nhamundá. The objective of the research is to understand how the commercialization of cassava flour can constitute a possibility of contextualization for the teaching of mathematics in the 6th year of Elementary School. The data is constructed through systematic observation, structured interviews and document analysis, which are analyzed through triangulation. The results obtained indicate possibilities for using the commercialization of cassava flour as a context for teaching mathematical content, as this process mobilizes a variety of mathematical ideas such as measurement, comparison, quantification, evaluation and mental calculations, which enable the establishment of relationships with mathematics curriculum content and allows students to understand mathematics in real situations, known and experienced by many students from the interior of the state of Amazonas.Item Percepções matemáticas no processo de produção do pão manual e suas aplicações didáticas(Universidade do Estado do Amazonas, 2024-07-26) Costa, Francisco dos Santos; Fonseca, Júlio Cezar Marinho da; Soares, Ruth Cristina; Pereira, Tarcilene CamposThis work aims to present the results of a qualitative research, which was carried out within the environment of two bakeries in the city of Parintins/AM. Whose objective is to understand the mathematical perceptions in the production process of manual bread and its didactic applications. For data collection, we used observation, interviews and photographic records. For data analysis, we used triangulation and descriptive statistics. The results are the mathematical concepts mobilized by the bakers and mathematics in the context, models and didactic applications. The mathematical perceptions obtained are related to content taught in the classroom by mathematics teachers. These mathematical perceptions such as measuring, weighing, calculating, rule of three, functions and geometric figures, can be contextualized for the teaching of mathematics.Item 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, ÁgdoThis 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.Item 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 AraújoThis 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.Item Estruturas multiplicativas no 6º ano do ensino fundamental: um estudo na perspectiva da teoria dos campos conceituais(Universidade do Estado do Amazonas, 2024-07-13) Santos, David de Souza dos; Costa, Lucélida de Fátima Maia da; Costa, Lucélida de Fátima Maia da; Nascimento Filho, Virgílio Bandeira do; Machado, David CarvalhoThe difficulties demonstrated by 6th grade elementary school students regarding the multiplicative field cannot be ignored in a teaching-learning process. Therefore, the results of a research developed with the objective of analyzing what knowledge 6th grade elementary school students demonstrate about multiplicative structures are presented. This is a qualitative research (Bortoni-Ricardo, 2017) that used a bibliographic review, direct observation and documentary analysis (Gil, 2008) to construct the data. The research participants were 28 students from a 6th grade elementary school class in the city of Parintins-AM. The results obtained indicate that, from the perspective of the theory of conceptual fields, the multiplicative structure should be taught by showing its different situations for the construction of the concept, evidencing the contextualization of reality, since a concept is not constructed from a single situation and in a situation, there are several explicit and implicit concepts.Item 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 RegisThis 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.Item Relações métricas no triângulo retângulo: um estudo sobre as dificuldades da aprendizagem, de alunos do 1º ano ensino médio(Universidade do Estado do Amazonas, 2024-07-22) Cardoso, Adriele Marinho; Silva, Paulo Sérgio Ribeiro da; Silva, Paulo Sérgio Ribeiro da; Pacheco, Érika Farias; Costa, Lucélida de Fátima Maia daThis article presents a qualitative research, whose objective was to understand the possible causes of the difficulties presented by students of the 1st year of High School of a state school in the municipality of Parintins-AM, involving the content of metric relations in the right triangle. Because, most students, when studying the content, exhibit difficulties in understanding, as well as in solving problems. Thus, seeking to understand the possible causes, the is based on the National Common Curricular Base (BNCC) and bibliographic research on related topics. As a methodological resource, it was decided to apply a workshop involving the construction of a model, associating the mathematical content taught, with activities carried out in the students' daily lives. During the development of the workshop, a participant observation was carried out and soon after, a questionnaire was applied to 10 students who agreed to participate in the research. For data analysis, the triangulation method was used. The work gains relevance as the research objectives were achieved, in such a way, the results obtained may express significant contributions to teachers who seek more effective strategies, in order to arouse the interest of students.