Núcleo de Ensino Superior da Universidade do Estado do Amazonas
URI permanente desta comunidadehttps://ri.uea.edu.br/handle/riuea/4814
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Item Aplicação de função do 1º grau no EJA a partir do tema transversal trabalho e consumo(Universidade do Estado do Amazonas, 2019-05-14) Feitosa, Ana Isabel Moreira; Moraes, Nadime Mustafa; Carvalho, Joelma Monteiro deNowadays, mathematics plays an important role. teaching needs to correspond in a more versatile, intelligent and efficient way to the world, making it accessible to those who seek it. However, there are Despite so much technology and resources, the teaching of mathematics continues, in most cases, being presented in the traditional perspective, with use only blackboard and brush and mechanical calculations without contextualization. Facing the current scenario of teaching, this work aims to use the transversal theme work and consumption focusing on the subject 1st degree polynomial function, considering that the cross-cutting themes are recommended in PCN's and bring the reality of students students' reality of everyday examples emphasizing that such issues can be worked in all subjects and mathematics could not be different very On the contrary, it can be seen that there is great interest on the part of students, facilitating learning, making the student aware that learning, making the student aware that he can and should be an agent the environment in which he lives, where there is an awakening to the subject, where the identification of graphs relate examples of everyday life, stimulate what will be taught in the initial series of EJA. Once the transversality involves all areas of knowledge, focusing on the social, ethical focus on social, ethical, cultural development, promoting curiosity, qualification in the elaboration technologies for the formation of the student in the exercise of citizenship taking into account the worldview in view of a learning that can guide the development of a society based on equality. In this way, we intend to use mathematics to show that it is a science that covers different areas of knowledge, and that can promote reflection, values and promotion of a society focused on local values, and especially to citizenship.Item O ensino de perímetro utilizando a modelagem matemática como ferramenta pedagógica na educação de jovens e adultos (EJA)(Universidade do Estado do Amazonas, 2019-06-14) Barros, Kelen Dayane Carneiro; Moraes, Nadime MustafaThe teaching-learning process experienced in the classroom, for the most part, is distant from the reality of the students. the reality of the students, the knowledge acquired is generally not used for day-to-day issues. acquired is generally not used for day-to-day issues. Once the the student does not relate these two worlds, learning becomes uninteresting. uninteresting, there comes a time when some questions arise that Unfortunately, they are left without answers. Thus, the number of dropouts is alarmingly high in The number of dropouts is alarming in Youth and Adult Education (YAE) classes. The number of dropouts is alarming in Youth and Adult Education (YAE) classes, a number that expresses school evasion in this type of education in public schools. in public schools. A complicating factor is the lack of training of teachers in the area, in the In the initial series of Youth and Adult Education, some are graduated in pedagogy or pedagogy or licentiate in letters, but they have to teach all the subjects, and the The lack of continuous training of teachers in the area, The lack of continuous training of teachers in the area, which is partly flawed and has many deficiencies, a fact that configures a teaching based on superficial learning, so many trainers teach with the same gap that they have learned. Thus, mathematics, which should be fun and enchanting, becomes boring and meaningless. becomes boring and meaningless. From this perspective, mathematical modelling can enable the experimentation of the integration of everyday life with the classroom classroom, especially the awakening of the relevance of learning mathematics in the face of the socialisation of small daily tasks with learning at school.Item Resolução de problemas de equação do 1º grau utilizando dominó no EJA 3ª etapa(Universidade do Estado do Amazonas, 2019-06-04) Duarte, Liliane Almeida; Moraes, Nadime MustafaMathematics is evolving into new fields of research, in which the human being human being contributes with his reasoning, but in general the student considers this complex theory without meaning. This work was instigated by an experience lived at school, which school, which became a challenge for the development of one of the stages of the for the academic. How to transmit the knowledge of mathematics to EJA of the 3rd Stage at Hugo Castelo Branco School through a game? Because it is teaching modality that requires a lot of attention regarding the articulated and developed planning of the classroom with students in their daily life, in which there is a huge gap in teaching. During the internship it was realized that mathematics was not experienced and explored at any time in their daily lives against the resolution of problems through the use of 1st degree equation for example. The challenge was associate such resolutions involving equations of 1st degree in a game of dominoes with EJA students relating mathematics. The purpose was to propose a practical reasoning in the resolution of exercise, in this dominoes for the EJA public in the classroom, obtaining a satisfactory result with this concrete material. This method adopted of research was qualitative where it responds through variables, with interest to observe, record, analyze and interpret seeking to deepen in the material concrete in solving problems of 1st degree equation.Item O uso de tecnologias no ensino de matemática e o geogebra na geometria no 2º ano do ensino médio(Universidade do Estado do Amazonas, 2019-06-04) Costa, Abraão Lima da; Moraes, Nadime MustafaThe interactive computer software environment allows the articulation of mathematical concepts and its easy way of handling makes it possible to construct various algebraic and geometric as points, lines, polygons, circles, angles, windows of visualization, entries for algebraic expressions among other resources, which which would not be a simple task using only traditional methods of teaching methods. Thus, the research aims to contribute to the improvement of the teaching-learning of mathematics in basic education classes, using the interactivity between the interactivity between classes in front of the software use. observe the school reality, the importance of the teacher-student relationship in the learning process, elaborate lesson plans according to trends in mathematics education of mathematics education, apply the activities in high school class and to evaluate the results obtained after the application of the proposed activities in the research verifying the contribution of geogebra software to the study of geometry.Item Utilizando material concreto para resolver o teorema de Pitágoras no EJA(Universidade do Estado do Amazonas, 2019-06-04) Paiva, Adilson Pinheiro de; Moraes, Nadime MustafaOne of the greatest mathematicians of all time Pythagoras, undoubtedly was one of those responsible for the advancement of mathematics, dedicated the study of philosophy, astronomy and geometry. One of his major works was solving practical problems in the right triangle, was the first man to He was the first man to prove the theorem, named after him, that the square of the hypotenuse is equal to the sum of the squares of its catheters. Mathematics teaching provokes different sensations, both for teachers and students. teachers and students alike: on the one hand, a very important area of on the other, dissatisfaction with the negative results or success with the positive ones. the positive ones. However, every teacher knows that facing the challenges in the classroom is not easy. is not at all easy. During the training courses for the degree in mathematics, it was noticeable to observe a great difficulty of students regarding the applications of mathematics in everyday life, it was noted that students have great difficulty in the study of Geometry, a subject that is constantly present in our lives. our life. In the search for improved methods for teaching mathematics in the classroom, the classroom, the use of concrete material to prove a demonstration becomes an interesting interesting and facilitating methodology so that students can understand the usefulness of mathematics, and how it is related to the world, learning to develop and build their own knowledge. The present work sought possible improvements for the teaching of this subject, using concrete material to perform geometric demonstrations geometric demonstrations, thus making it a facilitator of mathematics teaching, so that students can realize how students can realize how the Pythagorean theorem is present in our lives, as well as their respective usefulness. Thus, it was verified if the methodology used by means of manipulative manipulatives the teaching of mathematics was satisfactory, evaluated all the possible characteristic of the difficulties of teaching in the classroom.Item Resolução de problemas utilizando o quadrado mágico na 4ª etapa da educação de jovens e adultos(Universidade do Estado do Amazonas, 2019-06-15) Vidal, Maria Cristina Medeiros; Lima, Geraldine SilveiraThinking about the reality of the student, this work arose to contribute to the teaching using a significant approach with the theme "Problem solving problems using the magic square in the 4th stage of Youth and Adult Education Adults", applied in a Municipal School in the municipality of Presidente Figueiredo during the night shift, and also aims to assist in the process of teaching and learning process of the subject of mathematics. In this process, we tried to give the student the opportunity the student the experimentation with the use of playfulness, providing a new look to mathematics in order to contribute and generate new learning expectations. The results developed by this dynamic can add substantial values to the teaching, allowing the involvement of students in the activities proposed in the classroom, exploring the development of the students' abilities in the interaction of the educational process. In this perspective, the intention is to reach the student to involvement of understanding by understanding the strategies allocated in this scenario in front of the problems addressed through playfulness, giving students the opportunity to opportunity to conceive the importance of the applied content, thus the student 10 can acquire more interest in learning more and more with the process of the dynamics presented. The mathematical games that involve problem solving require the student's logical logical reasoning and strategies so that the student can develop the resolutions and and solve contextualized problems addressed with games in the classroom. of class. It is important that the student finds in the school a place that allows him/her to make new discoveries together with a favorable space where he can fight his fears and discover his and discover their abilities through games, instigating the experimentation of new learning new learning and teaching processes. Therefore, it is fundamental to understand the importance of using games in teaching practice. The teacher is the mediator of this evolutionary process, and provides tools to advance in the progression of the discovery of this knowledge. The learner starts to want to know and discover, followed by the logical reasoning process for learning, thus, the use of games and play as mediating strategies in the mediating strategies in the teaching learning process in EJA teaching can be explored.Item O lúdico na resolução de frações no EJA(Universidade do Estado do Amazonas, 2019-06-08) Ramalho, Whesley de Oliveira; Costa, Helisângela Ramos daThis 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 teachingItem 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 daMathematics 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 EJAItem 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 FreitasFaced 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.Item 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 daThe 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.