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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7 resultados
Resultados da Pesquisa
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 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.Item Tangram: uma estratégia para ensinar área e perímetro de figuras planas no 6º ano do ensino fundamental(Universidade do Estado do Amazonas, 2019-06-08) Mota, Lissandra Freire da; Lima, Geraldine SilveiraThe activities presented here were intended to provide a more meaningful learning and show students how mathematics can be fun and interesting be fun and interesting through playfulness as a teaching strategy. The proposal brings as theme "Tangram: a strategy for teaching area and perimeter of flat figures in the 6th year of primary schools, with the main objective of working with playfulness in the school environment, seeking to facilitate the understanding of subjects, since when working with the manipulation of objects can attract and arouse the student's interest in the class. As specific objectives are highlighted: Through playfulness, awaken the interest of students in relation to the subjects worked; Facilitate the understanding of students of students in relation to the calculation of perimeter of plane figures; Promote interaction among students; The methodology adopted was the case study, where it was emphasized how the concrete material can help learning in the classroom, seeking to offer a strategy for teaching a strategy for teaching area and perimeter in a satisfactory way. After noticing the difficulty of students, it was clear that it is of utmost importance that teachers approach new methodologies in the classroom, and through them seek to facilitate teaching and learning, and also arouse the interest of students to subject in question, thus promoting increasingly enjoyable classes.Item O ensino e a aprendizagem da equação do 2º grau utilizando lúdico no 9º ano do ensino fundamental(Universidade do Estado do Amazonas, 2019-06-04) Aguiar, Wanderson de Souza; Lima, Geraldine SilveiraFaced with the reality of basic mathematics teaching nowadays, we we are faced with one of the notorious problems of the classroom, the lack of understanding and comprehension of concepts, essential properties for a simplified simplified learning of mathematics. The pedagogical methodologies developed in teaching can instigate new knowledge about the ability and ability of the student in the classroom, however, there are several problems of the school reality that block this systematization of application methodological application, that is, the teacher does not adapt to this reality and also the school is often completely dislocated from this planning. Therefore, the teaching and learning of 1st degree equation using playful in the 7th grade of primary schools is the proposed alignment of this work work through this methodology can contribute substantially to students' learning in a fun and satisfying way with regard to the daily life.Item Estratégia de didática para o ensino: a ludicidade no ensino de ciências naturais(Universidade do Estado do Amazonas, 2019-12-15) Carvalho, Ana Paula Souza de; Souza, Rayane Delmondes do Nascimento; Souza, Itamar Cunha deExplaining some types of science teaching content for elementary school teaching such as the prokaryotic and eukaryotic cells requires caution at the time of explanation, so students need to understand what is the difference from one cell to another. Thus, the present work focused on developing didactic resources to dynamically collaborate in students 'learning, after which, through elaborate research, the objective of this work was to use playfulness as a motivating resource in students' learning. With this, a pre-questionnaire was elaborated to assess the previous knowledge of students of 7th grade C of the Municipal School Professor Nilce Avilar in the discipline Natural Sciences. After obtaining the necessary information, two classes were given to the class, a theoretical class (without the use of the playful) and a practice (with the use of the playful) to compare at the end of the application of the activities. The resources used would make it easier for students to learn content in science education. The result of the first theoretical class whose theme mentioned above was only 16% of hits compared to the second and last class with the playful application which was 74% of hits. With these results, the objectives were successfully achieved, it can be stated that the didactic strategies taught in the discipline of natural sciences contributed in a dynamic way to students' learning.Item Jogo didático no ensino de ciências: utilizando a herpetofauna para abordar os temas mimetismo e camuflagem para alunos do ensino fundamental(Universidade do Estado do Amazonas, 2019-12-15) Almeida, Taiza Lima de; Barros, André de LimaOur studywas realizedto the elaboration of a didactic game using herpetofauna representatives to contribute to the understanding and learning of the eighth grade students about the camouflage and mimicry themes. The study was conducted at the Benício Rodrigues Pena Municipal School, located in the municipality of Boca do Acre, Amazonas. The target audience were elementary school classes. To this end, we designed a questionnaire (pre-test) to assess students' prior knowledge of these topics in both classes. For I class we make and apply a didactic game and in J class we only do one traditional lecture class. Our objective was to evaluate the effectiveness of the game in the teaching - learning process of the students on both themes. For this, a post-game questionnaire and an after-class questionnaire (expository) were applied. Data analysis was done quantitatively and qualitatively after each activity performed in the classes. Our results showed that students who participated in the class using the game as a teaching tool performed better during the completion of the final questionnaire compared to the students who took the class in the traditional way. Thus, this study demonstrates that the use of playfulness has been shown to be a positive reinforcement for science teaching and that the inclusion of this method in classes should be encouraged.