NESPF - Núcleo de Ensino Superior de Presidente Figueiredo

URI permanente desta comunidadehttps://ri.uea.edu.br/handle/riuea/5659

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Cartoons como estratégia metodológica para o ensino e aprendizagem de semelhança de triângulos no 9º ano do ensino fundamental
(Universidade do Estado do Amazonas, 2019-06-04) Marques, Rodrigo Costa; Lima, Geraldine Silveira
Mathematics is in our life context, especially geometry, because their knowledge is of great importance, and can thus contribute to logical reasoning and daily life. The practical part of the subject, as well as the theoretical, is of fundamental importance to understand the situations that justify its real need, because in ancient times the mathematicians through the observation of phenomena of nature, managed to obtain a lot of knowledge, in which they same proved several theories that are used in our day to day and among them the similarity of triangles is one of the most prominent, where you can deduce inaccessible measures of a given height difficult to be measured. Cartoons are a tool that is very appealing to children, teenagers, young people and even adults, adolescents, young people and even adults, thus developing a sensorial sensorial, emotional and rational communication, facilitating interaction with the public, either through languages and messages, transporting the individual to the imaginary world imaginary, where possibly is always gaining its space in today's world. The use of cartoons in the classroom aims to contribute to student's understanding through the use of cartoons as a didactic resource in the subject of Similarity of Triangles, being a powerful source to stimulate, encourage knowledge, and can improve the interest, participation and resolution of exercises.
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 Silveira
Faced 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.
Resolução de problemas contextualizados envolvendo funções do 1º grau no 1º ano do ensino médio
(Universidade do Estado do Amazonas, 2019-06-04) Oliveira, Odair Silva de; Lima, Geraldine Silveira
Most of the mathematics content has direct applicability in everyday life. day-to-day life, making it extremely important to share ideas in the classroom that can translate the use of mathematics in this context. To make students see mathematics with its definitions, properties, etc., is not an easy task. It is not an easy task and, above all, it is a challenge faced by the teacher in the current educational context, Thus, the use of contextualized problems in mathematics teaching is of of prime importance. In this perspective, this work with the proposal "Resolution of contextualized problems involving 1st degree functions in the 1st year of high school high school", in order to contribute with steps that can provoke the interpretation, logic relating the content with the reality experienced by the student through a methodology that will indicate a different way of teaching. The main objective is show students that mathematics is present in everyday life and is part of their lives, because through the affine function we can solve problems directly connected to everyone's life. Thus, this work addresses this issue through a qualitative research using the case study modality in order to verify the knowledge of students about the knowledge of students about the content addressed in the face of pedagogical pedagogical actions that lead students to work and develop better logical reasoning logical reasoning, encouraging them to solve contextualized problems, and also show the interdisciplinary, because this theme is present in other areas of knowledge, whose exploration in the classroom can designate students more interested and satisfied with more dynamic classes.
A resolução de problemas contextualizados voltados para aplicação de regra de três simples com abordagem em cortes de carnes
(Universidade do Estado do Amazonas, 2019-06-04) Araújo, Francisco Ilmar Amaral de; Lima, Geraldine Silveira; Pinheiro, Alexandra Salerno; Graça Neto, Almir Cunha da
This research aims to improve the student's perception regarding the activities contextualized activities involving mathematics in relation to their day, bringing the theme "The Resolution of contextualized problems focused on the application of rule of simple rule of three with approach in meat cuts", because the teacher/educator needs to exercise its role as a facilitator and conductor of mathematical knowledge, mediating its interaction with real life/common situations. Therefore, every good good teacher needs to adopt didactic strategies that are creative, motivating and efficient, which contribute to the construction of knowledge, to the point of provide more effective performance, as well as achieve the important objectives of teaching and learning in the classroom. in teaching and learning in the classroom. The activities were developed for 8th grade students of the Elementary Elementary School, with the main objective of showing how it is possible to interact the theory and practice of mathematical content in several areas, and can be observed in the use of food shopping, which is so common in the daily lives of families. This work aimed to facilitate the learning of students in basic education who mathematics, as we were able to relate what we learn in the classroom to life situations. classroom to life situations. Learning ceases to be a "duty" and becomes a "privilege", developing in students skills, logical reasoning and a better interpretation of everything that happens in their lives. better interpretation of everything that happens around them.
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 Silveira
Thinking 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.
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 Silveira
The 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.