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 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 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.
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.
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.
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.
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.