NESPF - Núcleo de Ensino Superior de Presidente Figueiredo
URI permanente desta comunidadehttps://ri.uea.edu.br/handle/riuea/5659
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Item O ensino de frações na contextualização de problemas utilizando jogo dominó nas turmas da 3ª etapa do ensino de jovens e adultos - EJA(Universidade do Estado do Amazonas, 2019-06-04) Mafra, Samir Pedro de Abreu; Costa, Helisângela Ramos daThis paper is divided into three chapters. The first one addresses the main theoretical concepts of the foundation for the development of this work. The second chapter presents the methodological aspects related to the application of the project. The third chapter shows the results obtained through data analysis achieved with the application of dominoes game. As well as the results of activities performed during the research. This project has as a general objective: to evaluate how the use of ludic games are important important facilitating tools for the teaching of fractions in the discipline of mathematics for students of elementary education of the 3rd stage of EJA in a public school in public school in the municipality of Presidente Figueiredo. Having thus the specific objectives: To teach a theoretical class on fractions to a EJA class; To teach to teach a ludic class with the use of fractions dominoes on the same theme; and To identify the difficulties that the student has in relation to the methodology applied by the teacher in the classroom. However this project aims to contribute to the improvement of the teaching and learning in the contents of fractions and the four mathematical operations of students of the 3rd Stage of Youth and Adult Education - YAE through the ludicity by using of the game of fractions dominoes.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.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 teaching