NESPF - Núcleo de Ensino Superior de Presidente Figueiredo

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

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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 de
Nowadays, 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.
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 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 Freitas
Faced 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.
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 da
This 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.
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 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 Mustafa
The 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.
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 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.
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.
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 Mustafa
Mathematics 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.
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.
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 da
Mathematics 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 EJA
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.
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 Mustafa
The 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.
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 Mustafa
One 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.