NESPF - Núcleo de Ensino Superior de Presidente Figueiredo
URI permanente desta comunidadehttps://ri.uea.edu.br/handle/riuea/5659
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Resultados da Pesquisa
Item 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 MustafaMathematics 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.Item 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 MustafaThe 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.Item 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 MustafaOne 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.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 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 FreitasFaced 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.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 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 SilveiraMost 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.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 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.