Monografia_Matemática
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/738
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Item Proposta metodológica para uma abordagem significativa da função quadrática no 9º ano do ensino fundamental(2017-07-05) Lacerda, Thiago Augusto de Souza; Cruz Neto, João; http://lattes.cnpq.br/5719708939807276; Cruz Neto, João; http://lattes.cnpq.br/5719708939807276; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Santana Filho, Antonio Ferreira; http://lattes.cnpq.br/1731091856595215This work approaches a proposal of methodology with the intention to work the quadratic function content in a significant way. It also shows that a mathematics teacher who wants follow this proposal should be in disposition to involves himself into the area of pedagogical practice related to the content that wants to teach. These researches will make the teacher have theorical references that will help its in the pedagogical practice. It shows how the content follows a process prior to its appearance for study. It shows that the teacher needs to study the characteristics of his audience before present the appropriate context to approaches quadratic functions. And it is from this context that will make an associative analysis to work the desired content. Then, considering mathematics as technical language, this work approaches how can make a transition from context to content making this a significant thing in students lives.Item O uso do papel milimetrado como auxilio no ensino de geometria plana(2017-08-28) Lacerda, Adriane de Souza; Oliveira, Andréia Pinto de; http://lattes.cnpq.br/4751206740233356; Oliveira, Andréia Pinto de; http://lattes.cnpq.br/4751206740233356; Souza, Audemir Lima de; http://lattes.cnpq.br/3849318802624990; Oliveira, José Ribamar Silva de; http://lattes.cnpq.br/5940747651740209Mathematical contextualization comes to show that the contents of a subject are not stagnant and do not exist in isolation as teachers are unfortunately addressing in most classrooms. The transposition comes to give more support in our way of teaching. These contents are present in some context of the individual, whether he is the teacher or the student. And students are bombarded with a lot of conflicting information from the rapid development of technology, which gives them easy access to the ideas scattered throughout the media. One of the problems with easy access to technologies and information is that those who use these materials most of the time do so in a disoriented way. But it is still the context in which the individual is living. A contextualized class gives the student the opportunity to help develop the common abilities as to turn them into skills. During this work, we will see the identification of the difficulties experienced by the students regarding the Flat Geometry in High School where the simple metric relations were established and applied through Didactic Transposition When the student makes the transition from the context and starts to feel the subject, it comes to have a more meaningful learning. During the elaboration of this work we had the opportunity to make this contextualization applying in several contents of the third class of High School in the School Cid Cabral da Silva. The lack of contextualization, together with the transposition, in the teaching and learning process shows that the content given only for the purpose of completing a pedagogical bureaucracy is wasted work. And this can result in that neither the student will understand what is proposed nor the teacher will see that his work was good. The teacher has the obligation to show the student what the meaning of the content is being addressed in the classroom, before even beginning to do the first structural calculation procedures. And the context is the prior for this to occur, being of extreme importance to the direction that the lesson will follow. Content should be a consequence of a good contextualized approach. "The curricular contents that make up the diversified part of the curriculum will be defined by the education systems and the schools, in order to complement and enrich the curriculum, ensuring the contextualization of the school knowledge in face of the different realities."Item A engenharia didática em sala de aula: uma proposta de ensino-aprendizagem para a geometria plana e espacial por meio da ferramenta metodológica google earth pro(2020-09-29) Miranda, Neiva Guimarães; Freitas, Vinícius Paulo de; http://lattes.cnpq.br/4639736133798111; Freitas, Vinícius Paulo de; http://lattes.cnpq.br/4639736133798111; Caldas, Aldair Lucas Viana; http://lattes.cnpq.br/4471376864480374; Cruz Neto, João; http://lattes.cnpq.br/5719708939807276The difficulty in learning mathematical content in the classroom currently consists of reflections and new teaching strategies. In this way, adding the conventional methodology with new educational practices involving active methodologies with accessible technological tools makes effective the integration with what the Common National Curricular Base (BNCC) recommends. Given this, the present research work sought to understand the mathematical content through the basic knowledge of the features of the Google Earth Pro (GEP) software as a dynamic and computational environment in the execution of the tool post in the teaching of Flat and Spatial Geometry for high school students medium. The research was based on the methodology of the phases and structure of Didactic Engineering and on the operational techniques and procedures of the methodology of scientific work, in this sense the non-directive interview, observation and questionnaire. As a result, it was obtained, in addition to the positive acceptance of the research subjects, observed by the interactivity and enthusiasm in the operation of the proposed activity, similarly the reach of knowledge according to the content studied, which is in fact based on the teaching-learning composed in the research proposal. . Therefore, since the uses of technological mediations in relation to teaching have integrated cognition and practice, according to on-site applications, we provide that the teaching process was considered positive in association with the proposition of the tool.