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 evasão no curso de licenciatura em matemática do IFAM-CMC: principais causas e algumas sugestões(2015-12-07) Brasil, Gutemberg Leão; Lira, Antônio da Fonseca; http://lattes.cnpq.br/2666579666823512; Lira, Antônio da Fonseca; http://lattes.cnpq.br/2666579666823512; Freitas, Vinícius Paulo de; http://lattes.cnpq.br/4639736133798111; Oliveira, Andréia Pinto de; http://lattes.cnpq.br/4751206740233356This work aimed to verify, starting from a qualitative and also of a quantitative approach, the fact of evasion in Mathematics Degree course of IFAM-CMC and seek what are the main causes of this phenomenon, proposing the end of this, some suggestions aimed at stimulating discussions and actions to mitigate the evasion in the course. For this, the work contains a literature review about the main points of the evasion, as indexes and evasion of the consequences for society and also a quantitative description about the main of the evasion in the Mathematics Degree course, followed by a research with students and former students of the course to better understand the evasion and its main causes.