Licenciatura em Matemática

URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/737

Navegar

Agora exibindo 1 - 3 de 3

A análise do erro como ferramenta de aprendizagem no ensino da matemática básica
(2016-12-09) Silva, Severino Francisco da; Souza, Heliamara Paixão de; http://lattes.cnpq.br/0367991915005308; Oliveira, Sévulo Moares de; Oliveira, Andréia Pinto de; http://lattes.cnpq.br/4751206740233356; Souza, Heliamara Paixão de; http://lattes.cnpq.br/0367991915005308; Oliveira, José Ribamar Silva de; http://lattes.cnpq.br/5940747651740209
The analysis of error as a didactic learning tool found echo in the teaching practices based on theories of experimental psychology and constructivist assumptions. To apprehend the mathematical concepts necessary to solve daily problems without the possibility of systematic errors seems to us to have been a great challenge for the majority of the students, being often a precursor of school dropout. However, analyzing the quality of these errors in order to avoid systematizing them seems to have not been an easy task for educators with a degree in mathematics, since they have presented different approaches, depending on the objectives with which teachers and researchers focus on this theme. Without intending to finalize the debate on the subject, we set out to investigate the possibility of using error analysis as a learning tool and, to achieve our goal, our work was divided into four chapters: In chapter I we try to understand until What point the future mathematics teacher can use the error as a didactic learning tool, making a reflection on the error in the current evaluation model by means of proof; In Chapter II, we sought to identify in bibliographical research what theorists say about the presence of error as an integral part of the dialectical process and whether it can be understood as a fundamental element for the change of strategies and facilitating methodologies in stimulating students to persist In their findings and verify in the conclusions conceived by researchers on the same subject the possibility of ratifying the conclusions obtained; In Chapter III, we propose to present the theoretical bases on Proportions, Probabilities, Combinations and fractional Reasons as a way of subsidizing the calculation procedures; In the fourth and last chapter, we present the methodological procedures of the actions to be developed to conclude this work - analysis of the procedures applied by the student in the resolution of mathematical questions in assessments of the type test, regardless of the result obtained - retaking concepts with the use of classes Expositions and the use of collective works. Finishing with our final considerations.
Desigualdade de moradias e o ensino de matemática: uma estratégia para o ensino de jovens e adultos
(2021-04-07) Rolleri, Maria Isabel Menezes; Oliveira, Andréia Pinto de; http://lattes.cnpq.br/4751206740233356; Oliveira, Andréia Pinto de; http://lattes.cnpq.br/4751206740233356; Oliveira, José Ribamar Silva de; http://lattes.cnpq.br/5940747651740209; Souza, Heliamara Paixão de
The following course completion work aims to show the importance of seeking new teaching strategies for the field of mathematics, in order to show the relevance of each content in our daily lives, where mathematics is always present, it is only necessary to analyze our surroundings to identify. We will use the theme "Inequality of housing as a strategy for teaching mathematics", focusing on the content of geometric solids inserted in the branch of geometry, the research seeks to show how mathematics is present in existing houses in our country. To complement the research, we based on the idea of Reuven Feuerstein with his Theory of Mediated Learning Experience, we also applied a project related to the theme of our research with students in the EJA category (Youth and adult education) in a state school in the city of Itacoatiara, interior of the Amazon.
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/5940747651740209
Mathematical 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."