Mestrado Profissional em Matemática em Rede Nacional

URI Permanente para esta coleção

http://repositorio.ufes.br/handle/10/17499

Nível: Mestrado Profissional
Ano de início: 2006
Conceito atual na CAPES: 5
Ato normativo: Portaria MEC nº 609, de 14/03/2019, publicada no DOU em 18/03/2019, seção 1, página 63. Parecer CES/CNE nº 487/2018.
Periodicidade de seleção: Anual
Área(s) de concentração: Matemática na Educação Básica
Url do curso: https://matematica.redenacional.ufes.br/pos-graduacao/PROFMAT/detalhes-do-curso?id=1474

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Navegando Mestrado Profissional em Matemática em Rede Nacional por Autor "6º membro da banca"

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    A matemática presente nas profissões : uma proposta de trabalho para o ensino médio
    (Universidade Federal do Espírito Santo, 2024-07-31) Dias, Nathalia da Costa; Co-orientador1; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador2; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador3; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador4; ID do co-orientador4; Lattes do co-orientador4; Ccoyllo, Rosa Elvira Quispe ; https://orcid.org/; http://lattes.cnpq.br/; Orientador2; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; Dal Col Junior, Alcebíades ; https://orcid.org/; http://lattes.cnpq.br/; Prane, Bruna Zution Dalle ; https://orcid.org/; http://lattes.cnpq.br/; 3º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 4º membro da banca; http://lattes.cnpq.br/; 5º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 6º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 7º membro da banca; https://orcid.org/; http://lattes.cnpq.br/
    Mathematics is present in the most varied educational, social and professional fields. Its use as a tool, teaching area or methodology can be seen in the resolution of everyday problems or in the development of technology throughout history. This research aimed to present the contributions of Mathematics in the most diverse possible professions, illustrating some meanings for contents that is currently taught up to the 1st year of high school in the state public school system. Through research, it was possible to highlight how Mathematics is inserted in some professions selected by the participants. After applying an initial questionnaire, preparing the work on Mathematics and Professions and data collection through a final questionnaire about this context, the students realized that Mathematics is in fact inserted in the professional scope, in careers that they did not imagine that its use would be important
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    Proposta de sequência didática sobre frações
    (Universidade Federal do Espírito Santo, 2024-04-24) Lopes, Jacqueline Carvalho; Co-orientador1; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador2; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador3; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador4; ID do co-orientador4; Lattes do co-orientador4; Orientador1; https://orcid.org/; http://lattes.cnpq.br/; Orientador2; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; 1º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 2º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 3º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 4º membro da banca; http://lattes.cnpq.br/; 5º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 6º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 7º membro da banca; https://orcid.org/; http://lattes.cnpq.br/
    This paper proposes a didactic sequence as a strategy to review content on fractions, aimed at the final grades of Lower Secondary Education, especially in light of the impacts of the COVID-19 pandemic. This proposal can be used both to review content lost during the remote learning period and to introduce the topic to students. The experience of returning to classes, after more than a year, highlighted the gap and limitation of content transmitted remotely, in addition to those that were not addressed due to limited time and social distancing imposed by the pandemic. Even with teachers' efforts to transmit as much content as efficiently as possible, it was perceived that it was not enough to ensure adequate continuity of learning. Given this scenario, teachers face the challenge of teaching a significant amount of content in a short period of time, aiming to reduce this gap so that students can progress in subsequent school years with more confidence in their learning. Therefore, this didactic sequence focused on teaching fractions in the final grades is proposed. Learning fractions is essential for several reasons. Firstly, fractions are essential for understanding and representing parts of a whole accurately, being useful in everyday situations and in areas such as mathematics, science, and engineering. Additionally, understanding fractions develops reasoning and problem-solving skills, requiring analysis, pattern recognition, and application of problem-solving strategies. In this didactic sequence, a fundamental method of teaching fractions is proposed, with the aim of enabling students to understand these concepts autonomously. The educational process will address conceptual interpretations of fractions, basic operations, problem-solving, and playful teaching strategies, aiming to promote effective and lasting learning
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    Proposta para Ensino de Matemática com o uso do simulador interativo PhET colorado
    (Universidade Federal do Espírito Santo, 2024-06-26) Velasco, Moacir; Co-orientador1; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador2; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador3; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador4; ID do co-orientador4; Lattes do co-orientador4; Orientador1; https://orcid.org/; http://lattes.cnpq.br/; Orientador2; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; 1º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 2º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 3º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 4º membro da banca; http://lattes.cnpq.br/; 5º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 6º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 7º membro da banca; https://orcid.org/; http://lattes.cnpq.br/
    The objective of this work is to present an alternative approach for primary school teachers who work with teaching mathematics, using the Colorado PhET simulator. The aim is to provide teachers with knowledge about the simulator, along with suggestions on how some concepts normally worked on in elementary and secondary education can be approached through the use of the simulator. The proposals include teaching the initial concepts of fractions, affine functions, quadratic functions and trigonometric functions using PhET. To optimize the presentation of content by teachers, didactic sequences were developed for each topic, in addition to the production of videos to assist in demonstrating the simulator’s resources
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    Uma proposta didática para o ensino de MMC e MDC no ensino médio
    (Universidade Federal do Espírito Santo, 2024-07-25) Mariano, Jegiane Carla Favoreto; Co-orientador1; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador2; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador3; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador4; ID do co-orientador4; Lattes do co-orientador4; Ccoyllo, Rosa Elvira Quispe ; https://orcid.org/; http://lattes.cnpq.br/; Orientador2; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; Rosado Filho, Moacir; https://orcid.org/; http://lattes.cnpq.br/; Tuesta, Napoleon Caro ; https://orcid.org/; http://lattes.cnpq.br/; 3º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 4º membro da banca; http://lattes.cnpq.br/; 5º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 6º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 7º membro da banca; https://orcid.org/; http://lattes.cnpq.br/
    This work consists of a didactic sequence aimed at first-year high school students, with the purpose of consolidating the learning of the Greatest Common Divisor (GCD) and the Least Common Multiple (LCM), topics previously covered in elementary school that are essential for the introduction of new content. This sequence, based on problem-solving, aims to review GCD and LCM and also to expand knowledge on topics related to these subjects that are not always addressed in basic education, such as Euclid's Algorithm and the Chinese Remainder Theorem. To achieve these objectives, the approach to these contents in two Mathematics textbooks used in elementary school is analyzed, and a diagnostic assessment is applied to two first-year high school classes at EEEM Arnulpho Mattos, in the city of Vitória (ES), aiming to determine the students' prior knowledge of the topics under study. Based on this, review classes were planned and a final assessment was applied to determine the knowledge acquired by the students after the review. Finally, the data collected from both assessments were analyzed to verify the students' progress and the effectiveness of the didactic sequence