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 Assunto "Análise combinatória"

Agora exibindo 1 - 3 de 3
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    A resolução de problemas como uma proposta de ensino de análise combinatória
    (Universidade Federal do Espírito Santo, 2019-12-13) Bassani, Jheimys Bezerra; Rosado Filho, Moacir ; https://orcid.org/0000-0001-7617-3133; http://lattes.cnpq.br/5049304126500678; https://orcid.org/0000-0001-9282-0441; http://lattes.cnpq.br/9797097614232929; Araujo, Alancardek Pereira; https://orcid.org/0000-0001-5183-8805; http://lattes.cnpq.br/2131363687907189
    This dissertation aims to address ways that facilitate the teaching and learning of combinatorial analysis through a problem-solving approach, pursuing broad and se quential solutions. It starts with the intuitive idea of counting, which will then be com plemented by the fundamental principle of addition and multiplication. After that, the concepts of simple, circular permutation will be presented, together with repeated ele ments and chaotic. We also address simple and complete combination, and Kaplansky’s lemmas by studying the main problems of combination. The problems proposed in the chapters were selected in order to complement the theoretical part- commonly omitted- and to demonstrate alternative resolution techniques, such as counting by inclusion exclusion and recurrence, always oriented to the pursuit of solutions that promote logical thinking and not the use of formulas
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    Contribuições do teste de três camadas aplicado à avaliação de desempenho em matemática
    (Universidade Federal do Espírito Santo, 2024-12-05) Peixoto Júnior, Antônio; Rosado Filho, Moacir; https://orcid.org/000-0001-7617-3133; http://lattes.cnpq.br/5049304126500678; https://orcid.org/0009-0003-2304-572X; http://lattes.cnpq.br/8328142104521186; Magela, Mateus Mendes; https://orcid.org/0000-0003-1834-5720; http://lattes.cnpq.br/0824069190696297; Araújo, Alancardek Pereira; https://orcid.org/0000-0001-5183-8805; http://lattes.cnpq.br/2131363687907189
    This dissertation presents a proposal for a playful intervention, guided by the three-tier test, where an action plan will be developed based on the data collected. The objective of the study is to individualize as much as possible the difficulties identified through these data. The work begins with a brief historical context about the evaluation, also presenting the concept of the three-tier test in general. Then, the three-tier test is applied to the combinatorial analysis content, the data is collected and, with this data in hand, an action plan for the intervention with the students is developed. After the intervention, the students take a new three-tier test so that the developments can be analyzed
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    Uma Proposta para o Ensino-Aprendizagem de Análise Combinatória para o Ensino Médio
    (Universidade Federal do Espírito Santo, 2021-05-20) Lauvers, Chargles dos Santos; Silva, Domingos Sávio Valério; https://orcid.org/0000-0001-6495-2498; http://lattes.cnpq.br/1046925007883007; https://orcid.org/; http://lattes.cnpq.br/8944105640501892; Rosado Filho, Moacir; https://orcid.org/0000-0001-7617-3133; http://lattes.cnpq.br/5049304126500678
    The objective of this work is to show the teacher/student that the theme Combinatorial Analysis is not to be summarized by formulas, but by simple reasoning in the vast majority of two cases without requiring the use in complicated formulas. This should be the main objective of this work, to show that the formulas take part of the process and not the main center of it. Thus, the problem solving methodology will be valued, in which the exercise will be presented and through it the theory will be introduced. With the evolution of the exercises, we will solve more challenging problems. Thus, the exhibition of this work will develop the main methods of counting, which have been presented during the period of high school.