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Disertaciones |
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1
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LOURIVALDO LACERDA DA CUNHA FILHO
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Geometric Places in Basic Education: a Teaching Proposal with GeoGebraBook
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Líder : ANDRE LUIS GODINHO MANDOLESI
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MIEMBROS DE LA BANCA :
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ANDRE LUIS GODINHO MANDOLESI
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VINICIUS MOREIRA MELLO
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ADRIANO PEDREIRA CATTAI
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Data: 23-ene-2024
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Resumen Espectáculo
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The present work is a teaching proposal about the theme of Geometric Loci, aimed at Basic Education teachers and developed with the assistance of the software GeoGebra and the online platform GeoGebraBook. Contextualized and interactive, this proposal seeks, through Mathematical Investigation and Dynamic Geometry resources, to explore the theme in question gradually and softly, without losing sight of mathematical rigor, and placing the reader (teacher/student) as an active agent in the learning process. It was divided into two parts: one addressing Elementary Education, composed of basic geometric loci (circle, perpendicular bisector, angle bisector, pair of parallel lines, and arc capable), as well as the method of geometric loci and the notable points of a triangle (circumcenter, incenter, barycenter, and orthocenter); and the other addressing High School, related to the study of conics (ellipse, hyperbola, and parabola), exploring their respective definitions, elements, eccentricities, as well as construction methods, and also the method of geometric loci. It is worth noting that the work was substantially developed in the field of Synthetic Geometry, where, through the properties of geometric figures and the relationships between their elements, the beauty of Geometry is highlighted.
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2
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GILBSON JOSE VELASCO SOUZA FILHO
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PROPOSALS FOR PEDAGOGICAL PRACTICES BASED ON UNIVERSAL LEARNING DESIGN FOR TEACHING SETS AND COMBINATORY ANALYSIS
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Líder : MARIANA CASSOL
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MIEMBROS DE LA BANCA :
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ELAINE FERREIRA ROCHA
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GRACA LUZIA DOMINGUEZ SANTOS
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MARIANA CASSOL
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Data: 14-mar-2024
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Resumen Espectáculo
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The main objective of the work is to describe and propose inclusive practices for teaching Sets and Combinatorial Analysis, based on the principles of Universal Design for Learning (UDL). The focus of the proposal is to build and develop inclusive pedagogical practices for teaching mathematics, considering the diversity present in the classroom. The work begins with an introduction to the topic of school inclusion, addressing the definitions of adaptation, relevant legislation and the importance of UDL, together with the principles and guidelines that guide its application in the classroom. The crucial role of the mathematics teacher in the inclusion process is also highlighted.
After contextualizing the DUA, the work focuses on pedagogical proposals for teaching Sets and Combinatorial Analysis in High School. This includes the development of teaching materials and the planning of varied practices for application in the classroom. The text highlights the importance for the teacher to constantly observe the dynamics between teaching and learning, evaluating students' understanding, the relevance of examples and the problems presented. As recommended by the DUA, student participation, motivation and engagement are crucial to ensuring the effectiveness of the learning process.
The development of the work explores how pedagogical proposals can facilitate the teaching and learning of mathematics for all students, enabling the understanding of concepts, problem solving and the practical application of knowledge acquired in everyday life. It is concluded that the proposals presented can serve as inspiration for other teachers, contributing to the promotion of inclusive learning for all students, regardless of whether they are People with Disabilities or not.
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3
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MARIA HORTÊNCIA MACHADO CARNEIRO
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NEWTON-RAPHSON METHOD AND ROOTS OF POLYNOMIAL FUNCTIONS USING TECHNOLOGIES IN A DIDACTIC SEQUENCE IN HIGH SCHOOL.
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Líder : JUAN ANDRES GONZALEZ MARIN
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MIEMBROS DE LA BANCA :
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JUAN ANDRES GONZALEZ MARIN
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MARIANA CASSOL
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ADRIANO PEDREIRA CATTAI
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Data: 27-mar-2024
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Resumen Espectáculo
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The present work presents a didactic sequence elaborated and applied in a second year of high school and uses the Newton-Raphson Method to obtain the approximation of roots of polynomial functions of different degrees. As tools to assist in this endeavor, some Digital Technologies in Education were used, through the Geogebra software and Microsoft Excel spreadsheets, as well as their respective applications for the construction of graphs and spreadsheets (GEOGebra and Excel). Thus, it can be seen that the use of Didactic Sequences in mathematics classes, in this work specifically in the study of the roots of polynomial functions and Newton's Method, is an enriching and satisfying teaching possibility. It is also noticed that the use of educational technologies is a strong ally in the resolution of several mathematical problems, enabling studies of contents a little more advanced than those regularly presented in High School, as in the present work.
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4
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MARCELO NASSER SALGUEIRO
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Investment Education in High School
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Líder : VINICIUS MOREIRA MELLO
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MIEMBROS DE LA BANCA :
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JOILSON OLIVEIRA RIBEIRO
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MARIA RACHEL PINHEIRO PESSOA PINTO DE QUEIROZ
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ROBERTO SANT ANNA SACRAMENTO
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VINICIUS MOREIRA MELLO
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Data: 18-abr-2024
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Resumen Espectáculo
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The subject of Investments is very lively on social media, but in high school it is practically non-existent. At the same time that this subject is addressed by ``influencers'', students in the classroom are blind to this content. There is no point ``studying to have a better life'' if what to do with that hard-earned money is totally neglected by the person themselves. In this way, the importance of teaching investments in high school becomes more important every day, so that students are not just left with the content of ``influencers'' and so that they can know what to do with their money. To encourage the student, a tool was created in GeoGebra so that the student can graphically observe the evolution of money over time and learn how to make more correct financial decisions.
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5
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NARA CRISTINA MOREIRA TORRES
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Project-Based Learning: using Geometry to build a leisure space in the school community
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Líder : ANDRE LUIS GODINHO MANDOLESI
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MIEMBROS DE LA BANCA :
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ANDRE LUIS GODINHO MANDOLESI
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GRACA LUZIA DOMINGUEZ SANTOS
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ROSEMEIRE DE FÁTIMA BATISTELA
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Data: 26-abr-2024
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Resumen Espectáculo
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This dissertation presents a possibility for teaching and learning geometry through the Project-Based Learning (PBL) approach. The study is characterized by research of an applied nature, permeated by a descriptive approach and content analysis, with the adoption of qualitative methods. These methods were employed to investigate the implementation of an activity conducted with 9th-grade students in elementary school, in a public school, during which they developed a project for the creation of a playground in the school’s leisure area, aiming to benefit the entire local community. As they embarked on this mission, students applied their mathematical knowledge, particularly geometric, both those already acquired and those developed during the project’s elaboration process. In addition to the meticulous observation of the entire study, discussion, and production process, evaluative questionnaires were administered to allow students to express their perceptions and experiences throughout the project. These questionnaires were fundamental for data analysis, revealing that PBL is a methodology that can enrich the teaching and learning of geometry, promoting student engagement, collaborative work, and the acquisition of knowledge to deal with everyday issues beyond the school environment.
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6
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JOÃO CARLOS DOS ANJOS CARDOSO
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Semiotic Aspects in the Production of Mathematical Animations
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Líder : VINICIUS MOREIRA MELLO
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MIEMBROS DE LA BANCA :
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KLEYBER MOTA DA CUNHA
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MARIDETE BRITO CUNHA FERREIRA
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VINICIUS MOREIRA MELLO
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Data: 15-may-2024
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Resumen Espectáculo
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This work integrates three themes into the teaching of mathematics that maintain a more current dialogue with each other than ever before: philosophy of mathematics, semiotics and computational resources in teaching. This is justified by the fact that, at all levels of education, mathematics is an area in which students still have considerable learning difficulties and by the fact that there are many works in mathematics education pointing to the use of computational resources as an aid in resolution of these difficulties, although this, in itself, is not enough to solve the problem. The fact that children, teenagers and young people are already digital natives may explain this importance. But understanding the difficulties in learning mathematical knowledge undoubtedly implies understanding what this mathematical knowledge is, that is, its nature, which is abstract. The theory of semiotic representation registers discusses this very well and emphasizes its relationship with learning in mathematics. Then these themes are, in a logical and cohesive way, addressed and integrated into the work, until they are applied to the analysis of the educational product associated with it, which corresponds to animations involving representations of some arithmetic and algebraic concepts, developed from computational algorithms in language Python, using the Manim library.The new feature that allows the use of Python codes to make constructions in GeoGebra is also used to make animations of the same nature, in a way of better usability in the classroom by the reading teacher, ending the work.
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7
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ROBERTO ROSA DA PAIXÃO
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Meaningful Learning in Teaching Symmetries: An Application for the 7th Year of Elementary School
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Líder : JOSE NELSON BASTOS BARBOSA
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MIEMBROS DE LA BANCA :
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JOSE NELSON BASTOS BARBOSA
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JOSEPH NEE ANYAH YARTEY
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TELES ARAUJO FERNANDES
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Data: 10-jun-2024
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Resumen Espectáculo
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The teaching of symmetry is a very important theme, because it is present in many situations in everyday life and, therefore, it is of fundamental importance that students learn to identify it, because it can contribute even with the learning of other content. The objective of this paper is to propose a teaching of symmetries based on David Ausubel’s theory of meaningful learning, where students learn by relating new knowledge to pre existing knowledge in their cognitive structure. In this paper a sequence of symmetry activities is presented, proposed to be developed in the classroom of 7th grade students using the dynamic geometry software Geogebra. This teaching of symmetry based on meaningful learning and applied from constructions in Geogebra facilitates the construction and transformation of geometric figures and the understanding of Cartesian coordinates.
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8
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LEANDRO DA SILVA DE MATTOS
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ARITHMETIC OF THE SUM OF DIGITS AND A PROPOSAL FOR TEACHING USING PATTERNS
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Líder : JOSEPH NEE ANYAH YARTEY
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MIEMBROS DE LA BANCA :
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CLAUDIA RIBEIRO SANTANA
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JOSEPH NEE ANYAH YARTEY
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VINICIUS MOREIRA MELLO
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Data: 11-jun-2024
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Resumen Espectáculo
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This work has as it´s main objective the processo of teaching and learning of the Digit Suma arithmetic , which is equivalent to arithmetic module 9 , creating patterns (geometric figures) with the sums of digits. We used and with the help of GeoGebra to make the figures. Although teaching the o patterns is a challenge for teachers, this article aims to share the methodology adopted in order to contribute to practical experience in the classroom.
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