Programa de Pós-Graduação em Educação em Ciências e Matemáticas - PPGECM/IEMCI

URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2290

O Programa de Pós-Graduação em Educação em Ciências e Matemáticas (PPGECM) faz parte das atividades do Instituto de Educação Matemática e Científica (IEMCI), antigo Núcleo de Pesquisa e Desenvolvimento da Educação Matemática e Científica (NPADC) da Universidade Federal do Pará (UFPA). O PPGECM visa oferecer aos graduados e formadores de professores das áreas de Ciências (Física, Química e Biologia), Matemática, Educação Ambiental e áreas afins, oportunidade de estudos e pesquisas sobre os fundamentos atuais do ensino e pesquisa na área de Ensino de Ciências e Matemáticas (Área 46 da CAPES).

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Acesso aberto (Open Access)
Efeitos agudos do treinamento intervalado de alta intensidade e do alongamento estático na memória de trabalho visuoespacial, desempenho matemático e variabilidade da frequência cardíaca em crianças com ansiedade matemática
(Universidade Federal do Pará, 2021-12-17) DOMINGUES, Mauro Roberto de Souza; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/0000-0002-2704-5853; TORRES NETO, João Bento; http://lattes.cnpq.br/7874863858825807; https://orcid.org/0000-0002-9155-9445
Mathematical anxiety (MA) is a specific phobia, when faced with situations involving numbers or solving mathematical problems. Evidence has demonstrated the beneficial effects of physical exercise in reducing general anxiety and increasing cognitive performance in executive functions and mathematics in children. At the moment, we know that there are still no studies on the possible cognitive benefits and mathematical performance of exercise in children with AM. General Objective: To investigate the acute effect of High Intensity Interval Training (HIIT) and Static Stretching (AE) on Visuospatial Working Memory (MTV), Mathematical Arithmetic Performance (MDT) and Heart Rate Variability (HRV) in school children from 9 to 12 years with math anxiety. Methodological procedures: The Elementary Mathematical Anxiety Scale (MARS-E) was used to classify children into high and low MA. Then, through a randomized crossover trial, different parameters: MTV, TDM and HRV were monitored before and after a HIIT or AE session, with 64 schoolchildren (33 female), from the public school system in the city of Belém- SHOVEL. Data were analyzed by estimation statistics for confidence interval, effect size and significance (p ≤ 0.05). Results: After HIIT, there was an improvement in MTV performance in the group of children with low AM (d= 0.426, p ≤ 0.05) and improvement in MDT for children with low AM (d= 0.217, p ≤ 0.05) and with high AM (d= 0.194, p ≤ 0.05). A similar result in the improvement of MDD was observed after performing an AE session in the group with low AM (d= 0.19, p ≤ 0.05) and with high AM (d= 0.209, p ≤ 0.05). The nonlinear HRV results showed that both children with low MA (d= 0.574, p ≤ 0.05) and high MA (d= 0.673, p ≤ 0.01) showed an increase in SampEn in the post-EA condition during the realization of TDM. Conclusion: HIIT may improve executive function for less anxious children, but not AE. Performing HIIT and AE exercises can provide conditions for children to improve math performance. The AE proved to be an important candidate to increase the complexity of HRV, contributing to the improvement of mathematical performance. The findings of this research point to promising paths to the need to include physical exercise in the daily school life of children with mathematical anxiety, in order to promote improvements in both mental health, cognitive level and school performance.
Acesso aberto (Open Access)
Potencialidades didáticas de textos e problemas históricos egípcios e babilônicos para o ensino de matemática na educação básica
(Universidade Federal do Pará, 2022-05-28) PEREIRA, Patricia Sheila Figueiredo; BRANDEMBERG, João Cláudio; http://lattes.cnpq.br/3873561463033176; https://orcid.org/0000-0001-8848-3550
This research aimed to investigate which texts and historical problems present in the mathematics of Egypt and Babylon have didactic potentialities to be explored in the teaching of mathematics. For this, a bibliographical research was carried out in the literature of Boyer (1974) and Eves (2011), which provided the historical context of mathematics, as revealed several forms of solving ancient mathematical problems and that these are possible to be solved through the current notation. When studying the History of Mathematics, several potentialities that enable the development of mathematical skills were identified in the texts and historical problems that enable the development of mathematical skills, which were evidenced according to the arguments of Miguel (1997) and the studies of Mendes and Chaquiam (2016), Brandemberg (2020) and Brandemberg (2021), which corroborate the relevance of history in mathematics teaching. From this study, it was possible to select the texts of the Plimpton Table 322, the historical problems of the Rhind Papyrus and those of The BM Table 13901 as sources of/with potentialities, which are: to enable the conceptual development of the polynomial equation of the 1st degree; enable the development of the concept of the quadratic equation; to provide the student with new discourses on pythagoras' theorem and, with this, enable the development of skills foreseen in the National Common Curriculum Base (BNCC). In addition, it was suggested, through didactic activities, a way for the teacher to use the texts and historical problems in the teaching of school mathematics. Thus, it can be inferred that the selected texts and historical problems have potentialities that contribute to the construction of mathematical knowledge, as well as it was evidenced that they can be used in the process of teaching and learning mathematics in Basic Education.

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Navegando Programa de Pós-Graduação em Educação em Ciências e Matemáticas - PPGECM/IEMCI por Linha de Pesquisa "FORMAÇÃO DE PROFESSORES, HISTÓRIA E ENSINO DE MATEMÁTICA"