Navegando por Assunto "Geometria"

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Estudo da geometria e cinemática das rochas sedimentares arqueanas da mina do Igarapé do Azul – Carajás-PA
(Universidade Federal do Pará, 2006-09-18) SILVA, Daniela Cristina Costa da; PINHEIRO, Roberto Vizeu Lima; http://lattes.cnpq.br/3251836412904734
The Igarapé Azul Mn Mine is geologically situated along the Carajás Fault trace, in the central portion of the Carajás Strike-slip System. The Mn ore deposit is related to politic sedimentary rocks of the Azul Member on the basal portion of the Águas Claras Formation (Archaean). This unit overlain unconformably the Grão Pará Group (Nogueira et al., 1995). At present day three explotation pits are opened in the mine: (1) Main Mine (Mine 1); (2) Mine 2 and (3) Mine 3. In these locations excellent outcrops of siltstones intercalated with finegrained mudstones, sandstones and Mn-layers are exposed. These rocks are organized in folds and normal/reverse faults sets under heterogeneous deformation, partitioned in different scales. The geologic sections exposed in the mines show the dominance of siltstones intercalated with mudstones in contact with pelitic manganesiferous rocks and ore (Mn bioxide). Primary structures such as hummocky stratification, cross stratification and parallel laminations are common in these rocks. Bedding with thickness of centimeters to a few meters (30-50 cm) represents the main primary structure, used as the main deformation marker observed in rocks. The Igarapé Azul Mn Mine is divided into two blocks separated by normal fault with displacements of tens of meters, where the north block is up in relation to the south one. The south block is poorly deformed, with irregularities in bedding which dips at shallow angles towards south, subsequently positioning the ore layer in deeper levels at S direction. In the north block bedding shows heterogeneous behavior. Deformation is more expressive in this region, with the ore deformed by folds and reverse faults. Faults show vertical along-dipping kinematics with dextral conjugated displacements of oblique character. This region can be defined as a major strain corridor. The kilometer-scale corridor observed at the north block follows the NW-SE trend, in concordance with the main domains separated by the faults described above, characterized as curvilinear asymmetric folds with NW and SE shallow plunge axes (10º-25º). These folds are sectioned by sinuous NW-SE and/or E-W normal faults with shallow dips (10º-30º) associated with dextral strike-slip faults, which generate drag folds. Straight or sinuous NW-SE reverse faults and sub-vertical fault zones are observed. The individual folds in this area are flexural reverse structures with en echelon geometry and similar orientation to the curvilinear folds: shallow SE plunging axes. The features described above drawn a gentle kilometer-scale antiform, which results from bedding accommodation in response to the faulting deformation. The parallelism of the features observed in the Igarapé Azul Mn Mine and the main lineaments which drawn the Carajás Fault suggest a close relation between important deformational episodes occurred during the tectonic history of the Carajás Fault. Faults with normal kinematics associated to directional dextral component of displacement are the major exposures in the area and are related to the dextral transtensional episode responsible for installation of the Carajás Fault prior to 2.6 Ga (Pinheiro, 1997). Folds, thrust faults and subvertical fault zones would be related to deformation under sinistral transpressional regime; a second event responsible for the reactivation and tectonic inversion of most of the primary structures near the Carajás Fault zone (Pinheiro, 1997; Pinheiro e Holdsworth, 2000; Lima, 2002).
Acesso aberto (Open Access)
Game Serra Pelada: projeto, implementação e avaliação de um jogo educativo para o ensino de geometria para alunos do 9° ano do ensino fundamental
(Universidade Federal do Pará, 2017-01-20) ELIANE SOBRINHO, Maria; RIBEIRO FILHO, Manoel; http://lattes.cnpq.br/9329438229733907
This article presents the project, implementation and evaluation of an educational game platform, whose user the geometry concepts the Math Reference Matrix 9th grade elementary school with the subject I space and form. Having as the game scenario is the mining of Serra Pelada, in the main character plot is a prospector who struggle with prospectors enemies who will try to stop you from achieving complete your goals. The game while teaching geometric concepts is fun, what distinguishes compared with the vast majority of educational mathematics games that lack of playfulness. To verify the applicability of the game as an auxiliary tool in mathematics teaching, tests were performed with students from 9th grade of elementary school in a public school in the city of Maraba-Pa. The game was well received by students and evaluation proved that the software can be used as a tool to assist in the teaching and learning geometry.
Acesso aberto (Open Access)
A geometria das pinturas corporais e o ensino da geometria: um estudo da escola indígena Warara-Awa Assuriní, Tucuruí, PA
(Universidade Federal do Pará, 2015-10-05) AMADOR, Aldenora Perrone; SOUZA FILHO, Erasmo Borges de; http://lattes.cnpq.br/5387951750537371
This research is a study on the geometric aspects of Assuriní body painting and its use in geometry teaching, in Indigenous School Warara awa Assuriní, the Trocará Village in Tucuruí, Pará, from the pedagogical practice of two indigenous teachers of their own village. The survey was conducted in two groups of lower elementary school in geometry lessons with the intention to verify the intersection between mathematical knowledge and indigenous and traditional knowledge also in classes, one of the times when the body painting is developed. Interest in the subject was given from my professional experience from June 2006 until August 2011 at the Municipal Office of the City of Tucuruí Education, have contact with the Indigenous Education. The research is supported by the views of D'Ambrosio (1990; 1997; 2002; 2011); Vergani (2007); Gerdes (1992); Sebastiani Ferreira (1993, 1994) and Almeida (2010). Considering the body painting as an important symbolic aspects of Assuriní culture, and in this respect, the cultural determinants of the geometry of the paintings, as these elements are considered in math classes, particularly in the teaching of geometry in the lower elementary school, to be the child's gateway to the school. From the pedagogical practices of indigenous teachers at the school, was made based on Ethnomathematics, a reflection on the teaching of geometry and the geometry of the body painting. By doing a comparative study of the practices of the teachers, there are two educational paths, one that values and uses aspects of indigenous culture, and others that dissociates in teaching these aspects. In this sense, the study points out of school geometry teaching opportunities from the geometry of the paintings, because this is an important symbolic aspects of Assuriní culture, and in Elementary Education Minor for being indigenous child's gateway to the School. This implies the redefinition of geometry classes, with the appreciation of the history indigenous culture of this ethnic group, favoring the context of indigenous knowledge in the teaching of mathematics, as well as in conjunction with other areas of knowledge.
Acesso aberto (Open Access)
Geometria e educação infantil: percepções sobre o trabalho docente com crianças
(Universidade Federal do Pará, 2023-08-22) MELO, Maria Marcilene; MACHADO JUNIOR, Arthur Gonçalves; http://lattes.cnpq.br/3148593292236740; https://orcid.org/0000-0002-9933-2894
The present research is based on the following research question: "In what terms, the pedagogical practices developed by early childhood education teachers contribute to the construction of children's geometric thinking"? To this end, we adopt as theoretical foundation the ideas of Imbernón (2009, 2011), on the importance of continuing education, in Lorenzato (2018), and Valente (2014), addressing the geometry of the child, and in the official documents; RCNEI (1998), DCNEI (2009), and BNCC-EI (2017). In this vieis, the objective of this study is about: Investigate and develop pedagogical practices for early childhood education teachers that contribute to the construction of children's geometric thinking. Thus, the training process was developed in the Municipality of São Francisco do Pará, through a training course for 5 coordinators and 23 early childhood education teachers, in which the implementation took place in the first semester of 2022. The research method started from a qualitative approach of the participant research type. We opted for the Discursive Textual Analysis (ATD), by Moraes and Galiazzi (2011, 2016), to analyze the data collected, and the following instruments were used to construct the data collections; (I) questionnaire; (II) field diary, for systematic observations; (III) videos- audios. From this movement sprouted the activities that constitute the educational product in ebook format. Regarding the results, new paradigms emerge about the relevance of continuing education for the development of new practices, as well as for the individual and collective knowledge of the teacher about the investigated object.
Acesso aberto (Open Access)
Geometria, cinemática da história tectônica das rochas da Serra Norte, Carajás-PA
(Universidade Federal do Pará, 2004) DOMINGOS, Fábio Henrique Garcia; PINHEIRO, Roberto Vizeu Lima; http://lattes.cnpq.br/3251836412904734
The studied area is located on northeast portion of the Carajás Strike-Slip System, it corresponds to plateaus of Serra Norte, where the CVRD acts in iron ore mining. On this region there are chemical sedimentary rocks (banded iron formation) and volcanic rocks of the Carajás and Parauapebas formations (Grão Pará Group) respectively, with age of 2.759 ± 2 Ma U/Pb in zircon (Machado et al., 1991). Previous structural geology studies done in the region indicated recumbent folds with fold axis dipping at low angles to NW. These folds are pointed to be the main structures controlling the arrangement of rocks in the area. The present work indicates mutually adjusted folds in different scales. Centimetric folds are parasitic being present in limbs of asymmetric folds with metric size. That corresponds to layering folded, varying from open to isoclinal with axial plane striking NWSE and dipping with low angles to SW-NE. The folds are concentrated in zones ranging from dozen to hundred meters wide striking NW-SE with different shortening measure. Kilometer scale folds are featured by layering drawing a J shape fold in map view. This fold is recumbent with direction parallel to the minor scale folds observed in the region. There are two types of contacts between iron ore and volcanic rocks: (1) normal concordant folded contacts and (2) fault contacts. The rocks studied in the area were regionally deformed by transpression with simple shear dextral component and pure shear component, dominated by shortening from NE to SW. This is based on vergence sense, fold asymmetries and general trend of the mapped structures compared to the E-W regional trending of the Carajás Strike-Slip System. The deformation is particularly concentrated in NW-SE zones trending that follow the trace of major discontinuities, converging from the Carajás Fault. The deformation responsible for the geometric and kinematic history of the rocks takes place during transpressional sinistral deformation affecting all Carajás Strike Slip System, between 2.6 and 2.0 Ga.
Acesso aberto (Open Access)
Manifestações de incidentes metacognitivos através do discurso do professor em sequência de ensino investigativa de matemática
(Universidade Federal do Pará, 2021-12-09) SILVA, Luciana Evangelista da; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
The present study aims to analyze how the monitor teachers speeches allow dialogic interactions for manifestations of students' metacognitive incidents in a mathematics Investigative Teaching sequence (ITS) in the Science Club. The work presents characteristics of participatory research with a quantitative-qualitative approach, and the place of investigation was the Science Club Prof. Dr. Cristovam Diniz located at UFPA- Castanhal. It was developed with eight sixth graders aged between 10 and 11 years old and had the collaboration of four monitor teachers. As methodological procedures, an investigative teaching sequence of geometry was applied, in which audio and video recording was adopted with transcripts of selected episodes for each stage considering the content analysis. For data analysis, we were guided by the transcription, description and interpretation of the dialogic interactions produced during the ITS, which had as a proposition the construction of a castle with modeling clay and a toothpick for the discussion of geometry issues. The results show that the dialogic interactions present between teacher monitors and students allow the emergence of rhetorical and dialogic speeches, of which the providing clues, instigation, re-mirroring and opposition are the characteristics that most appear and have strong influence on the emergence of metacognitive incidents. For the occurrences of metacognitive incidents, it was observed that in a total of 255 turns of the students, 83 of these were classified as metacognitive incidents (33%), also found when analyzing each step separately also found when analyzing each stage separately in which we had the following percentages of evidence of metacognitive speech, stage 1: 10% (1/10), stage 2: 37% (21/57) and stage 3: 32% (61/188). For writing and drawing, it can be said that more than half appears metacognitive incidents 54% (13/24) all confirmation (100%). As for nature of the manifestation of Metacognition, it was observed that the metacognitive incident can help in the construction of knowledge in different ways, such as confirmation of reasoning, monitoring (questions), the change of opinions that can be positive or negative. In view of the above, this research moves towards contributing to the investigative experimentation of mathematics and considers the monitor teacher's speeches as prone to the appearance of metacognitive incidents, which indicates that there is still much field to be researched in alternative environments of Investigative Teaching, in particular in the discipline of mathematics, being possible and necessary for the debate in future researches and thus, the great importance of investments in this area of knowledge is reaffirmed.
Acesso aberto (Open Access)
Potencialidades digitais para uma abordagem dos poliedros de Platão: proposta de formação docente sob o contexto tecnológico
(Universidade Federal do Pará, 2023-12-13) Rodrigues, Lucas Ferreira; Almeida, Talita Carvalho Silva de; http://lattes.cnpq.br/6247156526483924; https://orcid.org/0000-0001-5206-4354
Recognizing pedagogical practices as significant actions capable of highlighting the importance of using technological resources, moving from the social context to the classroom, we present, in the context of this research, the current master's dissertation titled "Digital Potentials for an Approach to Platonic Polyhedra: Proposal for Teacher Training in the Technological Context," with a focus on Digital Mathematical Performance. This approach is a practical and objective dynamic aimed at teaching Geometry, specifically emphasizing Platonic Polyhedra. Through this immersion, the research's main objective is to investigate the possible pedagogical contributions perceived in a proposal for continuing education for Mathematics teachers. We seek to understand the results that can be made possible by this dynamic so that these individuals can reshape the teaching of Platonic Polyhedra through digital technological approaches. According to one of the research participants, this action aims to encourage teachers to disseminate innovative practices, providing an enriching experience for both them and their students. As a guiding question, we investigate "What possible potentials can be developed by Mathematics teachers regarding the integration of digital technologies for educational purposes?" In this scenario, we aim to promote the pedagogical development of the participants to explore the potentials of teaching Platonic Polyhedra and other mathematical objects. Based on the observations obtained during the research, we have organized various experiences related to the contributions of digital technologies in an educational product called "Platonic Polyhedra Mediated by Digital Performance: Teacher Training in the Technological Era." This product is compiled in the format of a digital guide, designed to be used as a didactic resource in the classroom and as instructional material in the training of Mathematics teachers. As a result, this study highlights the urgent need to reassess and reformulate initial training courses and accelerated continuing education programs to meet the demands of the new approach in building knowledge within the scope of teacher professionalization. This justifies the fact that the effective use of technologies in pedagogical practice requires training/experience time and continuous technical support, crucial factors to prevent the discussed proposal from remaining only in the realm of ideas without taking shape as effective classroom practice.
Acesso aberto (Open Access)
Simetria nas estamparias afro-brasileiras: da visualidade à sala de aula
(Universidade Federal do Pará, 2020-05-28) PERES, Élida de Sousa; SOUZA FILHO, Erasmo Borges de; http://lattes.cnpq.br/5387951750537371; https://orcid.org/ 0000-0002-4092-7973
This research is a study on the geometric aspects in African-Brazilian stamping, with an interface in ethnic-racial relations and its use in the teaching of mathematics at school. It aims to conduct an investigation into Afro-Brazilian geometric patterns and their potential use in a contextualized way in the teaching of symmetry, in elementary school mathematics, establishing relations with the law 10.639 / 2003, which indicates the obligation of teaching history and African and Afro-Brazilian culture in basic and higher education. With this research, it is intended to make use of Afro-Brazilian stamping, establishing a connection between Afro-Brazilian culture and the teaching of geometry in mathematics. Thus, to guide this process, we have the following question: How to establish relationships between Afro-Brazilian prints and their cultural meanings with the teaching of symmetry at the fundamental level? In this sense, the research is theoretically based on studies by Thompson (2011), which conceptualize culture and, based on these studies, we dialogue with Canclini (2008) on hybrid cultures; Farias and Mendes (2014) deal with culture in mathematical practices; Almeida (2017) studies traditional and scientific knowledge; Mignolo (2008) and Quijano (2010) deal with coloniality. As a methodology, we will approach ethnomathematics with the studies of D’Ambrosio (1996, 1997, 1999, 2005); Gerdes (2010, 2012); Vergani (2007); Fiorin (1995) and Barros (2005), with discursive semiotics. This leads to the understanding of the historical process of cultural relations related to ethnomathematics as a way to break with mathematics considered traditional, allowing other thoughts for its teaching.
Acesso aberto (Open Access)
O surgimento das trigonometrias em diferentes culturas e as relações estabelecidas entre elas
(Universidade Federal do Pará, 2014-06-27) SILVA, Everaldo Raiol da; ROCHA, Maria Lúcia Pessoa Chaves; http://lattes.cnpq.br/4291670232604529; MENDES, Maria José de Freitas; http://lattes.cnpq.br/4608940740054670
The present study deals with the history of the plane and spherical trigonometry, with the central proposal emerged understand how the trigonometry's in different civilizations which are: Egyptian, Babylonian, Greek, Hindu, Arabic and Chinese. Our goal was to identify how trigonometry's emerged in which different civilizations and the relations between them. To achieve this goal, we divided the research into three phases. In the first phase of the study, we adopt as a methodological approach to literature, the history of mathematics and science, based on historical research into the development of flat and spherical trigonometry's. Among the theoretical frameworks with which we work are: Marconi (1986, 2007), Gil (1991, 1999), Lakatos & Martins (2005), and Miguel Miorim (2002, 2011), Valente (2007), D Ambrosio (2007) and Valdés (2012). In the second phase of the study in order to enhance the appearance and the evolution and development of the conceptual plane and spherical trigonometry in different civilizations which are: Egyptian, Babylonian, Greek, Hindu, Arabic and Chinese in antiquity through the Middle Ages and until the Renaissance period with the aid of mathematical history. For this, we use as theoretical Ronan (1987), Wussing (1998), Morey (2001, 2003), Cajori (2007), Mendes (2009), Pereira (2010, 2013), Katz (2010), Rooney (2012 ), Rosa (2012), Brummelen (2009, 2013), Flood and Wilson (2013), among others. In the third phase of the study made a historical study of geometry and non-Euclidean geometries, we observed for the appearance of spherical geometry and its implication with spherical trigonometry and show how relationships exist between flat and spherical trigonometry's, for this we use the method of series Taylor, our main objective of the study, both for use as theoretical: Ayres Jr. (1954), Hogben (1970), Do Carmo (1987), Wussing (1998), Imre Toth (2011), Brummelen (2009, 2013), among others. As conclusion of the study, we show how the trigonometry's in different civilizations and the relations between them arose, thus answering our research question, and also ways to let other researchers conduct further research as a result of the presentation and defense of the dissertation.
Acesso aberto (Open Access)
“Ver como”: uma vivência do olhar para a aprendizagem de geometria
(Universidade Federal do Pará, 2012-09-28) OLIVEIRA, Rodolfo Ronaldo Nobre; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865
This work seeks to understand which one(s) possible(lo) form(s) taken(s) by "seeing" of high school students and how she(s) can influence on their learning about geometry. The theoretical framework guiding this research are the ideas of the philosopher Ludwig Wittgenstein covering concepts around the view, language games, forms of life, rules, settings, etc. The research is qualitative with a party composed of bibliographic and other field. The research revealed different ways of seeing the students, namely the "synoptic view" and "see how" but also points out that these ways of seeing influence in one way or another in learning the object seen. And so do the modes define the interpretation depending on the context in which learning is occurring Geometry.