Navegando por Assunto "Math"

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Acesso aberto (Open Access)
Conhecimento docente em ação e o uso de tecnologias digitais no ensino da matemática nos anos iniciais
(Universidade Federal do Pará, 2021-01-19) CONCEIÇÃO, Elenice Rosário da; DIAS, Josete Leal; http://lattes.cnpq.br/7421413158533807; https://orcid.org/ 0000-0001-9246-3229
This dissertation is guided by the qualitative approach, based on Action Research according to Thiollent (2008). It is linked to the line of research on Teacher Education for the teaching of science and mathematics in the Graduate Program in Teaching in Science and Mathematics Education. Among other objectives, it aims to verify knowledge in action of teachers who teach mathematics in the early years through TDIC. I highlight a teacher as a research subject who taught the fourth year of basic education, taking the mathematics classes of the early years as the object of observation. The research took place in the midst of teacher training with the use of digital technology for teaching. The questionnaire and audio recordings of tasks were used as data collection instruments, which were later transcribed. As material for analysis, I highlight the information from the questionnaire and the data treated from two tasks planned and developed with three classes of the fourth year of Elementary School, in a public school in Belém do Pará, with TPACK guidelines as the first theoretical contribution. (Knowledge of Content, Pedagogical and Technological). The results obtained demonstrate the relevance of discussing and thinking about the use of Digital Information and Communication Technologies, in view of the technology, pedagogy and content triad, especially regarding Google tools, mobilizing and explaining knowledge to enrich the pedagogical practice and, consequently, the teaching process. teachinglearning. With the completion of the task, it was noticed that some difficulties were overcome by the teacher in view of the use of technological tools. In view of the above, I propose the E-book "TDIC + Mathematics = Teacher knowledge in action" and the website "Integration of technology in teacher training and practice - INTEFORMED" as an Educational Product to enable teachers to access a process of experiences and tools for teaching with Technologies. Therefore, the research presents itself as relevant, considering the social moment experienced by the covid-19 pandemic, in which the need to use digital technologies became more evident, especially in the educational sphere, as well as the use of possibilities aimed at teaching as enriching the school curriculum and the teaching-learning process, especially in mathematics.
Acesso aberto (Open Access)
O modelo holográfico como estratégia de visualização de figuras geométricas espaciais
(Universidade Federal do Pará, 2022-09-06) FRANÇA, Michelle Cristina Boaventura; LAMEIRÃO, Soraia Valeria de Oliveira Coelho; http://lattes.cnpq.br/1983712664061587; https://orcid.org/0000-0001-8449-3823; Gonçalves, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/0000-0002-2704-5853
This research presents the first contact with holography. After that moment, the historical context about holography and the hologram was developed, and also the mathematical relationship that this technique uses. This development provided an expansion about this theme and, in this perspective, it was possible to identify basic concepts about holography and the hologram. In this sense, the general objective is to establish a study called the state of the art on hologram and "holographic pyramid" as a strategy for the visualization of spatial geometric figures. Along this way, the proposal to use holography and holograms on education also emerged for the visualization of spatial geometric figures, and with this point of view, it was possible to analyze studies that addressed this theme. In this way, it was noted that the hologram could be seen as a theme for teaching and, in accordance with this conception, it was also discovered that the terminology “holographic pyramid” was focused on learning based on the importance of visualizing figures. In this study about hologram and “holographic pyramid” distinctions between the concepts were observed. Another analysis was that the "holographic pyramid" can be used as tool that helps in the teaching of geometry, turning this development to visualization. The methodology used was state-of-the-art since conceptual errors were noticed between the terminology hologram and “holographic pyramid”. And as a result, establish the conceptual bases of the holographic model and its application in teaching; infer about the conceptual mistakes that permeate this theme and, from a reflection, to illustrate a proposal to build a model that helps in the visualization of spatial geometric figures.