http://repositorio.ifam.edu.br/jspui/handle/4321/738 Sat, 04 Apr 2026 07:48:03 GMT 2026-04-04T07:48:03Z http://repositorio.ifam.edu.br/jspui/handle/4321/1076 Título: Proposta metodológica para uma abordagem significativa da função quadrática no 9º ano do ensino fundamental Autor(es): Lacerda, Thiago Augusto de Souza Primeiro Orientador: Cruz Neto, João Abstract: This work approaches a proposal of methodology with the intention to work the quadratic function content in a significant way. It also shows that a mathematics teacher who wants follow this proposal should be in disposition to involves himself into the area of pedagogical practice related to the content that wants to teach. These researches will make the teacher have theorical references that will help its in the pedagogical practice. It shows how the content follows a process prior to its appearance for study. It shows that the teacher needs to study the characteristics of his audience before present the appropriate context to approaches quadratic functions. And it is from this context that will make an associative analysis to work the desired content. Then, considering mathematics as technical language, this work approaches how can make a transition from context to content making this a significant thing in students lives. Tipo: Trabalho de Conclusão de Curso Wed, 05 Jul 2017 00:00:00 GMT http://repositorio.ifam.edu.br/jspui/handle/4321/1076 2017-07-05T00:00:00Z http://repositorio.ifam.edu.br/jspui/handle/4321/1072 Título: O uso do papel milimetrado como auxilio no ensino de geometria plana Autor(es): Lacerda, Adriane de Souza Primeiro Orientador: Oliveira, Andréia Pinto de Abstract: Mathematical contextualization comes to show that the contents of a subject are not stagnant and do not exist in isolation as teachers are unfortunately addressing in most classrooms. The transposition comes to give more support in our way of teaching. These contents are present in some context of the individual, whether he is the teacher or the student. And students are bombarded with a lot of conflicting information from the rapid development of technology, which gives them easy access to the ideas scattered throughout the media. One of the problems with easy access to technologies and information is that those who use these materials most of the time do so in a disoriented way. But it is still the context in which the individual is living. A contextualized class gives the student the opportunity to help develop the common abilities as to turn them into skills. During this work, we will see the identification of the difficulties experienced by the students regarding the Flat Geometry in High School where the simple metric relations were established and applied through Didactic Transposition When the student makes the transition from the context and starts to feel the subject, it comes to have a more meaningful learning. During the elaboration of this work we had the opportunity to make this contextualization applying in several contents of the third class of High School in the School Cid Cabral da Silva. The lack of contextualization, together with the transposition, in the teaching and learning process shows that the content given only for the purpose of completing a pedagogical bureaucracy is wasted work. And this can result in that neither the student will understand what is proposed nor the teacher will see that his work was good. The teacher has the obligation to show the student what the meaning of the content is being addressed in the classroom, before even beginning to do the first structural calculation procedures. And the context is the prior for this to occur, being of extreme importance to the direction that the lesson will follow. Content should be a consequence of a good contextualized approach. "The curricular contents that make up the diversified part of the curriculum will be defined by the education systems and the schools, in order to complement and enrich the curriculum, ensuring the contextualization of the school knowledge in face of the different realities." Tipo: Trabalho de Conclusão de Curso Mon, 28 Aug 2017 00:00:00 GMT http://repositorio.ifam.edu.br/jspui/handle/4321/1072 2017-08-28T00:00:00Z http://repositorio.ifam.edu.br/jspui/handle/4321/1071 Título: A análise do erro como ferramenta de aprendizagem no ensino da matemática básica Autor(es): Silva, Severino Francisco da Primeiro Orientador: Oliveira, Sévulo Moares de Abstract: The analysis of error as a didactic learning tool found echo in the teaching practices based on theories of experimental psychology and constructivist assumptions. To apprehend the mathematical concepts necessary to solve daily problems without the possibility of systematic errors seems to us to have been a great challenge for the majority of the students, being often a precursor of school dropout. However, analyzing the quality of these errors in order to avoid systematizing them seems to have not been an easy task for educators with a degree in mathematics, since they have presented different approaches, depending on the objectives with which teachers and researchers focus on this theme. Without intending to finalize the debate on the subject, we set out to investigate the possibility of using error analysis as a learning tool and, to achieve our goal, our work was divided into four chapters: In chapter I we try to understand until What point the future mathematics teacher can use the error as a didactic learning tool, making a reflection on the error in the current evaluation model by means of proof; In Chapter II, we sought to identify in bibliographical research what theorists say about the presence of error as an integral part of the dialectical process and whether it can be understood as a fundamental element for the change of strategies and facilitating methodologies in stimulating students to persist In their findings and verify in the conclusions conceived by researchers on the same subject the possibility of ratifying the conclusions obtained; In Chapter III, we propose to present the theoretical bases on Proportions, Probabilities, Combinations and fractional Reasons as a way of subsidizing the calculation procedures; In the fourth and last chapter, we present the methodological procedures of the actions to be developed to conclude this work - analysis of the procedures applied by the student in the resolution of mathematical questions in assessments of the type test, regardless of the result obtained - retaking concepts with the use of classes Expositions and the use of collective works. Finishing with our final considerations. Tipo: Trabalho de Conclusão de Curso Fri, 09 Dec 2016 00:00:00 GMT http://repositorio.ifam.edu.br/jspui/handle/4321/1071 2016-12-09T00:00:00Z http://repositorio.ifam.edu.br/jspui/handle/4321/1070 Título: Aprendizagem significativa no ensino da matemática: uma proposta para aprendizagem no ensino médio técnico Autor(es): Fernandes, Cristina Maria da Silva Primeiro Orientador: Oliveira, Andréia Pinto de Tipo: Trabalho de Conclusão de Curso Thu, 16 Feb 2017 00:00:00 GMT http://repositorio.ifam.edu.br/jspui/handle/4321/1070 2017-02-16T00:00:00Z