https://repositorio.uema.br/jspui/handle/123456789/2257 2026-06-06T01:04:16Z 2026-06-06T01:04:16Z https://repositorio.uema.br/jspui/handle/123456789/6176 2026-06-03T19:05:17Z 2024-01-01T00:00:00Z

Título: Funções convexas com aplicações no ensino médio Abstact: In the context of high school education, understanding the principles of convex functions not only enriches students' mathematical comprehension but also prepares them to face practical challenges across various fields. However, the study of this topic faces obstacles related to the complexity of the subject and the need for essential didactic resources. This study aimed to identify effective strategies for teaching sets and convex functions, promote the development of students' critical thinking and analytical skills, and evaluate the impact of these strategies on students' preparation for advanced studies and their perception of the relevance of mathematics. To achieve this, a literature review on mathematics education was conducted, analyzing pedagogical practices and implementing a didactic approach based on visualizations, real-world examples, and interactive activities. The study indicated that introducing the concepts of sets and convex functions in a contextualized and practical manner enhances students' understanding and increases their engagement with mathematics. It highlights that a well-structured pedagogical approach, incorporating practical examples and associative activities, transforms abstract mathematical concepts into practical and relevant tools, preparing students for critical thinking development and future perspectives.

2024-01-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6174 2026-06-03T12:19:00Z 2024-05-31T00:00:00Z

Título: O ensino de matemática sob a ótica da educação inclusiva: diálogos, desafios e possibilidades Abstact: Inclusion has been a subject of great debate and relevance worldwide, awakening different opinions and feelings. Thus, the research addresses the intersection between mathematics education and inclusion, providing perspectives, resources and strategies necessary to ensure that all students have access to quality and inclusive mathematics education. Through a qualitative approach, the research addresses the theme: Mathematics teaching from the perspective of inclusive education, investigating the main challenges encountered by teachers and pointing out possibilities for pedagogical practices. To this end, we sought to answer the following question: How can teaching mathematics contribute to inclusive education in the sense of enabling dialogues that challenge and promote learning? In order to answer the question we highlight the general objective of investigating possibilities and challenges of teaching mathematics from an inclusive perspective in the final grades of Elementary School in the city of Brejo - MA. The research aimed to identify theoretical bases of inclusion policies at national, state and/or municipal level, in addition to building reflections on the difficulties encountered by mathematics teachers in the context of inclusion, on the training of mathematics teachers to meet diversity, but also proposes thinking about ways to promote accessible mathematics teaching through trends in mathematics education. To this end, it presents a didactic sequence that explores the use of news as a pedagogical tool to encourage inclusion in Mathematics classes. The foundation of the research is established in the conviction that Mathematics teaching can should be accessible to all students. The expected result is the recognition that although there are significant challenges to be faced, there are reasons to be optimistic about inclusive mathematics teaching.

2024-05-31T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6173 2026-06-02T14:10:21Z 2024-05-31T00:00:00Z

Título: Metodologias ativas aplicadas ao ensino de matemática: o STEAM como ferramenta pedagógica nas aulas de matemática Abstact: Active methodologies when combined with STEAM Education can provide opportunities to prepare students to face the challenges of the future as they take on the protagonist role in their learning, however, teachers need to use teaching strategies that encourage active participation, in the context of transformation that took place in recent years, impacted the profile of students, diverting their interests within the school, since they are completely immersed in the digital world and traditional practices of teaching math in education basic education did not reach the educational objectives, therefore, we sought understand “How the active methodologies – with a STEAM approach – can be used as important pedagogical tools in math classes?” The problematizing question was guided by the general objective, researching how active methodologies, with an approach to STEAM, can be applied in math teaching taking into account the stipulated guidelines by BNCC. The proposed objective was detailed in smaller actions, such as: carrying out bibliographical research on active methodologies, focusing on STEAM education - its characteristics, principles and applications in the school context. identify at BNCC guidelines that stipulate condition and encourage the use of active methodologies in the teaching of math. Examine educational practices, with emphasis on robotic tournaments from FIRST, who applied STEAM as enhancers in teaching science and math, in addition to developing three didactic sequences with objects of knowledge described in BNCC, which has as background the use of STEAM education. In the effort of proving the effectiveness of active methodologies mediated by STEAM alternatives, a didactic sequence was applied with a first year of high school in a private school in São Luís. To collect research data, two questionnaires were administered, one to students from the research field school that has participated in robotics tournaments, and other for students who participated in the application of the didactic sequence, the researched data suggests that technology-mediated teaching can offer attractives and awaken young people to more meaningful learning, as teachers need to be trained to meet society's criteria.

2024-05-31T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6172 2026-06-02T19:35:33Z 2024-06-26T00:00:00Z

Título: A educação financeira como ferramenta de empoderamento: um enfoque no Ensino Médio Abstact: This dissertation aims to explore the integration of financial education into high school mathematics curriculum, with the goal of equipping students to effectively manage their financial resources throughout adulthood. The research takes a qualitative approach to investigate students' perceptions regarding the incorporation of financial education into mathematics and its potential impact on their financial skills. Emphasizing the significance of acquiring this knowledge during high school, a pivotal period for fostering financial independence, the study seeks to enhance students' financial literacy through educational activities and assessment of their effectiveness. By raising awareness about this crucial topic and providing practical tools for responsible decision-making, the research aims to empower students to navigate their finances efficiently and sustainably in adulthood.

2024-06-26T00:00:00Z