https://repositorio.uema.br/jspui/handle/123456789/1932 2026-09-21T20:13:29Z https://repositorio.uema.br/jspui/handle/123456789/6776 Título: O jogo mancala no ensino de operações com números naturais: uma proposta pedagógica fundamentada na valorização da cultura africana Abstact: The appreciation of African culture within the school context represents an important challenge for Brazilian Basic Education, especially following the enactment of Law No. 10,639/2003, which made the teaching of Afro-Brazilian and African History and Culture mandatory throughout the school curriculum. In this context, Mathematics is also called upon to contribute to the implementation of this legislation through pedagogical practices that connect the learning of mathematical knowledge with the recognition of the historical and cultural contributions of African peoples. Therefore, this study aimed to develop a pedagogical proposal that articulates the use of the African game Mancala with the teaching of operations with natural numbers in the 6th grade of Elementary School, promoting the appreciation of African culture within the context of Mathematics Education. The research is characterized as qualitative and bibliographical, developed through the survey and analysis of books, scientific articles, dissertations, theses, and papers published in Mathematics Education events. As a final result of the study, a pedagogical proposal was developed for the 6th grade of Elementary School, structured into four lessons and grounded in the pedagogical intervention stages with games proposed by Regina Célia Grando. The proposal integrates historical and cultural aspects related to the African continent with the development of mathematical knowledge associated with addition, subtraction, multiplication, and division operations, in accordance with skill EF06MA03 of the Brazilian National Common Curricular Base (BNCC). It is concluded that the Mancala game has the potential to serve as a didactic resource capable of fostering meaningful mathematical learning while simultaneously contributing to the appreciation of African cultural heritage and the strengthening of educational practices aligned with the principles of ethnic-racial education 2027-07-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6388 Título: Resolução de problemas e história da matemática no ensino de equações polinomiais de 1° grau: uma sequência didática investigativa aplicada no ensino médio Abstact: The teaching of Algebra, particularly first-degree polynomial equations, still faces challenges associated with instructional practices centered on the memorization of rules and the mechanical application of procedures, which hinder students’ conceptual understanding and their ability to attribute meaning to mathematical content. In light of this reality, this study was guided by the following research question: How does the articulation between the History of Mathematics and Problem Solving, developed through an Investigative Didactic Sequence (IDS), contribute to the teaching and learning process of first-degree polynomial equations? The general objective of this study was to analyze the contributions of this articulation to the teaching and learning of first-degree polynomial equations through an IDS. This objective was further developed into the following specific objectives: to investigate the contributions of the History of Mathematics to mathematics teaching; to understand the Problem-Solving methodology in the teaching and learning process; to design an IDS that integrated these two theoretical frameworks; and to analyze the contributions of this IDS to the teaching and learning process. This research is characterized as a qualitative study of an interpretative nature, grounded in a bibliographic review on the History of Mathematics, Problem Solving, and Investigative Didactic Sequences. The IDS developed, entitled From History to Problem Solving: Exploring First-Degree Polynomial Equations, was organized into six lessons and implemented in a third-year high school class at a public state school in São Luís, Maranhão, Brazil, linked to the Institutional Scholarship Program for Teaching Initiation (PIBID). Data were produced through participant observation, field notes, students’ written productions, and photographic records, which were analyzed qualitatively in light of the adopted theoretical framework. The results indicated that the introduction of elements from the History of Mathematics, such as rhetorical algebra, the method of false position, and Al-Khwarizmi’s concepts of al-jabr and al-muqabala, contributed to demystifying Algebra, fostering its understanding as a human construct developed throughout history. Simultaneously, the incorporation of George Pólya’s problem-solving stages promoted the development of students’ intellectual autonomy, as they began to employ different solution strategies and validate their answers according to the conditions presented in the proposed problems. However, difficulties related to reading and interpreting problem statements were observed, as well as limited spontaneous use of the retrospective stage of Problem Solving, revealing constraints of the proposal due to the limited time available for its implementation. It is concluded that the articulation between the History of Mathematics and Problem Solving contributed to the construction of meaning, the development of mathematical reasoning, and the active participation of students in the teaching and learning process of first-degree polynomial equations. 2026-07-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6378 Título: Uma proposta pedagógica com educação financeira e resolução de problema para o Ensino Médio Abstact: This study presents a qualitative research carried out with 20 high school sophomore students from the Centro de Ensino São Cristóvão, located in São Luís - MA, associated with the Universidade Estadual do Maranhão (UEMA). The main purpose of the research was to identify the students' knowledge, perceptions, and experiences regarding Financial Education and Financial Mathematics, employing Problem Solving as a central methodological axis. Data collection was performed through a structured questionnaire administered in pairs, with the support of the classroom mathematics teacher. The results revealed that 90% of the students consider the subject important within the school environment , showing satisfactory mastery of basic mathematical concepts, such as percentage calculations (100% accuracy) , and a solid understanding of the impact of interest rates on installment purchases (90%). However, the study indicated that practical experiences involving financial problem-solving are still limited and infrequent in the investigated context. In conclusion, there is a clear demand and responsiveness from students for pedagogical proposals that integrate Financial Education into daily life, aligned with the guidelines of the National Common Curricular Base (BNCC) to foster the development of conscious, critical, and autonomous citizens regarding their financial decisions. 2026-07-03T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6318 Título: Uma proposta pedagógica com jogos para a construção de uma educação financeira nos anos finais do ensino fundamental Abstact: The present research aims to analyze the contributions of playful methodologies to the teaching and learning process of Mathematics, with an emphasis on Financial Education, seeking to understand how differentiated pedagogical strategies can promote the development of logical reasoning, student participation, and the meaningful construction of knowledge. The research is based on the importance of making Mathematics teaching more attractive and contextualized, connecting contents to students’ realities, and promoting a more dynamic and meaningful learning experience. For this purpose, bibliographic research was initially conducted, based on authors who discuss Mathematics teaching, active methodologies, playfulness, and Financial Education in the school context. Subsequently, a pedagogical proposal was developed aimed at reviewing and consolidating mathematical concepts related to the decimal number system, percentages, increases, discounts, and financial situations present in everyday life. Afterwards, the proposal was applied to an Elementary School class through a playful activity based on a team-based question-and-answer game. The pedagogical proposal enabled students’ active participation, stimulating skills such as attention, logical reasoning, decision-making, cooperation, and teamwork. In addition, it promoted social interaction among students and increased their interest in the contents addressed. The observed results indicate that the use of playful resources in Mathematics teaching contributes to making the learning process more meaningful, motivating, and participatory, strengthening the development of students’ mathematical and socio-emotional skills. 2026-07-03T00:00:00Z