https://repositorio.uema.br/jspui/handle/123456789/1878 Mon, 01 Jun 2026 21:28:28 GMT 2026-06-01T21:28:28Z http://repositorio.uema.br:80/retrieve/ee20be4f-abf8-4ea6-83ce-c680ae8abcc1/uema.jpg https://repositorio.uema.br/jspui/handle/123456789/1878 https://repositorio.uema.br/jspui/handle/123456789/6170 Título: Ensino de divisão de números naturais por meio de uma estratégia metodológica dos povos chineses: uma proposta para o ensino fundamental Abstact: Basic mathematical operations have been present in people's lives since the beginning of civilization, and have been passed down from generation to generation, and each one tries to teach in the best way or how they learned, whether using small balls, memorizing the multiplication table, or even using an unconventional, unusual method. Despite having passed two years of the COVID-19 pandemic, there are still marks on student learning. Important content, such as performing multiplication or division, became more challenging for teachers, remotely, thus compromising students' learning in these operations, which are extremely important for later studies. Based on this problem, this investigation aimed to analyze the application of the Chinese division method in the classroom and its contributions to the learning process of basic mathematical operations in Elementary School, using a qualitative approach with the aid of a quantitative approach. The proposal was carried out in a school in the municipal education network of Paço do Lumiar – MA with students in the 8th year of Elementary School. Two assessments were applied to collect data and a statistical analysis of the results of each of them were carried out. During the application of the proposal, the students were able to learn content that, until then, they had not learned and it was found that they were able to understand the division method, as well as its applicability, making it easier to carry out the operations. The analyzed results confirm that the studied method is valid as methodologies for teaching mathematical operations. Fri, 07 Jun 2024 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6170 2024-06-07T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6169 Título: Congruência modular nos anos finais do ensino fundamental: integração de tecnologia na educação matemática Abstact: This work aims to explore applications of modular congruence in the final years of elementary school, together with the integration of technology. Examines the historical evolution of arithmetic, with contributions from Pierre de Fermat, Euler, Friedrich Gauss, among others. This study also details the Euclidean division and the divisibility criteria as prerequisites for understanding modular congruence, seeking to develop student learning, exemplifying through workshops on solving practical everyday problems about barcodes, CPF numbers and message encryption techniques, all combined with the use of a digital calculator in application format to present integer remainders and make use of the definition of congruence. Using a multifaceted methodological approach, combining bibliographic review and qualitative field analysis, focusing on participant observations, semi-structured interviews, document analysis and focus groups in a municipal school in Magalhães de Almeida– MA, seeking alternatives for more effective teaching and learning Fri, 19 Jul 2024 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6169 2024-07-19T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6167 Título: Geometria: o uso do GeoGebra como recurso de ensino e aprendizagem Abstact: This summary highlights research that investigates the use of technological resources, especially the GeoGebra software, in the teaching of Geometry in Elementary School. The objective is to explore the potential of these resources to make Geometry teaching more dynamic and interactive. The research involved a bibliographic review, analysis of didactic materials, observation of classes and interviews with professors and students. It highlights the advantages of using GeoGebra as an auxiliary tool for visualization and exploration of geometric concepts, aiming at the development of students' geometric thinking and mathematical skills. The research results provide subsidies for the elaboration of pedagogical proposals that incorporate the use of technological resources, such as GeoGebra, in the teaching of Geometry. It highlights the importance of an innovative approach that takes advantage of the potential of technologies to enrich learning and promote a deeper understanding of geometric concepts. Research has demonstrated the value of GeoGebra as an effective tool for visualizing and exploring geometric concepts, including creating interactive activities, simulations and visual demonstrations, and exploring three-dimensional models. However, some difficulties were identified, such as lack of access to technological resources and the need for additional teacher training. These results offered important insights to improve pedagogical practices and promote a more effective integration of technological resources in Geometry teaching. Wed, 14 Jun 2023 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6167 2023-06-14T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6166 Título: Gamificação e serious games no ensino da matemática: uma sequência didática sobre operações com números naturais para o ensino fundamental Abstact: In basic education, it is often possible to observe many unmotivated students in the classroom, especially in classes covering curricular components such as Mathematics. Faced with this, teachers are challenged daily to use methodologies that stimulate student learning. Furthermore, it is known that basic mathematical operations are essential for the student's future studies and also for their everyday life. In this sense, this study aims to analyze the implementation of gamification and serious games in the process of teaching and learning operations with natural numbers, including potentiation. The study is characterized by being a field research and has quantitative and qualitative approaches, using questionnaires and observations as data collection instruments. A didactic sequence was created, divided into seven stages, which proposes the use of gamification and two games (“UNO ASMDP” and “CORRIDA ASMDP”) to teach operations with natural numbers. The didactic sequence was applied to a 6th year elementary school class at a municipal school in São Luís – MA. In conclusion, it was observed that the application of gamification and serious games contributed to a significant increase in students' performance in operations with natural numbers. Furthermore, there was also greater engagement on the part of students in classes. Finally, it is believed that this study contributed to teaching the operations of addition, subtraction, multiplication, division and potentiation with natural numbers, by presenting different strategies and generating better results in student motivation and learning Wed, 22 May 2024 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6166 2024-05-22T00:00:00Z