https://repositorio.uema.br/jspui/handle/123456789/2221 Thu, 02 Apr 2026 09:25:27 GMT 2026-04-02T09:25:27Z https://repositorio.uema.br/jspui/handle/123456789/5945 Título: Ensino da geometria: contribuições da história da matemática para uma proposta pedagógica nos anos finais do ensino fundamental Abstact: This qualitative study, based on bibliographic research, investigated the relevance of the history of mathematics as a teaching tool for geometry in the final years of elementary school. The current scenario of geometry teaching is marked by challenges in understanding spatial concepts and practical application, often resulting in student demotivation. The main objective of this monograph was to analyze how historical contextualization can enrich pedagogical practice, making geometry more meaningful and less abstract. To this end, we studied the contributions of several authors who advocate the use of the history of mathematics to overcome epistemological and didactic obstacles. The analysis showed that the history of mathematics not only contextualizes the origin of geometric concepts, such as the Pythagorean theorem or non-Euclidean geometries, but also brings students closer to mathematics by showing the path of knowledge. As a result, a structured pedagogical approach is proposed that integrates historical narrative with the exploration of geometric concepts, aiming at more critical, reflective, and engaging learning. It is concluded that the use of the history of mathematics is a powerful and innovative methodology capable of significantly improving the teaching-learning process of geometry Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5945 2025-01-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5944 Título: Uma proposta pedagógica com resolução de problemas para a construção de uma educação financeira no ensino médio Abstact: Contemporary society, shaped by the capitalist system, has encouraged disordered consumption practices, often disconnected from the satisfaction of real needs. The facilitated access to credit, especially through credit cards, contributes to the increase in Brazilian household indebtedness, highlighting the lack of solid financial education. In this context, this study aims to investigate the advantages of using the Problem-Solving methodology in building knowledge related to Financial Education for high school students. The research is based on the hypothesis that, by working with real and contextualized situations, students will be able to critically reflect on their consumption practices and develop skills that assist them in making more conscious and sustainable financial decisions. To this end, the study proposes to identify research on financial education in high school, recognize studies that apply the problem-solving methodology, elaborate a pedagogical proposal articulating both fields, and implement it in a high school setting. Data collection will be carried out through interviews, questionnaires, student notebooks, field diaries, and recordings, enabling the analysis of the characteristics of a pedagogical proposal focused on teaching and learning financial concepts. The relevance of this research lies in the growing indebtedness of the Brazilian population, associated with the indiscriminate use of credit cards and the low level of financial literacy, which reinforces the need for educational practices that promote ethical, social, and environmental values. It is expected that the Problem-Solving methodology will contribute to the contextualization of Financial Mathematics, bringing it closer to students’ realities and fostering the formation of critical, responsible, and socially conscious citizens Wed, 07 Jan 2026 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5944 2026-01-07T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5428 Título: Uma proposta pedagógica com modelagem matemática para o ensino de funções no Ensino Médio Abstact: This paper presents a pedagogical proposal for teaching functions in high school, using mathematical modeling as a central methodology. Based on a theoretical review, I discuss the foundations, importance, and historical development of mathematical modeling in Brazilian education, drawing on authors who advocate for a contextualized and meaningful pedagogical practice. The didactic proposal was structured in three lessons and implemented in a classroom setting with Educação de Jovens e Adultos (EJA) classes, aiming to bring mathematical content closer to the students9 realities. I sought to promote teaching that was more critical, participatory, and connected to students9 experiences, fostering the understanding of concepts through real-world problem-solving. The research adopted a qualitative approach, including a bibliographical survey and the development of a teaching sequence based on mathematical modeling. The lessons were planned based on curricular guidelines, such as the Base Nacional Comum Curricular (BNCC), and guided by theoretical frameworks that value active learning and student empowerment. The classroom experience demonstrated the potential of modeling as a strategy to make teaching functions more accessible, engaging, and relevant for EJA students Wed, 16 Jul 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5428 2025-07-16T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/4959 Título: Uma proposta pedagógica para o ensino de operações com números inteiros através da metodologia da resolução de problema no letramento matemático para 1ª série do ensino médio Abstact: This research aims to present a pedagogical proposal for teaching the thematic unit 'Numbers', using the Problem Solving Methodology, aimed at students in the first year of high school. Initially, we carried out a review of research that deals with mathematical literacy. For this, 8Scientific Communications9 published in the Annals of the XIV National Meeting of Mathematics Education (ENEM) were proven, focusing on teaching operations with integers in the first year of high school. The method adopted was, combining qualitative approaches, with the aim of understanding how the integration between mathematical literacy and the objects of knowledge of the thematic unit 8Numbers9 occurs. In this context, we highlight the presence of problem-solving methodology and critical mathematical education in favor of mathematical literacy in the teaching of this unit. Thus, we conclude that problem solving, as a methodology, contributes significantly to students' mathematical learning, making the teaching process more efficient and dynamic, by allowing students to practice and apply their previous knowledge and that acquired during classes Thu, 06 Feb 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/4959 2025-02-06T00:00:00Z