Congruência modular nos anos finais do ensino fundamental: integração de tecnologia na educação matemática

Abstract

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