Licenciaturas e Bacharelados https://repositorio.uema.br/jspui/handle/123456789/1918 2026-08-18T20:19:51Z 2026-08-18T20:19:51Z https://repositorio.uema.br/jspui/handle/123456789/6388 2026-08-11T16:42:31Z 2026-07-01T00:00:00Z

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 2026-08-07T20:15:15Z 2026-07-03T00:00:00Z

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/123456789/6345 2026-07-31T16:21:28Z 2018-01-01T00:00:00Z

Título: As mulheres em A Demanda do Santo Graal e sua relação com a sociedade portuguesa no século XV Abstact: The present work aims to understand the medieval women through the feminine characters of the novel of Chivalry The Quest for the Holy Grail, an anonymous novel written in France during the thirteenth century and that in the same century enters Portugal. The Quest recounts the adventures of the knights of the Round Table to seek to rediscover the Holy Grail, the vessel used by Christ at the Last Supper and with which Joseph of Arimathea had collected the sacred blood poured out by the Messiah on the cross. The novel presents Christian behavioral models for men and women, denoting the strong Christian influence present in the narrative. The women, whose representations are associated with the imaginary of Eve, Mary or even with ambiguous behavior, are sources of discord or helpers of the knights. We seek to broaden our view of these female characters to understand, from the feminine condition and its protection, the social and cultural elements that influence the conception of being a woman in the Middle Ages. Also, we seek to annalyse the masculine fears, their speeches of legitimation or not of spaces of female performance in order to understand the medieval woman. Comparisons with Medieval Portugal and its historical characters enabled us to recognize the plurality and the importance of the female condition in society, its constructions and the fears they have aroused in the past, as well as the connection of these representations with the present.

2018-01-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6318 2026-07-22T17:15:49Z 2026-07-03T00:00:00Z

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