Centro de Estudos Superiores de Caxias (CESC) https://repositorio.uema.br/jspui/handle/123456789/1960 2026-08-18T19:35:10Z 2026-08-18T19:35:10Z https://repositorio.uema.br/jspui/handle/123456789/6444 2026-08-18T14:18:40Z 2021-08-17T00:00:00Z

Título: O trabalho cooperativo no ensino da matemática: uma experiência no 7º ano do ensino fundamental Abstact: Considering the results of student achievement in Mathematics, which in general are still not satisfactory, it became necessary to adopt different teaching methodologies aimed at interfering with the results, promoting learning in elementary school, the object of study of this work, because, During this learning period, many students begin to have their opinions about their difficulties in the discipline, the contribution of this study is to show the teacher the help of this methodology in the classroom. This work deals with the use of cooperative work in mathematics in the seventh year of elementary school in order to improve the development of learning and communication among students. It started with the question: How does cooperative work favor the teaching and learning process of mathematics? It was assumed that the performance of teamwork during classes is essential for the performance of students in solving the proposed activities. The research was initially developed with a literature review on the subject, adopting a qualitative approach. At school, the work was done through remote classes and with the use of videos recorded by the students, at the request of the researcher, during the course of the classes. It was found that there was an improvement in communication between students, by observing their participation and interaction in solving the proposed problems.

2021-08-17T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6442 2026-08-18T14:01:31Z 2021-08-17T00:00:00Z

Título: Método de Euler para resolução de equações diferenciais ordinárias Abstact: The present work aims to employ the Euler’s method in the approximation of solutions of ordinary differential equations with initial value problem, as well as to introduce some concepts of differential equations and describe the Euler’s method. This work was carried out by bibliographic review through books, monographs, articles and theses of master's and doctorate. Euler's method uses the concept of tangent curve to find the results and one of the solutions to the problem, that is, a point in the solution curve, to find the next one. And by using a tangente line, it is to be expected that the value found will not be equal to the exact solution. In this sense, in the course of this work are found theorems related to the existence and uniqueness of differential equations, as well as improvements to the Euler’s method. At the end of this study it was concluded that the Euler’s method and its improvements can achieve a good approximation for the solutions of problems of initial value, considering the consistency of the problem in question and the errors generated during the calculations

2021-08-17T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6440 2026-08-18T14:00:28Z 2021-08-17T00:00:00Z

Título: Ensino remoto de matemática nas escolas públicas de Caxias: concepções de professores nos anos finais do ensino fundamental Abstact: The shift from face-to-face teaching to remote classrooms led to the dropout of many students, leaving many professionals who work in the teaching area without knowing what to do to solve this major problem. In this context, this research proposes to explore the mathematics remote teaching in public schools, in Caxias – MA, aiming to investigate the teacher's conceptions and pedagogical resources in the final years of elementary school. Thus, the research seeks to draw the teachers’ profile, as well identify their conceptions of mathematical knowledge at the mentioned teaching level. In addition, the methodologies used in the teaching-learning process were investigated, paying attention to their effectiveness, benefits and redefinition of teaching practice with regard to mathematics remote teaching. The methodology used included a field research through a questionnaire prepared on the Google Forms platform, as well as a literature review carried out through relevant theoretical sources and legal documents. During the investigation, it was possible to find several positive and negative points related to the studied problem. In this context, the discussion about the use of technological-digital resources, as well as the necessary teacher training to handle them effectively, is gaining more and more space. It is concluded that the same technological and digital issues that are the target of some of the problems discussed are the same issues that, when worked with the right resources, objectivity and training, there are significant improvements in the remote mathematics teaching-learning process.

2021-08-17T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6439 2026-08-18T13:34:49Z 2021-08-17T00:00:00Z

Título: Ensino remoto de matemática nas escolas públicas de Caxias: concepções de professores nos anos finais do ensino fundamental Abstact: The shift from face-to-face teaching to remote classrooms led to the dropout of many students, leaving many professionals who work in the teaching area without knowing what to do to solve this major problem. In this context, this research proposes to explore the mathematics remote teaching in public schools, in Caxias – MA, aiming to investigate the teacher's conceptions and pedagogical resources in the final years of elementary school. Thus, the research seeks to draw the teachers’ profile, as well identify their conceptions of mathematical knowledge at the mentioned teaching level. In addition, the methodologies used in the teaching-learning process were investigated, paying attention to their effectiveness, benefits and redefinition of teaching practice with regard to mathematics remote teaching. The methodology used included a field research through a questionnaire prepared on the Google Forms platform, as well as a literature review carried out through relevant theoretical sources and legal documents. During the investigation, it was possible to find several positive and negative points related to the studied problem. In this context, the discussion about the use of technological-digital resources, as well as the necessary teacher training to handle them effectively, is gaining more and more space. It is concluded that the same technological and digital issues that are the target of some of the problems discussed are the same issues that, when worked with the right resources, objectivity and training, there are significant improvements in the remote mathematics teaching-learning process

2021-08-17T00:00:00Z