https://repositorio.uema.br/jspui/handle/123456789/2257 2026-09-21T22:24:36Z 2026-09-21T22:24:36Z https://repositorio.uema.br/jspui/handle/123456789/6751 2026-09-16T14:13:01Z 2025-01-01T00:00:00Z

Título: Razão Áurea: a sequência de fibonacci e aplicações Abstact: This work investigates the relationship between the golden number and the Fibonacci sequence, exploring practical applications and proposing didactic sequences for teaching the golden ratio in basic education. Using bibliographical research, of a qualitative and exploratory nature, based on data collection in books, articles, periodicals, reference magazines, websites and other relevant sources about the golden number, the Fibonacci sequence and teaching strategies and in reference authors who deal with the subjects covered here. The study addresses the history and applications of the golden ratio in geometry, trigonometry, nature and art, in addition to proving its relationship with the Fibonacci sequence. Finally, models of didactic sequences are presented to enrich the Mathematics curriculum in High School and improve students' qualifications in practical activities and with the use of illustrations as a way of facilitating their understanding from a study that aims to substantiate and enrich this analysis

2025-01-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6725 2026-09-15T12:58:44Z 2026-01-01T00:00:00Z

Título: Análise estatística da evolução dos nomes pessoais no Brasil: tendências temporais, influências socioculturais e aplicações no ensino de estatística Abstact: This dissertation investigates the naming of individuals as a complex cultural practice, influenced by historical, social, religious, and media dimensions within the Brazilian context. Based on the dataset “Names in Brazil,” provided by the IBGE, a large-scale statistical analysis was conducted on the evolution of personal names over nearly a century, considering temporal and regional perspectives. The study combines qualitative approaches from Onomastics with quantitative methods from data science and digital history, aiming to identify patterns of popularity, geographic diffusion, and correlations between sociocultural events and naming choices. In addition to contributing to the methodological advancement of digital humanities, the research proposes pedagogical applications in the teaching of Statistics, using real data as a didactic resource for the development of statistical literacy. Thus, it seeks to understand the sociocultural dynamics of names in Brazil and their potential in the construction of contextualized educational practices

2026-01-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6721 2026-09-14T20:02:14Z 2025-02-28T00:00:00Z

Título: FRACTAIS: uma estratégia de abordagem motivadora no ensino de Matemática do Ensino Médio Abstact: This study investigates the use of fractal geometry as a teaching strategy to facilitate the understanding of mathematical concepts and their practical application in high school education. To achieve this, it proposes didactic sequences that explore fractals as a teaching resource in the study of geometric progression, area, perimeter, and the principles of limits, while also analyzing the impact of this approach on students' motivation and conceptual appropriation. The research adopts a qualitative methodology, beginning with a bibliographic review and progressing to the application of a didactic sequence in the classroom. It is based on authors such as Zaballa (1998), Oliveira (2013), Mandelbrot (1977), and Alves (2021). The results indicate that fractal geometry enables connections between abstract concepts and the real world, promoting interdisciplinary learning and increasing student engagement. The implementation of the didactic sequences, including practical workshops and field visits, led to greater participation and understanding of mathematical concepts. However, challenges such as the absence of the topic in the BNCC (Brazilian National Common Curriculum Base) and the need for teacher training were identified. The study recommends expanding research, developing didactic materials, promoting continuous teacher training, and fostering interdisciplinary integration. It concludes that fractal geometry has great pedagogical potential, making learning more dynamic, concrete, and meaningful for 21st-century students.

2025-02-28T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6633 2026-09-04T20:30:21Z 2026-05-29T00:00:00Z

Título: As contribuições da gamificação e a personalização do ensino de matemática a partir da ferramenta Khan Academy Abstact: In recent decades, Brazilian education has expanded access to schooling; however, it still faces significant challenges related to the quality of learning, especially in Mathematics education. National and international assessments reveal persistent difficulties among students in understanding fundamental concepts, highlighting the need for more effective and meaningful pedagogical practices. In this context, this study investigates the contributions of gamification and personalized learning in Mathematics education through the use of the Khan Academy platform in the teaching and learning process of middle school students. To this end, a pedagogical intervention was developed and implemented with 9th-grade students, using the platform as support for instructional activities and exploring its gamification and personalization features. The research adopted a qualitative approach with quantitative elements, based on the analysis of data collected through Likert-scale questionnaires, classroom observations, and reports generated by the digital platform. The proposal aimed to promote greater student engagement, autonomy, and participation through activities that integrated problem-solving situations, technological resources, and gamification elements, such as progressive challenges and immediate feedback. The results indicated a significant increase in student engagement, evidenced by greater participation, longer time spent on the platform, and an increase in completed tasks. Additionally, students demonstrated greater autonomy, assuming a more active role in constructing their own knowledge. Regarding learning outcomes, the data showed improvements in the understanding of mathematical concepts, increased confidence in problem-solving, and enhanced academic performance. It is concluded that the integration of digital technologies, gamification, and personalized learning strategies can significantly contribute to Mathematics education, fostering more dynamic, interactive, and student-centered teaching practices.

2026-05-29T00:00:00Z