https://repositorio.uema.br/jspui/handle/123456789/1932 2026-04-17T16:29:44Z https://repositorio.uema.br/jspui/handle/123456789/5982 Título: O uso do geogebra no ensino de geometria espacial: uma sequência didática investigativa para o ensino médio Abstact: This research aims to develop an Investigative Didactic Sequence (SDI) that integrates GeoGebra and the exponential function, in order to understand the characteristics of the sequence’s development using this software as a tool for teaching the proposed mathematical content. To support this investigation, an analysis was conducted on the use of Information and Communication Technologies (ICTs) in the classroom, the features of GeoGebra, and the possibilities of employing it as a didactic resource in Mathematics education. A research survey was also carried out by examining scientific communications published in the Proceedings of the National Meeting on Mathematics Education (ENEM) from the 10th to the 14th editions, focusing on studies involving the use of GeoGebra in the teaching and learning of functions, particularly the exponential function. The research methodology adopted was qualitative, bibliographic, and exploratory, seeking to understand how the SDI can be articulated through the use of the software in relation to the exponential function. The study highlights the relevance of adopting new methodologies supported by technological tools in Mathematics classes. The results indicate the importance of planning and organizing sequenced and interconnected lessons; promoting active student participation; encouraging problem solving; developing critical thinking; fostering collaboration in the classroom; and stimulating investigation of the mathematical concept under study 2025-01-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5977 Título: Jogos matemáticos como recurso didático para o processo de ensino- aprendizagem das operações com números inteiros nos anos finais do ensino fundamental Abstact: This research aims to present the use of mathematical games as a didactic resource for teaching operations with integers in the thematic unit of numbers, intended for students in the final years of elementary school, specifically in a 7th-grade class. To achieve this objective, we searched for research addressing mathematical games and for work already developed on the theme of operations with integers in elementary school. The method adopted was a mixed-methods approach (qualitative and quantitative), characterized as mixed-methods research, because we sought to understand why mathematical games constitute powerful tools in the teaching and learning process of operations with integers, while simultaneously collecting and analyzing numerical data from our field research. In this sense, we highlight mathematical games as a very effective tool in teaching this thematic unit. Thus, we conclude that, with the use of games, students develop cooperation and competition skills and come to understand error as an opportunity to rethink strategies, overcome challenges, win games, or solve problems 2025-01-06T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5974 Título: A história da matemática como recurso didático para a aprendizagem da geometria no ensino médio: uma proposta pedagógica Abstact: This study investigates the potential of the history of Mathematics as a didactic resource for the teaching and learning of geometry in upper secondary education. Acknowledging the persistent challenges in Mathematics education particularly those related to contextualisation, student engagement, and conceptual understanding the research argues that incorporating historical elements into the curriculum contributes to a more humanised, meaningful, and culturally grounded approach. Drawing on authors such as Lorenzato, Miguel, Mendes, Baroni, Fauvel, Boyer, and Burton, the proposal is organised into a didactic sequence structured in modules that explore the origins of geometry in ancient civilisations, the demonstrative rigour developed by the Greeks, the historical formulation of geometric solids, and their applications in art, architecture, and social practices. The activities include contextualised geometric tasks, analyses of historical problems, and discussions that relate contemporary concepts to their cultural and historical roots.The methodology adopted is qualitative, emphasising participant observation, classroom records, analysis of students’ work, and the interpretation of data through content analysis. The study seeks to understand students’ perceptions, levels of engagement, and the ways in which they draw on historical narratives to support explanations and justify geometric procedures. The findings indicate that a historical approach enhances motivation, deepens the meaning attributed to mathematical content, and contributes to a more critical and consistent understanding of geometry. Moreover, the results highlight that the history of Mathematics fosters the recognition of mathematical knowledge as a culturally constructed and evolving human endeavour, reinforcing its social and educational value 2026-01-07T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5973 Título: Resolução de problemas para o ensino de equação do 2° grau no ensino médio Abstact: Mathematics is a subject with which most students do not identify. This occurs not only exclusively with this subject, but also with some mathematical content, such as high school problem-solving, and this is due to the fact that teachers adopt the traditional teaching system. Based on this fact, the use of problem-solving for teaching high school research emerges as an innovative teaching methodology for teachers to move away from traditional teaching. To this end, we seek to understand the teaching of high school research through the problem-solving methodology in order to answer our research question: What characteristics of the problem- solving methodology contribute to the teaching-learning process of quadratic equations in high school? Methodologically, a pedagogical proposal based on George Pólia's problem-solving method was developed to justify our hypothesis: namely: By hypothesis, we understand that organizing problem-solving into stages such as: reading and interpretation, planning, execution, and evaluation of results, provides organization in the students' problem-solving thinking when faced with problem situations. As main results obtained, we highlight a significant improvement in student performance, and we realized that with few changes in the way mathematics is taught in the classroom, it was possible to promote an improvement in how students view the subject, thus concluding that Pólia's method can be an auxiliary tool for Teaching and learning quadratic equations in high school 2026-01-06T00:00:00Z