https://repositorio.uema.br/jspui/handle/123456789/2255 Thu, 09 Jul 2026 04:09:07 GMT 2026-07-09T04:09:07Z http://repositorio.uema.br:80/jspui/retrieve/cb51c637-e3a6-4eb5-bb73-64be2baf6c47/PROFMAT.jpg https://repositorio.uema.br/jspui/handle/123456789/2255 https://repositorio.uema.br/jspui/handle/123456789/6260 Título: Laboratório de matemática sustentável: o uso de materiais recicláveis como estratégia para o ensino de geometria no Ensino Fundamental Abstact: This study aims to contribute to the implementation of a sustainable mathematics laboratory in a public elementary school in the city of Bacabal-MA, where students will have a space for learning and environmental awareness. The purpose is to promote sustainable geometric education among students, develop skills related to logical reasoning, and explore geometric concepts (shapes, areas, perimeters, solids, symmetry) using recyclable materials. For this research, data was collected through specific questionnaires applied to students from the 6th to the 9th grade of the final years of elementary school, and analyzed through a discussion circle addressing students' questions. Over time, difficulties were noted in a logbook. The construction of mathematical objects took about fifteen workshops, and the students were able to absorb the learning clearly, as they were the protagonists of the mathematical constructions. Therefore, it was possible to observe that the implementation of a mathematics laboratory in a school brings satisfactory results to student learning, as it elevates the level of learning from something abstract to something concrete and improves school performance. Therefore, we observe that this work offers a replicable model for a mathematics laboratory, with guidelines for implementing and cataloging activities aimed at improving geometry teaching. Thu, 01 Jan 2026 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6260 2026-01-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6255 Título: Tecnologias no Ensino de Geometria Plana: um estudo à luz da teoria dos registros de representação semiótica com o auxílio do Geogebra Abstact: This dissertation investigates the teaching of Geometry in the light of Raymond Duval's Theory of Registers of Semiotic Representation. using Geogebra as a pedagogical tool with high school students from a private school in Bacabal, Maranhão. The research adopts a mixed approach, combining qualitative and quantitative methods. Teaching activities were applied to two groups of students, group A, with activities mediated by technologies, using Geogebra, and group B, which followed the method traditional. The results show that the use of digital technologies promoted motivation and greater engagement of students in the activities in relation to geometric concepts. The use of Geogebra revealed a significant increase in the enthusiasm and autonomy of the students who used this application, suggesting that the integration of multiple representation registers facilitates a better apprehension in the study of mathematical objects. The survey also highlights the need for continuous training for Teachers in the effective use of these technologies, as well as teacher training institutions, need to focus more and more efficiently on the use of technologies as pedagogical tools Fri, 28 Jun 2024 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6255 2024-06-28T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6201 Título: O perfil do egresso da educação básica: estudos e reflexões dialéticas sobre as competências e habilidades efetivas em matemática dos alunos egressos da educação básica do município de Zé Doca Abstact: This work addresses the politicized perspective of mathematics teaching, arguing that it is not neutral and should promote the student's comprehensive training, mainly through their access to the world of work. Authors such as Demerval Saviani, Guiomar Namo de Mello, Paolo Nosella, Paulo Freire, Moacir Gadotti, Ole Skovsomos, Ubiratan D'Ambrosio, Sérgio Lorenzato and Dario Fiorentini are presented to renew debates on the roles of schools, teachers and the State in class struggle, especially in the context of mathematics education. Saviani analyzes Mello's perspectives and Nosella's criticisms, highlighting the importance of understanding education as a political act and the need for teachers to engage in this commitment. Furthermore, authors such as D'Ambrósio, Fiorentini, Ole Skvosmose and Lorenzato argue that teaching mathematics must go beyond teaching techniques and formulas, including the formation of skills and competencies that allow the student to interact critically with the world. To carry out the work, research was carried out with the local market, with high school mathematics teachers, and consultations with the ENEM 2022 database. The objective was to outline the profile of high school graduates in the municipality of Zé Doca-MA, analyzing whether effective mathematics skills and abilities meet the demands of the job market. An analysis, carried out from the perspective of the dialectics of a progressive education, was enriched with the perception of teachers working in teaching mathematics in high schools in the urban area of Zé Doca. The connection between school mathematics and its practice in the job market is highlighted as fundamental, and authors such as Lorenzato and Fiorentini point to the need to bring school mathematics closer to that practiced in the market. The dialectical materialist approach is defended as capable of enriching mathematics teaching, promoting a more comprehensive and meaningful training for students. In short, the work highlights the importance of understanding mathematics teaching as a political act, capable of promoting the student's comprehensive education and preparing them for the full exercise of their citizenship, especially in the context of work. Fri, 15 Mar 2024 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6201 2024-03-15T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6193 Título: Translação e reflexão do gráfico da função quadrática utilizando o GeoGebra em dispositivos móveis Abstact: The use of technological resources in the teaching of mathematics is a widely discussed topic and is seen by many as inevitable, given the justification that their use enhances teaching and learning. It has been observed that a significant proportion of students lack interest in learning mathematics because they find it difficult, challenging teachers to try all possible technologies and develop new teaching proposals to make this part of the curriculum more appealing to students. The use of software, whether in computers or in mobile devices such as smartphones and tablets, can be considered as one of these 'new' teaching proposals. This paper presents the results of a study whose objective was to investigate the contributions of the GeoGebra application on mobile devices to the process of understanding the graphical content of quadratic functions in a first year high school class at the Centro de Ensino Professor Robson Campos Martins, in Paço do Lumiar - MA, with the aim of verifying if there is a greater learning outcome with the use of this software. Using a research-action methodology and a qualitativequantitative method, data were collected and analysed. The instruments used for data collection were questionnaires and activities using GeoGebra on mobile devices. At the end of the research, students indicated that the use of the GeoGebra app on their smartphones greatly facilitated their understanding of the study of quadratic function graphs, suggesting that its use had a positive impact on the teaching-learning process. Fri, 15 Dec 2023 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6193 2023-12-15T00:00:00Z