Matemática

URI permanente para esta coleçãohttps://solaris.ufnt.edu.br/handle/123456789/41

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BENEFÍCIOS DA OBMEP: A IMPORTÂNCIA DA AMPLA DIVULGAÇÃO E IMPACTO NA VIDA DOS PARTICIPANTES
(2025-05-09) SANTOS, Eriangra Oliveira dos
This study aims to analyze the importance of disseminating the benefits offered by the Brazilian Public School Mathematics Olympiad (OBMEP) and its impact on the academic and personal trajectories of students, focusing on participants from the state of Tocantins. The research was motivated by the author's personal experience as a medalist and scholarship holder linked to the Olympiad. It was conducted through an electronic questionnaire answered by 106 participants, in addition to on-site visits to two public schools in Araguaína–TO. The data collected revealed that most respondents were unaware of the benefits provided by OBMEP, such as scientific initiation scholarships, training programs, and facilitated access to higher education institutions. The majority stated that they would have prepared more for the Olympiad had they been aware of these opportunities beforehand. The results confirm that active dissemination of OBMEP's benefits can enhance student engagement and contribute to improving mathematics education. The study also includes the development of a lesson plan proposal based on a real OBMEP question, as a way to support teachers in training and encourage the pedagogical use of the Olympiad in schools.
ENSINO DE MATEMÁTICA E A EDUCAÇÃO FINANCEIRA NO CONTEXTO ESCOLAR: O QUE DIZEM OS DOCUMENTOS NORTEADORES DA EDUCAÇÃO NO MARANHÃO
(2025-11-13) NASCIMENTO, Rafael Melo Araújo
This study addresses the theme of Financial Education (PE) in the school context, analyzing how the educational guidelines, especially the National Common Curricular Base (BNCC) and the Maranhão Territory Curricular Document (DCTM), guide its inclusion in elementary education. The research starts from the problem: how is PE being mentioned and recommended in the educational guidelines, specifically in the BNCC and DCTM, to contribute to the teaching and learning process of Mathematics in the final years of elementary school? The general objective was to understand how these guidelines, BNCC and DCTM, guide the use of PE, during the contextualization of teaching and learning and mathematical concepts in the classroom. To this end, a descriptive and qualitative approach was adopted, based on bibliographic and documentary research. The research reviewed scientific articles, books and official documents, establishing an overview of the historical evolution and contemporary practices related to PE, in addition to contextualizing the theme to regional needs. The methodology allowed us to critically analyze how PE is approached in terms of competencies, skills and suggested activities, promoting an interconnection between pedagogical aspects and social and economic realities. The results indicate that PE is a cross-cutting theme with great transformative potential, especially when developed in an interdisciplinary and contextualized way. In the BNCC, PE is mainly included in the area of Mathematics, but with relevant connections to other curricular components, such as Science and Portuguese. The DCTM, in turn, adapts these guidelines to the specificities of Maranhão, suggesting practical activities that connect the content to the daily lives of students. Among the main results, it is worth highlighting that PE teaching contributes to the development of applied mathematical skills, such as calculating percentages, analyzing interest rates and financial planning, in addition to promoting critical reflections on conscious consumption and resource management. It was also observed that PE is an important tool for reducing social inequalities, by enabling students to make responsible and ethical economic decisions. It is concluded that, although there has been significant progress in the inclusion of PE in school curricula, challenges still persist, such as teacher training and the creation of appropriate teaching materials. However, strengthening public policies and consolidating initiatives such as the National Strategy for Financial Education (ENEF) are essential to expanding the scope and impact of this topic in the teaching- learning process.
O Ensino de funções afins com o uso do Geoplano: uma proposta didática para o 1o ano do ensino médio
(2025-12-05) ROCHA, Eduardo Álafe Rodrigues
The present research consists of a proposal regarding the use of the Geoboard as a pedagogical tool in teaching linear functions to first-year high school students. It is justified by observations made during internships and practical experiences, which revealed that most students struggle with complex mathematical concepts, especially when these topics are taught through traditional methods. In this context, the importance of concrete materials that allow experimentation, observation, and conceptual understanding becomes evident. The Geoboard emerges as a valuable resource, supporting the comprehension of the structure of linear functions. The objective of this study was to develop and analyze a didactic sequence that incorporates the Geoboard to explore concepts such as slope, y-intercept, and the graphical representation of a line. The approach adopted was qualitative, involving a case study and data analysis, grounded in research on manipulatives, meaningful learning, and the guidelines established by the BNCC. The results indicate that the Geoboard aids students’ understanding of line inclination and displacement through visualization, strengthening the connection between algebraic expressions and graphical representation, and promoting greater student engagement. It is concluded that the use of the Geoboard makes the teaching of linear functions more accessible,
O IMPACTO DO CHATGPT COMO FERRAMENTA DE INTERAÇÃO NA APRENDIZAGEM BASEADA EM PROBLEMAS PARA A EDUCAÇÃO MATEMÁTICA
(2025-04-15) SILVA. Pablo Vinicius Guedes da
This study aims to analyze the impact of using ChatGPT as an interaction tool in Problem-Based Learning for teaching Mathematics. The adopted method involves applying ChatGPT in mathematics classes, following the Problem-Based Learning approach, and generating data through observation, records, and interviews with students. Data analysis will be conducted using a qualitative approach, employing discursive analysis. The study seeks to understand the effects of this innovative pedagogical approach on students' mathematical learning and contribute to advancing knowledge about the use of artificial intelligence in education. The research was developed at the Professora Silvandira Sousa Lima State School. Analysis of students' statements shows the impact that the tool provides as a constant support for learning, allowing for quick reviews and the exploration of content that could be left aside in a more traditional approach.
Transformada de Laplace: uma analise de seus teoremas e algumas aplicacões
(2025-12-04) SILVA, Matheus Faustino
The Laplace Transform (LT) is a transformation method that was developed by various mathe- maticians throughout history and was named in honor of Pierre-Simon Laplace, who contribu- ted to the consolidation of the method. The LT transforms a function in the time domain into a function in the frequency domain, resulting in an algebraic equation, which makes its calcu- lation simpler. This method is an alternative to the Ordinary Differential Equation (ODE). Its applications are present in several fields of knowledge. In this monograph, two applications are presented: one in pharmacology, in which we calculate the concentration of a drug in the body system and find the function that describes the drug concentration over time since administra- tion; and the second application in engineering, in which we find the function that shows the displacement of two masses connected to springs at any given moment in time. Based on the results obtained, we conclude that the Laplace Transform is an effective and versatile mathe- matical tool, capable of simplifying the solution of problems modeled by differential equations and providing accurate interpretations in real-world contexts.
Um estudo sobre as func ̧oes Gama e Beta e algumas aplicações
(2025-12-02) SOUSA, Shamyra Melo de
In this work, we aim to highlight the Gamma function and the Beta function, whose definitions are developed through integrals, with properties that can be used in different contexts for appli- cations. These functions were determined by Leonhard Euler, who sought to find an expression that would result in factorial values, considering that its variable takes on values beyond natural numbers. The research problem consists of how to develop applications through the Gamma and Beta functions. The objective is to develop applications in solving non-trivial integrals, determining examples of integrals that can be solved using the Gamma and Beta functions, as well as addressing the application of these functions in Probability, through the Gamma and Beta distributions, performing calculations according to real-world scenarios. The research has a bibliographic nature, based on the bibliographic survey of books, articles, monographs, and dissertations that cover the theme, with a quantitative approach as it involves the description and collection of numerical data and mathematical theories. The research results show that the Gamma and Beta functions are functions to be considered in the resolution of non-trivial integrals, as they can provide efficient solutions, simplifying extensive calculations in certain cases. In addition to their probabilistic models being useful in the analysis of real-world topics, such as the usage time of mobile phones and sugar content in soft drinks. Their properties are fundamental elements in the development of applications.
UM RELATO DE EXPERIÊNCIA DA ATUAÇÃO NO COLÉGIO DE APLICAÇÃO PELO EDITAL DO PIBID DA MATEMÁTICA ENTRE 2022 E 2024
(2025-04-15) ARAÚJO. Kamylla Dias
This experience report aims to describe the activities developed within the scope of the Institutional Program for Teaching Initiation Grants (PIBID), effective from the 2022 announcement, in the area of Mathematics, carried out at Colégio de Aplicação, located in Araguaína - TO. The program promotes the connection between theoretical training and pedagogical practice, enabling undergraduate students to critically understand the challenges of everyday school life. The actions were aimed at addressing the learning difficulties in Mathematics presented by 6th grade students of Elementary School, focusing on the development of logical reasoning, understanding of the decimal numbering system and fundamental operations. The methodology involved the application of a qualitative diagnostic assessment, structured in stages, including the collection of socioeconomic data and individual interviews with students. The analyses revealed not only academic gaps, but also significant social vulnerabilities, which directly interfere with school performance. In view of this scenario, pedagogical reinforcement actions were planned and implemented, using concrete materials and recreational activities, aiming to make the teaching-learning process more meaningful and accessible. The project also involved planning meetings, development of teaching resources and individualized monitoring. The results showed progress in the learning of the students served and, simultaneously, contributed to the improvement of the pedagogical skills of the undergraduate students. The experience demonstrated the importance of training proposals that integrate theory and practice, and reinforced the role of PIBID as an essential public policy for teacher qualification and for the promotion of educational equity in challenging contexts.