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1
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ALEX PEREIRA DA SILVA
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MATHEMATICS TEACHING AND THE USE OF GAMES AS A FACILITATOR DIDACTIC RESOURCE IN THE TEACHING AND LEARNING PROCESS.
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Leader : JOSE RICARDO E SOUZA MAFRA
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MEMBRES DE LA BANQUE :
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JOSE RICARDO E SOUZA MAFRA
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JOSE ANTONIO OLIVEIRA AQUINO
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RUDINEI ALVES DOS SANTOS
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Data: 5 avr. 2019
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Afficher le Résumé
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The present work aims to suggest the use of games in the Mathematics classes of Elementary School, in several contents, as a facilitator instrument of the teaching-learning process. In addition, it is in our interest to verify the progress made by the students of the 6th and 9th years of the Júlio Walfredo da Ponte School, located in the Urban Zone of Mojuí dos Campos, regarding the mathematical contents of the respective series after using different educational games mathematicians. During the year 2017, mathematical games were presented and worked with the students. The games involved contents such as: basic operations with natural numbers and integers; equations of the first degree; basics of Geometry and Trigonometry. In grades 616 and 913, 6th grade and 9th grade respectively, assessments were made to verify whether or not there was progress in students' learning in the mathematics content of the respective grades. These results were compared with students in classes 617 and 914 who were not receiving activities involving games. The analysis of the results will be done with the tabulation of information taken from evaluations carried out in both classes at the end of the activities with the games. The results showed that the students who had the aid of the games, obtained, in their evaluations, superior results in relation to the students who did not have this resource being used. We also highlight other aspects that have improved substantially such as behavior, concentration on activities, willingness to learn content, important aspects that facilitate teaching work and contribute significantly to student learning.
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2
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JONES PAULINO DE SOUZA
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ANALYSIS OF ERRORS IN CALCULUS: APPLIED RESEARCH METHODOLOGY WITH UFOPA STUDENTS
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Leader : MARIO TANAKA FILHO
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MEMBRES DE LA BANQUE :
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EDILAN DE SANT ANA QUARESMA
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LENILSON MOREIRA ARAUJO
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MARIO TANAKA FILHO
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Data: 12 avr. 2019
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Afficher le Résumé
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Error is not only the effect of ignorance, uncertainty, chance, but the effect of prior knowledge, which is now an obstacle (Brosseau apud (CURY, 2007)). With this understanding, the study of errors, of their causes, can help the students in their difficulties and the teachers in the understanding and reduction of repetitions and school drop-outs (FELTES, 2007). A curricular component of the academy that has a high rate of reprobation and abandonment is the Differential and Integral Calculus, a traditional discipline that has preserved its original structure and that although in some cases its teaching explored with the most varied didactic resources, also observes that some errors remain frequent among students when the solution of derivatives and integrals (MARIANI, 2005). The present study aimed to investigate the errors committed by academics of the Integrated Degree in Mathematics and Physics, of Integrated Degree in Biology and Chemistry, and of professors in continuous formation of Profmat 2018 of UFOPA, in the city of Santarem during the second semester of 2018 in the solution of a test of Calculation. The research was based on the analysis of errors, a research methodology that uses the three phases of the content analysis of (BARDIN, 2002): the pre-analysis, the exploitation of the material and the treatment of the results. Following these phases, we tried to classify and analyze the errors committed by this group of students, present the results obtained and discuss the possible difficulties of students in items that follow the standards of national drafting bodies. The answers presented in the test, the opinions given in the questionnaires of students and teachers involved in the research showed that the difficulties of assimilation of the Calculus remain and related to knowledge of basic mathematics, as in the simplification of algebraic fractions and in the difficulty of representing a problem algebraically, as well as in basic concepts of the discipline (limits, derivatives and integrals). In this way, the analysis of errors allowed to detect, by the answers given in the test and in the questionnaires, the main difficulties of the students in Calculus.
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3
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JOSÉ MARCOS NUNES DO AMARANTE
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ERROR ANALYSIS: REFLECTIONS ON THE TEACHING OF GEOMETRY IN THE MUNICIPALITY OF ÓBIDOS-PA FROM OBMEP QUESTIONS
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Leader : MARIO TANAKA FILHO
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MEMBRES DE LA BANQUE :
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MARIO TANAKA FILHO
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MIGUEL ANGELO MORAES DE SOUSA
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CASSIO ANDRE SOUSA DA SILVA
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GLAUCO COHEN FERREIRA PANTOJA
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Data: 22 avr. 2019
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Afficher le Résumé
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The teaching of mathematics in basic education is a topic on which discussions and ideas about the development of student learning can be developed. There is a long way to go in order to achieve quality mathematics education, and for this reason, everyone needs to work together. The present work used the methodology of the Error Analysis (Cury, 2007) aiming to investigate and analyze the errors committed by students of two schools of the state public school in Óbidos-PA, in questions of Geometry taken from the test of the second phase of the the Brazilian School Mathematics Olympiad (OBMEP) Thirteenth Edition. Therefore, a third grade class from each school was chosen, and since that moment some meetings were held, with the objective of making revisions on the subjects addressed in the selected questions for the application of the research. In order to classify the analyzed errors, we first sought to determine the types of errors found in the student’s answers and then to classify and distribute the types of errors in the five classes of errors created by RADATZ (1979). Based on this classification it was possible to have no overview of the main mistakes made by the students who participated in the research, which had a mixed character (qualitative and quantitative), in which OBMEP questions were chosen respecting the skills and competences suggested by the PCNs. The results obtained indicate a high index of errors related, mainly, to contents that should have been consolidated in the initial series of basic education. Another type of error highlighted is about deficiencies in the interpretive part of mathematical concepts. Based on the processes described above, it is concluded that the results obtained through the analysis of errors will allow the teachers of these schools to seek alternatives that can help them in their teaching practices, in order to achieve together with their students a quality education .
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4
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WELTON NOGUEIRA DA SILVA
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analysis and reflections on the results obtained by the students in the municipality of Santarém regarding the Objects of Knowledge of Mathematics and its Technologies in the ENEM of 2017.
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Leader : MARIO TANAKA FILHO
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MEMBRES DE LA BANQUE :
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CLAUDIR OLIVEIRA
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MARIO TANAKA FILHO
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RODOLFO MADURO ALMEIDA
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RODRIGO MEDEIROS DOS SANTOS
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Data: 25 avr. 2019
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Afficher le Résumé
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The present work aims to present to the elementary school teacher an analysis and reflections on the results obtained by the students in the municipality of Santarém regarding the Objects of Knowledge of Mathematics and its Technologies in the ENEM of 2017. Some schools with different characteristics were selected as private, public, and public schools with the aim of identifying proficiency in order to propose better planning and effective preparation of students in these places. The research deals with a brief reference about the evaluation process in Brazil, from the evaluating state to the large scale evaluation. A methodological construction of results was performed using R programming codes and using the ENEM Microdata of 2017 as a basis for information collection. As a result of the procedures, the analyzes were presented through tables and graphs created in Rstudio and Excel, where it was possible to observe the students' performance in relation to correct answers and errors in ENEM 2017 questions.
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5
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WELSON NOGUEIRA DA SILVA
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A HISTORICAL APPROACH TO PROBABILITY
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Leader : AROLDO EDUARDO ATHIAS RODRIGUES
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MEMBRES DE LA BANQUE :
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AROLDO EDUARDO ATHIAS RODRIGUES
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CRISTINA LUCIA DIAS VAZ
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JOSE RICARDO E SOUZA MAFRA
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Data: 6 mai 2019
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Afficher le Résumé
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The present work deals with History of Mathematics, in particular, the History of Probability. Its content objectively, modestly, fill the gap of material of this subject in national language. For that, a careful bibliographical research was carried out, in which the most important mathematicians and their achievements for the development of Probability, from Antiquity to the 20th Century, were highlighted. Some problems are also dealt with, with great repercussion in the mathematical environment, which motivated important studies for the evolution of Probability Theory. There is also a collection of electronic addresses for digital copies of historical books cited at work, available free of charge on the Internet.
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6
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FRANCIRLEY MOURA PORTO
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A didactic engineering for the teaching of operations with fractions and notable products
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Leader : RODRIGO MEDEIROS DOS SANTOS
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MEMBRES DE LA BANQUE :
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EDILAN DE SANT ANA QUARESMA
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JOSE RICARDO E SOUZA MAFRA
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RODRIGO MEDEIROS DOS SANTOS
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Data: 1 juil. 2019
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Afficher le Résumé
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This research aims at the elaboration, application and analysis of two didactic sequences, one for the approach of operations with fractions associated with figural representation, and the other for notable products related to the rectangle areas. Such research is classified as field research regarding data collection, and as descriptive when addressing its objectives. The hypothesis of the research is that the application of didactic sequences facilitates the learning of the contents addressed. The methodology used was Didactic Engineering, which allowed us to validate the activities internally, and for the elaboration and analysis of the didactic sequences the Theory of Didactic Situations was used. The subjects of the research were students of the sixth and eighth years of two classes of elementary school in a public school in Juruti-PA. The data were collected through the production of the students and the observations made during the course of the application of the didactic sequences, besides the application of a questionnaire in a complementary way. In the sixth grade class there was a better performance in addition, subtraction and multiplication of fractions. The greatest difficulty was in the items related to the division operation. In the eighth year the insertion of fractions in some items of the activities negatively influenced the percentage of correct answers. The students demonstrated difficulties in the items pertinent to the production of some text, without this necessarily being related to their understanding of the concept approached. The application of the didactic sequences provided the structuring of didactic situations that presented the potential to allow its reapplication.
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7
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NEYLANE LOBATO DOS SANTOS
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Flipped classroom: an experiment on mathematics teaching
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Leader : RODRIGO MEDEIROS DOS SANTOS
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MEMBRES DE LA BANQUE :
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JOSE RICARDO E SOUZA MAFRA
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LENILSON MOREIRA ARAUJO
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NILZILENE GOMES DE FIGUEIREDO
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RODRIGO MEDEIROS DOS SANTOS
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Data: 8 oct. 2019
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Afficher le Résumé
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The objective of this research was to investigate the use of the pedagogical approach Flipped Classroom in the teaching of Mathematics, with technology support, in a state public school and to analyze its potentialities. For this, we used a participatory research line of qualitative nature, adopting the Inverted Classroom model, with 2nd grade high school students, who had previous access to the content of Trigonometry in the form of video lessons, through the educational tool Google Classroom. We rely on authors such as Sams and Bergmann (2017), Moran (2018), Valente (2018) and Borba (2016). The main results indicated that the approach provided a greater flexibility of time in the classroom with the use of TDIC, a collaborative and interactive classroom environment, providing greater attention by the teacher to the students who most needed help, the behavior change of the students, developing their independence from the teacher, engaging in addressing mathematics content and developing their potential, as well as overcoming difficulties with content.
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8
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VANDERLEI SILVA NEIS
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THE USE OF CONCRETE MATERIALS IN FRACTION EDUCATION
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Leader : JOSE RICARDO E SOUZA MAFRA
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MEMBRES DE LA BANQUE :
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JOSE RICARDO E SOUZA MAFRA
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LENILSON MOREIRA ARAUJO
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GERSON RIBEIRO BACURY
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Data: 12 déc. 2019
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Afficher le Résumé
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The objective of this work is to investigate the cases of learning difficulties on fractions commonly detected in elementary school classes. To carry on this research it will be taught some contents of fractions to students of 6th Grade, using tractable materials. Firstly, the content of fractions will be taught in a traditional way and then the answers will be collected in test. The same content will then be explained with the touchable materials, assuming that the student will participate of the construction and development of them. The student takes the main part of learning process, being altogether the author of his own learning, and the teacher will be only a supervisor. Then another questionnaire with the same level of difficulty will be applied and the results are compared. After developing the contents with explanations using touchable materials, it is expected the student to have better perform in the resolutions of the activities, with more appropriated answers. However, the experience of working the contents fraction with touchable materials can be said to bring positive results because students are willing to face this challenge and thus solve activities with these materials and participate in content development with high self-esteem.
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9
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JOELSON MAGNO DIAS
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Active methodologies:The teaching-learning mathematics in the high school under flipped clasroom approach.
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Leader : SEBASTIAN MANCUSO
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MEMBRES DE LA BANQUE :
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SEBASTIAN MANCUSO
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JOSE RICARDO E SOUZA MAFRA
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MARIO TANAKA FILHO
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GERSON RIBEIRO BACURY
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HUMBERTO JOSE BORTOLOSSI
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Data: 13 déc. 2019
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Afficher le Résumé
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This research aims to present a proposal in order to leverage the interest presented by high school students from the state public school in the county of Santarém-PA, in relation to the process of teaching-learning mathematics. The following research problem arose: "How to design and test a methodological proposal, based on an Inverted Classroom model, using the technological means available to students?". The overall objective was to design and test a methodological proposal based on an IAS model, using the technological means available to students. Through bibliographic reviews, master dissertations were analyzed involving the application of the IAS and the positioning of theorists about the subject. Then, three sequences of didactic activities involving the contents were developed: root revision; exponential functions and equations; definition of logarithm and its consequences; and a project built, executed and presented at the school's Scientific Day. The use of Google classroom and WhatsApp were fundamental for the organization of studies and the construction of the project presented at the III Scientific Journey of the School. For 88.5% of the students surveyed, the SAI method contributed to mathematics learning. The feedback provided by the students during the study moments and through the evaluation questionnaire of the developed activities gave us the conviction of the positive effects of SAI.
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