TCC Matemática
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Item Entre traumas e encantamentos: a afetividade de licenciandos em matemática e sua projeção na prática docente(2025-12-18) Barbosa, Jennefer Aline Lima; Henriques, Lucas de Stefano Meira; http://lattes.cnpq.br/3599382596501988; Castro , Diogo Meurer de Souza; http://lattes.cnpq.br/6863749871487154; Melo , Enaldo Vieira de; http://lattes.cnpq.br/1041528154664700This work proposes a reflection on the role of affectivity in the training of mathematics teachers,based on the perspective of undergraduate mathematics students at the Federal Institute ofAlagoas, Maceió campus. The research seeks to understand how the emotional experiences livedby these students throughout their journey with the discipline influence the way they projecttheir future teaching practice. Thus, the affective relationship built with mathematics – whethermarked by blockages, fears, or enchantments – can function as a pedagogical legacy, beingtransmitted, even unconsciously, in the practices that these future teachers will develop. Themethodology adopted is qualitative, based on semi-structured interviews conducted with tenundergraduate students distributed across different periods of the course. The data were analyzedfollowing the assumptions of Bardin’s Content Analysis (2016). The results showed that affectiveexperiences with mathematics, marked by both traumas and enchantments, exert a significantinfluence on the constitution of teacher identity. It was observed that negative experiences, suchas fear, blockages, and authoritarian teaching practices, tend to generate insecurities and concernsabout future performance, while positive experiences, associated with teacher support, conceptualunderstanding, and encouragement, favor a more sensitive, empathetic, and humanized approachto mathematics teaching. Furthermore, participants demonstrated an intention to reframe theirown school trajectory through pedagogical practices that value dialogue, emotional support, andthe affective mediation of learning. By highlighting how affectivity permeates teacher training,this work contributes to the debate on the humanization of mathematics teaching, proposing asensitive listening to the emotions that permeate educational practice.Item Estudo dos gráficos e raízes das funções polinomiais do 2º grau: uma investigação na história da matemática(2025-12-18) Silva, Alexandre Firmino Félix da; Nunes, Hugo Santos; http://lattes.cnpq.br/4304337631466259; Castro, Diogo Meurer de Souza; http://lattes.cnpq.br/6863749871487154; Henriques, Lucas de Stefano Meira; http://lattes.cnpq.br/3599382596501988This work aims to study second-degree polynomial functions, emphasizing their historical aspects, graphs, and roots. The research initially addressed the historical context of mathematics, highlighting the contributions of Babylonian, Egyptian, Greek, and Indian civilizations to the development of quadratic equations. Subsequently, the main elements that compose a seconddegree function were analyzed, such as concavity, vertex, axis of symmetry, maximum and minimum points, as well as the sign of the function, emphasizing their graphical representations and applications. From this investigation, it was observed that the study of quadratic functions is fundamental to understanding the behavior of curves. Furthermore, its importance in the teaching-learning process was confirmed, as guided by the Brazilian National Common Curriculum Base (BNCC), by favoring logical reasoning, graphical interpretation, and problem-solving. Thus, this work demonstrates that the study of quadratic functions, when combined with their historical background and practical contextualization, contributes to a more meaningful and integrated learning of mathematics education.Item O uso do aplicativo Fraction Challenger na aprendizagem de frações(2025-07-08) Gusmão, Thyago Silva de; Melo, Enaldo Vieira de; http://lattes.cnpq.br/1041528154664700; Nunes, Hugo Santos; http://lattes.cnpq.br/4304337631466259; Nascimento, Arlyson Alves do; http://lattes.cnpq.br/9395417554768580; Santos, Vívia Dayana Gomes dos; http://lattes.cnpq.br/2740547167333947The implementation of Information and Communication Technologies (ICT) in education, especially in the area of mathematics, has proven to be a powerful ally in the teaching-learning process. This Final Course Work (TCC) aims to explore and encourage the use of ICT in mathematics teaching, in light of TPACK (Technological Pedagogical Content Knowledge), which offers a theoretical framework for the effective implementation of these technologies. Technologies allow abstract concepts to be visualized and manipulated in a concrete way, facilitating the understanding and retention of complex content. This Work investigates the use of technological resources, especially the FRACTION CHALLENGER application, as a pedagogical tool for teaching fractions in the 7th grade of Elementary School. The main objective of the research was to analyze how the use of this application can contribute to improving students’ understanding and performance in operations with fractions, such as representation, addition, subtraction, multiplication and division of fractional numbers. The methodology adopted was the practical application of the application in the classroom, combined with the collection and analysis of quantitative and qualitative data through diagnostic and summative assessments. The results demonstrated significant advances in the understanding and performance of operations with fractions by students, evidencing that the use of the application facilitated the teaching-learning process, making it more dynamic and attractive. As an indication for future research, the aim is to expand the use of educational applications in other classes and grades, as well as to conduct comparative studies between different technological resources, such as Arduino and its sensors. The research contributes to the field of Mathematics Education by highlighting the potential of digital technologies as effective tools for teaching mathematical content.