TCC Matemática

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https://repositorio.ifal.edu.br/handle/123456789/50

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Navegando TCC Matemática por Orientador "Henriques, Lucas De Stefano Meira"

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    A Simetria como Recurso de Comunicação Matemática na Educação Básica: Contexto Histórico, abordagens teóricas e práticas pedagógicas
    (2025-07-10) Brandão, Raquel Vieira; Henriques, Lucas De Stefano Meira; http://lattes.cnpq.br/3599382596501988; Vasconcelos, Cleverton da Silva; http://lattes.cnpq.br/8600809859832837; Nunes, Hugo Santos; http://lattes.cnpq.br/4304337631466259
    This paper addresses symmetry as a relevant pedagogical resource in the teaching of mathematics, especially in Basic Education. Symmetry is presented not only as a geometric concept but also as a didactic tool that promotes understanding of spatial relationships, proportions, and transformations in the Cartesian plane. The study covers the main types of symmetry — axial, rotational, translational, and origin symmetry — and illustrates each with graphical representations, geometric figures, and real-world contexts, such as art, nature, and architectural patterns. It also discusses practical classroom activities involving dance, body movement, and group dialogue as strategies to explore symmetry in an interactive and meaningful way. Additionally, the paper analyzes ENEM exam questions that address symmetry, emphasizing its relevance in visual literacy and problem solving. Ultimately, the work highlights symmetry as a bridge between mathematics, art, and cultural expression, fostering integrated and contextualized learning.
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    Aprendizagem matemática por meio de jogos: uma análise da implementação de atividades lúdicas no ensino fundamental
    (2025-12-15) Azevedo, Hildebrando Lopes de; Henriques, Lucas De Stefano Meira; http://lattes.cnpq.br/3599382596501988; Nascimento, Arlyson Alves do; http://lattes.cnpq.br/9395417554768580; Silva, Rosivaldo Pereira da; http://lattes.cnpq.br/8652133702306422
    This study aims to analyze the importance of using playful activities in the teaching and learning process of Mathematics, with emphasis on the development of visual perception and logicalmathematical reasoning of 6th-grade elementary school students. Such activities significantly contribute to the development of investigative skills, intellectual autonomy, and the ability to apply classroom content in practical situations. In addition, improvements in cooperation and interaction among students are observed, highlighting the relevance of the teacher’s role as a mediator and researcher, from lesson planning to the implementation of theoretical and practical classes. In this context, playful practices foster critical thinking and efficient reasoning, particularly regarding the transition from abstract concepts to concrete representations, enhancing students’ understanding of mathematical concepts and increasing their interest in the subject through real-life applications. Consequently, these strategies strengthen teacher–student relationships and broaden educational perspectives in Mathematics teaching.
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    Estratégias didáticas para o ensino de educação financeira no ensino médio
    (2025-12-18) Santos, Maria Josineide dos; Henriques, Lucas De Stefano Meira; http://lattes.cnpq.br/3599382596501988; Nunes, Hugo Santos; http://lattes.cnpq.br/4304337631466259; Vasconcelos , Cleverton da Silva; http://lattes.cnpq.br/8600809859832837
    This study proposes a didactic strategy for teaching Financial Education in high school, aiming to develop students’ critical thinking, conscious decision-making, and autonomy in the use of money and daily economic choices. The context is characterized by high household indebtedness, elevated interest rates, and persistent difficulties in financial planning. Based on recent data highlighting increasing delinquency and economic vulnerability, the strategy provides students with essential knowledge on conscious consumption, simple and compound interest, inflation, credit, investments, budgeting, and family financial management, integrating updated theoretical references, normative documents such as the BNCC, and research on teaching methodologies designed to develop financial competencies. Additionally, the study discusses the history of Financial Education in Brazil and emphasizes the importance of contextualized pedagogical practices, including hands-on activities, problem-solving, simulations, and the analysis of reallife situations, aiming to make learning meaningful and aligned with contemporary educational demands. By fostering autonomy, responsibility, and social awareness, Financial Education can serve as a transformative tool in students’ lives, contributing to the reduction of economic vulnerability among future generations.