TCC Matemática
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Navegando TCC Matemática por Autor "Henriques, Lucas de Stefano Meira"
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Item Construção do latus rectum utilizando o geogebra(2025-07-08) Lima, Rose Aline Bezerra; Nunes, Me Hugo Santos; https://lattes.cnpq.br/4304337631466259; Nascimento, Arlyson Alves do; http://lattes.cnpq.br/9395417554768580; Henriques, Lucas de Stefano Meira; http://lattes.cnpq.br/3599382596501988This study aims to investigate the latus rectum of conic sections, ellipse, parabola, and hyperbola, by addressing its definition, properties, and geometric constructions. Although it is a significant element for understanding conic curves, the latus rectum is rarely discussed in conventional textbooks, both at the high school and undergraduate levels. To address this gap, a qualitative and exploratory research was conducted, based on historical and bibliographic sources, with emphasis on the work of Apollonius of Perga and modern analytical geometry manuals. In addition to the theoretical foundation, this study proposes the graphical construction of the latus rectum using the GeoGebra software, aiming to enhance visualization and facilitate the teaching and learning process. The use of this technological tool seeks to make mathematical concepts more accessible, dynamic, and interactive, thus bridging theory and educational practice.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.