Trabalhos de Conclusão de Curso de Graduação

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Aplicações de variáveis aleatórias contínuas em problemas reais
(2024-08-01) Gonçalves, Douglas Floering Brêda; Nunes, Hugo Santos; http://lattes.cnpq.br/4304337631466259; Nascimento, Arlyson Alves do; http://lattes.cnpq.br/9395417554768580; Nunes, Hugo Santos; http://lattes.cnpq.br/4304337631466259; Lopes, Rafael do Sacramento; http://lattes.cnpq.br/2775224211896509
The present work aims to explore the applications of continuous random variables in real problems, addressing fundamental concepts of probability and their distributions. The study begins with an introduction to the concept of probability, events and sample space, moving on to the additive and multiplicative rules that govern the combination of events. During the work, random variables and their probability distributions are discussed, focusing on the differences between discrete and continuous distributions. Particular attention is paid to continuous random variables. In this context, concepts such as the probability density function, expectation, variance and standard deviation are presented, which are essential for the analysis of these variables. The Study explores three continuous probability distributions: the Uniform, the Normal and the Exponential distribution, detailing their characteristics and behavior in different scenarios. In the last part of the work, practical applications of these distributions in real contexts are presented, demonstrating the usefulness of continuous random variables in modeling phenomena in various areas such as finance, engineering, data science, among others.
Avaliação da resistência à compreensão simples de um solo utilizando geossintético como reforço: relato de uma experiência de ensino aprendizagem
(2025-07-16) Prado, Carlos Eduardo de Lima; Carvalho, Taise Monique de Oliveira; http://lattes.cnpq.br/3638807736725706; Silva, Celene Alves da; http://lattes.cnpq.br/8621139052901416; Santos, João Marcos Ferreira dos; http://lattes.cnpq.br/7956531027463602
This study aimed to investigate the unconfined compressive strength behavior of a clayey sand (SC) soil from the Maceió-AL region, Brazil, when reinforced with geosynthetics, specifically a unidirectional geogrid and a MACGRID NET® geotextile. To achieve this, the physical characterization of the soil was performed, along with the determination of its compaction curve, and a comparative evaluation of the compressive strength of unreinforced and reinforced soil. The methodology included consistency limit tests (LL of 24.46% and LP of 13.76%), grain size analysis, and compaction tests, which determined a maximum dry specific weight of 1.84 g/cm3 and an optimum moisture content of 13.8%. The main phase involved unconfined compression tests on unreinforced soil specimens (CP-S), geogrid-reinforced soil (CP-GGR), and geotextile-reinforced soil (CP-GTX), following ABNT (NBR 12770, 2022). The results demonstrated that the geogrid increased the unconfined compressive strength by approximately 36.75%, while the geotextile provided a gain of 8.54%. For small deformations (2% axial deformation), the resistance increased by about 52% with the geogrid and 64% with the geotextile, compared to the unreinforced soil. Future perspectives include the study of different types of geosynthetics, layout variations, triaxial tests, and field-scale studies for technical and economic validation.
Da geometria ao movimento: a motivação para o conceito de derivada
(2025-07-07) Silva, Jonas Alexandre dos Santos; Nascimento, Arlysson Alves do; http://lattes.cnpq.br/9395417554768580; Siqueira, Anderson Rangel Batista; http://lattes.cnpq.br/8130778140721340; Santos, Vívia Dayana Gomes dos; http://lattes.cnpq.br/2740547167333947
Differential calculus represents one of the most significant discoveries in mathematics and science. Its development occurred gradually, with contributions from several thinkers throughout history, being largely attributed to the works of Gottfried Leibniz and Isaac Newton. Although both were polymaths, they had different perspectives: Leibniz approached the topic from a purely mathematical standpoint, seeking methods to determine the slope of tangent lines, while Newton focused on calculating the instantaneous velocity of a moving object. This work aims to present the development of differential calculus from both perspectives, ranging from its applications in analytic geometry to its relevance in kinematics. Furthermore, the formal concept of the derivative, its main rules, and applications are discussed, highlighting its importance as a tool for analyzing the motion of bodies.
Explorando alguns tópicos da teoria dos números: uma abordagem olímpica nos anos finais do ensino médio
(2025-06-13) Santos, Rodrigo Medeiros dos; Farias, José Cicero Gomes; ttp://lattes.cnpq.br/5470804227037647; Mendonça, Fernando Antonio Cavalcante; http://lattes.cnpq.br/8147664686175269; Melo, Enaldo Vieira de; http://lattes.cnpq.br/1041528154664700; Silva, Rosivaldo Pereira da; http://lattes.cnpq.br/8652133702306422
This paper discusses the application of Number Theory topics in the Final Years of Elementary Education, focusing on their use in mathematical competitions such as the Brazilian Mathematics Olympiad for Public Schools (OBMEP). Concepts such divisibility, prime numbers, and congruences are explored, highlighting their role in developing student’s logical and creative reasoning. The research combines a literature review and quantitative analysis to demonstrate the relevance of these topics in solving olympiad problems and their pedagogical impact. Furthermore, the study emphasizes how OBMEP and others Mathmatic’s Olympiads contributes to the popularization of mathematics and the identification of talents in public schools.
Formação inicial de professores de matemática no Ifal: percepções sobre a prática pedagógica
(2023-10-10) Moreira, Renata Lúcia Sá; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Nascimento, Arlyson Alves do; http://lattes.cnpq.br/9395417554768580
Understand how the initial training offered by the IFAL mathematics degree course enables the theory-practice articulation necessary for teaching mathematics. The method used was qualitative research, and the case study was used as a methodological approach. We formulated a questionnaire via Googledocs made available to the subjects investigated, who are graduates of the mathematics degree course at IFAL – Campus Maceió who completed the course between 2013 and 2019, who are working as teachers in basic education. We observed that more than 80% of the questionnaires answered stated that their initial training carried out at IFAL guarantees the theory-practice articulation necessary for their pedagogical practice developed in basic education. It can be concluded that from the answers obtained that the mathematics course meets its objectives described in the PPC, which establishes a close relationship between theory and experimental practice.
Matemática versus pedagogia: uma análise acerca das disciplinas na área da matemática ofertadas nos cursos de pedagogia de Instituições Públicas e Privadas no Estado de Alagoas
(2022-01-18) Rodrigues Filho, Marcos Santos; Santos, Givaldo Oliveira dos; http://lattes.cnpq.br/2811899043438299; Limeira, Ana Cristina Santos; http://lattes.cnpq.br/8492241199102646; Reis, Divanir Maria de Lima; http://lattes.cnpq.br/9955165966530603
Understanding the teaching of Mathematics in the early years of Elementary School is a challenge for any researcher. There is a complexity in this environment that, only through extensive studies, one would understand what guides the feeling of seeing this discipline as challenging. Numerous scholars have made their analyzes and this work will approach them by linking their research with the disciplines in the area of Mathematics offered in the Pedagogy courses of public and private institutions in the state of Alagoas. Parallel to these researches and syllabuses of these disciplines, I will base myself on the BNCC, which will be our reference for analyzing this problem. In this way, the present work will bring an analysis about the disciplines in the area of Mathematics offered in the Pedagogy courses of public and private institutions in the state of Alagoas associating such disciplines to the BNCC with a direct relationship to documents researched on the internet in a conception I experienced in classroom. Notably, this work is a qualitative research, allowing to understand the complexity and details of the information obtained. This analysis sought to be carried out due to the need to understand the challenges that teachers in the early years face in approaching the teaching of Mathematics in the classroom and the non-understanding of the contents on the part of pedagogues and students, and brought as a result this concern that is significant for understanding the possible origins that limit some of these subjects in terms of teaching and learning. Private Higher Education Institutions were chosen randomly and I was not successful in the search for the menus of specific disciplines in the area of Mathematics, whereas the public ones were purposeful, achieving success in accessing the menus.
Minecraft para o ensino da matemática na educação básica: mapeando dissertações e teses (2014-2023)
(2024-12-09) Peixoto, Stheffanie Louise Oliveira; Castro, Diogo Meurer de Souza; http://lattes.cnpq.br/6863749871487154; Oliveira, Carloney Alves de; http://lattes.cnpq.br/9900433024242592; Melo , Enaldo Vieira de; http://lattes.cnpq.br/1041528154664700
This Course Completion Work (TCC) aims to analyze what has been published in theses and dissertations nationally regarding the use of Minecraft as a technological artifact in the learning process of Mathematics, focusing on students from elementary and high school, from 2014 to 2024. The specific objectives are: to map dissertations and theses that discuss the use of Minecraft in basic education; to identify the content that has been worked on with Minecraft in the classroom context; and to verify which learning theories have been associated with the dissertations and theses published between 2014 and 2023. To achieve this, a qualitative research with a bibliographic mapping approach was conducted, selecting theses and dissertations through the databases of the CAPES Thesis and Dissertation Bank and the Brazilian Digital Library of Theses and Dissertations (BDTD). The searches, carried out on October 1st and 2nd, 2024, utilized the search string "Minecraft." Inclusion and exclusion criteria were established to ensure that the selected works were relevant to Mathematics, basic education, and the use of Minecraft in the educational context. The selection process was divided into two stages: in the first, exclusion criteria were applied based on titles and abstracts; in the second, complete texts were analyzed to verify their adherence to the research scope. The six analyzed studies, all focused on Elementary School 2, addressed content related to geometry and proportionality, highlighting challenges such as insufficient infrastructure, lack of teacher expertise, and limitations of the game's creative mode. However, positive aspects were also noted, such as the promotion of a collaborative environment and increased student interest. The results indicate that Minecraft has the potential to enhance Mathematics teaching, provided it is associated with ongoing teacher training and innovative pedagogical practices.
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/2740547167333947
The 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.
Programação linear: da engenharia de produção à sala de aula
(2025-06-16) Gonçalves, Alisson de Melo; Nunes , Hugo Santos; http://lattes.cnpq.br/4304337631466259; Nascimento, Arlyson Alves do; http://lattes.cnpq.br/9395417554768580; Melo, Enaldo Vieira de; http://lattes.cnpq.br/1041528154664700
This Final Undergraduate Paper aims to analyze Linear Programming (LP) from two perspectives: its application in Production Engineering and its integration into high school as a didactic tool. Initially, the theoretical foundations of Operational Research and Linear Programming are presented, highlighting their historical and practical relevance for resource optimization, profit maximization, and decision-making in productive environments. From this basis, the graphical method for solving LP problems with two variables and the mathematical modeling involved in this process are explored. In the second part of the study, a didactic sequence was developed and implemented for 3rd-year high school students at Colégio Inovar (Atalaia-AL), using active methodologies and technological tools such as GeoGebra and Excel Solver. The proposal included introductory lessons, group activities, and the resolution of contextualized problems, focusing on developing students’ logical reasoning and decision-making skills. The analysis of the results revealed a significant improvement in students’ performance and an increased interest in mathematics, especially when they recognized the applicability of Linear Programming in real-life situations. The data collected through practical activities and student feedback indicated that the use of digital technologies in teaching LP facilitates the visualization of concepts and contributes to a more meaningful and interactive learning experience. It is concluded that Linear Programming, in addition to being an essential tool in Production Engineering, can be successfully integrated into the school context, provided that appropriate pedagogical strategies are adopted to bring students closer to real-world applications and professional environments.

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