https://repositorio.ifpe.edu.br/xmlui/handle/123456789/514 2026-04-13T09:42:59Z 2026-04-13T09:42:59Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/1734 2025-06-27T06:01:20Z 2021-06-30T00:00:00Z

Análise Combinatória e Probabilidade no Parque: Uma Sequência Didática no Software Geogebra para Professores This text addresses a didactic sequence built in GeoGebra. It works together the contents of Combinatorial Analysis and Probability. The proposal has as its problematic the investigation of how teachers can use digital resources (software) for teaching and learning mathematical concepts in high school students. Therefore, the theoretical foundation sought works that addressed the theme presented and the teaching of the two concepts, their difficulties and the benefits that digital technologies can bring to Teaching in Mathematics Education. Thus, we used qualitative-quantitative research to develop the study together with the sequential transformative strategy, in which we adapted an everyday situation, namely, the gardening of a park, to develop the contents from a quantitative-qualitative perspective in this text.

2021-06-30T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/1733 2025-06-27T06:01:29Z 2021-07-15T00:00:00Z

A RESILIÊNCIA NO ENSINO E APRENDIZAGEM DE MATEMÁTICA EM TEMPOS DE PANDEMIA, UM ESTUDO COM ESTUDANTES DO 3º ANO DO ENSINO MÉDIO

2021-07-15T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/1732 2025-06-27T06:00:46Z 2021-07-19T00:00:00Z

Matemática Financeira no ensino médio: uma proposta de intervenção In this work, we approach how financial education is an important factor for the personal development of all people, even more so for the entrepreneurial subject. There is a considerable amount of young entrepreneurs that are gaining strength in Brazil, and that is why it is important to pay attention to how the school is dealing with this reality. Our goal is to identify the importance of financial mathematics for young high school graduates to have critical financial thinking, in addition to addressing how these studies can contribute to the daily lives of rural people, who have had entrepreneurship applied to their financial reality for a long time. early. As a method, we bring approaches on financial mathematics, entrepreneurship and teaching financial mathematics in the classroom, in addition to proposing a didactic sequence that can be applied to third-grade high school students. We conclude, therefore, that thinking about financial education should be a concern already addressed in the school environment, since we are facing educational practices concerning the development of fundamental skills for the studies and practices of mathematics.

2021-07-19T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/1692 2025-05-23T06:00:55Z 2021-06-22T00:00:00Z

Bingo das equações: utilizando um jogo como ferramenta de aprendizagem This monograph was prepared in order to add playfulness to Mathematics classes from the bingo game of equations, using it as a learning tool. Where the research was approached with a sample of 12 students, from a class of the 1st year of high school. It served for the investigative process of Mathematics and the game as a way to teach mathematics classes, to bring students' interest in the subject and proposed content. From this perspective, the teaching of Mathematics experienced in a dynamic way contributes to facilitating teaching-learning, reflecting the importance of using alternative methods and languages for pedagogical practice. With this in mind, the idea of developing a work using educational tools emerged, in this case, a game that involved equations, in order to streamline the class and provide learning mathematics, especially in high school. The research was divided into three stages, in the first stage an evaluation activity was carried out to see how the students' prior knowledge was, in the second stage there was an intervention with the aid of the bingo game of equations, in the third stage there was another evaluative activity to see the performance of the students after the intervention. In the research it is noticed that after the intervention with the help of the game, the students had an increase in the correct answers in the activities. In addition, students increased participation during class. In addition, the game aroused the student’s curiosity, having been very participative during the class.

2021-06-22T00:00:00Z