https://repositorio.ifpe.edu.br/xmlui/handle/123456789/471 Trabalho de Conclusão de Curso - TCC 2026-07-13T16:22:45Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2243 De hipaso de Metaponto a Eudoxo de Cnido: a história por trás da descoberta dos irracionais This study aims to analyze the historical, philosophical, and mathematical context of the discovery of irrational magnitudes in Ancient Greece, highlighting the crisis provoked by incommensurability and the contribution of Eudoxus of Cnidus’ theory of proportions to the reconstruction of the foundations of Greek mathematics. To this end, a qualitative research approach was conducted, based on a literature review of classic works in the History of Mathematics and Mathematics Education, drawing primarily on Boyer (1996), Eves (2004), Roque (2012), Miguel and Miorim (2019), D’Ambrosio (2012), Pommer (2018), as well as studies related to Euclid's Elements. The investigation discusses the Pythagorean conception of number and commensurability, the discovery of the irrationality of the diagonal of a unit square, anthyphaeresis as a method for identifying incommensurability, and the theory of proportions developed by Eudoxus as a response to the problem of irrationals. As a main result, it was found that the so-called Crisis of Incommensurables represented a major epistemological rupture by exposing the limits of the Pythagorean paradigm and driving the development of new conceptual frameworks for the treatment of magnitudes. Furthermore, the study points to the History of Mathematics as a relevant pedagogical resource for teaching irrational numbers, contributing to a more contextualized, investigative, and meaningful approach to mathematics learning. 2026-07-06T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2238 O uso do Laboratório de Ensino de Matemática como recurso de intervenção pedagógica no contexto da educação inclusiva This work discusses the use of the Mathematics Teaching Laboratory as a tool for educational intervention in the context of inclusive education, considering the need to develop practices that support the participation and learning of students with disabilities in Math classes. The research is justified by the importance of understanding the contributions of this space to promoting more accessible and inclusive teaching, given the challenges faced by teachers and students in Math teaching and learning processes. In this context, the study aimed to answer the following guiding question: what contributions can the Mathematics Teaching Laboratory offer as a pedagogical intervention tool to support the inclusion and learning processes of students with disabilities in Basic Education? The study aimed to analyze the contributions of the Mathematics Teaching Laboratory in the context of Inclusive Education, identifying its potential to enhance student participation and learning in Basic Education. Methodologically, the research is characterized as a literature review, carried out through the collection, selection, and analysis of academic works published in the Brazilian Digital Library of Theses and Dissertations (BDTD) and the CAPES Journals Portal from 2016 to 2025, related to the theme. The results showed that the Mathematics Teaching Laboratory is an important pedagogical resource for developing inclusive practices, enabling the use of manipulable materials, adapted resources, and diverse methodologies that help students understand mathematical concepts and encourage their participation. It can be concluded that the Mathematics Teaching Laboratory has significant potential to promote inclusion and support learning, as long as its use is linked to lesson planning and teacher training focused on diversity. 2026-06-30T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2236 A elaboração de itens de matemática no contexto do SAEPE: Um estudo prático sobre o descritor D12 para o 9º ano This study investigates the process of developing a mathematics item within the context of the Pernambuco Educational Assessment System (SAEPE), focusing on descriptor D12 for the 9th grade of elementary school, related to calculating the perimeter of plane figures. The research aimed to apply the knowledge present in the CAEd Item Development Guide to construct an original assessment question focused on the aforementioned descriptor. The work developed is qualitative and documentary research, based on the analysis of official documents, such as the CAEd Item Development Guide, the SAEPE Reference Matrix, and materials related to Item Response Theory (IRT). The research is also based on authors who discuss educational assessment, geometry teaching, and learning difficulties involving area and perimeter. As a result, an item was developed consisting of support material, a statement, instructions, and alternatives with distractors constructed based on recurring errors identified in the mathematics education literature, and an answer key. Therefore, the careful creation of assessment items contributes to more accurate diagnoses of mathematics learning and to the improvement of assessment practices in the school context. 2026-06-25T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2234 Ensino de matemática e educação inclusiva: desafios docentes e aproximações com o desenho universal para a aprendizagem. This study aimed to analyze research conducted between 2015 and 2025 and published in the Brazilian Digital Library of Theses and Dissertations (BDTD) on Mathematics Education from an inclusive perspective, considering pedagogical practices based on Universal Design for Learning (UDL) and the challenges faced by teachers in the final years of elementary school. Inclusive education policies have fostered discussions on the need to develop teaching practices that address the diversity found in classrooms, particularly in Mathematics Education, a field historically characterized by standardized and inflexible methodologies. In this context, Universal Design for Learning (UDL) has emerged as an approach that seeks to expand students' opportunities for access, participation, and learning. This study was motivated by the need to understand how academic research has addressed the relationship between Mathematics Education, Inclusive Education, and UDL, taking into account the challenges faced by teachers. This is a qualitative, descriptive, and exploratory study conducted through a literature review of studies available in the Brazilian Digital Library of Theses and Dissertations (BDTD). The findings indicate that UDL is a promising approach to Inclusive Mathematics Education, promoting the diversification of pedagogical practices through the use of accessible resources, digital technologies, and different forms of student participation. 2026-06-30T00:00:00Z