https://repositorio.ifpe.edu.br/xmlui/handle/123456789/471 Trabalho de Conclusão de Curso - TCC Mon, 03 Aug 2026 21:16:09 GMT 2026-08-03T21:16:09Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2254 Revisitando o Liber Abaci: contribuições históricas e possibilidades didáticas para o ensino de matemática no 9. ano do Ensino Fundamental This study aims to investigate the didactic possibilities of the work Liber Abaci, by Leonardo of Pisa, known as Fibonacci, for the teaching of Mathematics in the 9th grade of Elementary School. The research is characterized as bibliographic and documentary, with a qualitative approach and a historical-pedagogical nature, based on studies about the History of Mathematics, didactic sequence, and the skills established by the Brazilian National Common Curricular Base (BNCC). Three problems from the work were selected: the Rabbit Problem, the Money Duplication Problem, and the Society Problem, relating them respectively to the concepts of functions, exponentiation, compound interest, and proportionality. As a result, a didactic sequence composed of five classes was developed, seeking to bring students closer to historical problems and promote the understanding of mathematical contents through contextualized situations. It is concluded that the use of Liber Abaci can contribute to making the teaching of Mathematics more meaningful, by presenting the discipline as a historical and human construction linked to the solution of real problems. Mon, 01 Jun 2026 00:00:00 GMT https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2254 2026-06-01T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2251 Conversões entre os registros algébrico e gráfico em livros de matemática do 1° ano do Ensino Médio: uma análise do capítulo de função afim This article presents the results of a study that aimed to analyze, in light of the Theory of Semiotic Representational Registers, the conversions between algebraic and graphical registers—particularly in the graphical-algebraic direction—within the content on linear functions in three high school freshman-level mathematics textbooks. This is a qualitative study conducted using content analysis, in which categories were defined related to approaches to constructing the graph’s plot (point-by-point, plot extension, and overall interpretation of figurative properties) and to the transformations between these records (treatments and conversions). The results showed a predominance of the algebraic representation over the graphical one, as well as a low incidence of activities involving conversion between these representations, especially from graphical to algebraic. The conversion from algebraic to graphical notation occurs predominantly through point-by-point and line extension approaches, while conversion in the graphical-to-algebraic direction is limited and rarely used. It can be concluded that the approaches adopted in the analyzed textbooks may hinder conceptual understanding of the linear function, particularly with regard to conversions between algebraic and graphical representations (in both directions), as they do not promote the integration of these two modes of representation, indicating the need for practices that prioritize the holistic interpretation of graphical properties. Wed, 01 Jul 2026 00:00:00 GMT https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2251 2026-07-01T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2248 Geometria no Enem: uma análise das questões com base na teoria dos níveis de pensamento geométrico de Van Hiele (2016-2025) This research analyzes the Geometry questions from the Brazilian National High School Exam (ENEM) from 2016 to 2025, based on Van Hiele's theory of geometric reasoning levels. The study aimed to identify the predominant levels of geometric reasoning in the exam questions, as well as to analyze the most recurrent fields of Geometry and the contexts present in the assessment items. Methodologically, the research is characterized as quantitative and qualitative, of an exploratory and descriptive nature, developed through bibliographic review and document analysis. The Geometry questions were collected from official ENEM exams and organized using IBM SPSS Statistics software, allowing for descriptive statistical analyses and cross-referencing of variables. The results showed a predominance of Plane Geometry and the levels of Analysis and Informal Deduction from Van Hiele's theory, indicating that the ENEM prioritizes competencies related to interpretation, the establishment of geometric relationships, and the resolution of contextualized problems. It was also observed that questions predominantly consisted of questions embedded in real-world contexts, aligned with the skills and abilities outlined in the National Common Curriculum Base and the curricular transformations promoted by the High School Reform. It is concluded that the ENEM (National High School Exam) prioritizes a functional and applied approach to Geometry, valuing the development of geometric thinking in practical and contextualized situations. Mon, 25 May 2026 00:00:00 GMT https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2248 2026-05-25T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2245 TDICs e gamificação no ensino de matemática: uma análise do uso do kahoot! no anos finais do ensino fundamental This study aims to analyze how the use of Kahoot!, occasionally integrated with other technologies, can enhance mathematics teaching in the final years of elementary school. The justification for this research lies in the need to understand how Kahoot!— at times associated with other digital tools—is adopted within the contemporary school reality, especially during a transitional stage where disinterest and math anxiety tend to intensify, such as in the final years of elementary education. Methodologically, a qualitative literature review was conducted, selecting articles and dissertations published between 2020 and 2025 that describe and discuss practical interventions in mathematics teaching for this specific educational stage. The results indicate that Kahoot! serves as a resource with strong potential for formative assessment and content review, promoting a playful and interactive learning environment. However, the effectiveness of practices involving this tool depends on adequate technological infrastructure and, primarily, on proper teacher preparation. It is concluded that the integration of digital tools aligns mathematics teaching with contemporary needs. Keywords: Mathematics; Gamification; Kahoot!; Active Methodologies; Elementary School. Wed, 01 Jul 2026 00:00:00 GMT https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2245 2026-07-01T00:00:00Z