https://tedebc.ufma.br/jspui/handle/tede/76 Wed, 15 Apr 2026 11:52:09 GMT 2026-04-15T11:52:09Z http://tede2.ufma.br:8080/jspui/retrieve/73/PROFMATIMG1.jpg https://tedebc.ufma.br/jspui/handle/tede/76 https://tedebc.ufma.br/jspui/handle/tede/6574 Título: Formação de professores de matemática: desafios e necessidades na integração de tecnologias digitais no ensino de matemática nas escolas públicas Autor: SILVA, Alberto Carlos da Silva e Primeiro orientador: COSTA, José Santana Campos Abstract: In this research, we aim to highlight the challenges and essential competencies for integrating digital media into the daily pedagogical practice of mathematics teachers. The study is justified by the demands imposed by today’s technological world, especially the need to provide mathematics classes that are more dynamic, visual, and meaningful. It argues that continuing education for mathematics teachers must incorporate the use of technologies in Basic Education. In this context, the work begins with a reflection on technological globalization and its impacts on education. It then addresses continuing teacher education, with a special focus on mathematics teachers and the use of technologies in the classroom. The discussion includes the legal guidelines for teacher education, the difficulties faced during the COVID-19 pandemic, the current challenges of integrating digital resources into teaching, and perspectives for teaching practice in the digital age. The study also presents the results of research conducted in public schools in Dom Pedro MA, involving teachers, administrators, and coordinators. Finally, it proposes activities using tools such as Graphmatica, Winplot, GeoGebra, Wolfram Alpha, and calculators, in addition to suggesting continuing education focused on the use of GeoGebra in elementary and high school mathematics teaching. This work seeks to emphasize the importance of digital tools in mathematics education and to encourage the inclusion of these technologies in the ongoing professional development of teachers within Basic Education. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Wed, 06 Aug 2025 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/6574 2025-08-06T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6573 Título: Modelagem probabilística em apostas esportivas com abordagem no ensino médio Autor: SILVA, Rodrigo dos Santos Neri da Primeiro orientador: CHAES, Josenildo de Souza Abstract: This work discusses the use of the Poisson distribution to predict soccer match outcomes, with the purpose of developing a teaching sequence for high school students. The approach is justified by the exponential growth in the number of bookmakers in Brazil, especially in a scenario still lacking regulatory legislation. The main purpose is to familiarize high school students, through critical education, with the use of computational and probabilistic tools employed by bookmakers to generate profits, such as overrounds. The basis of the teaching sequence relies on a review of topics, including statistical and probability concepts that the teacher must master. The methodology is exemplified using data from Brazilian soccer championships, specifically the São Paulo State Championship and the Brazilian Serie A. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Fri, 03 Oct 2025 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/6573 2025-10-03T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6571 Título: Algoritmo e pensamento computacional: python como ponte entre matemática e programação no ensino médio Autor: ARAÚJO, Alice Santos de Primeiro orientador: AMARAL, Luís Fernando Coelho Abstract: This work presents a didactic proposal for an elective course in Brazilian upper secondary education that integrates Mathematics content with introductory programming concepts. The proposal was developed in alignment with the guidelines of the Base Nacional Comum Curricular (BNCC) and the competencies and skills required for the education of 21st-century students. The activities are designed to explore, in a contextualized and interdisciplinary manner, the construction and interpretation of graphs and tables, fostering the development of logical reasoning, computational thinking, and autonomy in problem solving. Programming is used as a supporting tool for learning Mathematics, bringing students closer to contemporary, digitally connected practices. The proposal is consistent with the diversified part of the Novo Ensino Médio curriculum, contributing to the provision of flexible and meaningful learning pathways integrated across different areas of knowledge. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Fri, 19 Sep 2025 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/6571 2025-09-19T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6469 Título: SEMELHANÇA DE TRIÂNGULOS NO ENSINO FUNDAMENTAL: ESTRATÉGIAS DE ENSINO E SUAS CONTRIBUIÇÕES PARA APRENDIZAGEM Autor: BOAS, Núbia César Villas Primeiro orientador: AMARAL, Luís Fernando Coelho Abstract: This dissertation investigates the teaching of triangle similarity in elementary education, using Van Hiele’s theory of geometric thought levels combined with the Ethnomathematics approach. The study was conducted in a quilombola school, aiming to understand how these theoretical and cultural references contribute to the development of students’ geometric reasoning while respecting their sociocultural context. The methodology involved a pedagogical intervention consisting of five sessions, during which practical and reflective activities were applied to diagnose and promote students’ progress in geometric thinking levels. Results indicated that, although students initially showed a limited level of geometric understanding, significant progress was observed throughout the activities. Valuing cultural knowledge through Ethnomathematics proved essential for student engagement, making learning more meaningful and connected to the local reality. It is concluded that combining these approaches enhances geometry teaching, fostering conceptual advances and increased student interest in the content. This study is expected to contribute to future research on innovative and contextualized methodologies in mathematics education, especially in culturally diverse communities. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Fri, 01 Aug 2025 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/6469 2025-08-01T00:00:00Z