Submitted by Raniere Barreto (raniere.barros@ufvjm.edu.br) on 2018-04-11T18:18:18Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) adaias_correa_silva.pdf: 5894272 bytes, checksum: 8c2cbf213e174b0b1b6b26860ba17780 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-04-20T13:27:31Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) adaias_correa_silva.pdf: 5894272 bytes, checksum: 8c2cbf213e174b0b1b6b26860ba17780 (MD5) / Made available in DSpace on 2018-04-20T13:27:32Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) adaias_correa_silva.pdf: 5894272 bytes, checksum: 8c2cbf213e174b0b1b6b26860ba17780 (MD5) Previous issue date: 2017 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Diante da realidade do ensino da Matem?tica no Ensino B?sico no Brasil, principalmente no tocante ao conte?do de Fun??es e sua relev?ncia para o desenvolvimento acad?mico dos estudantes no Ensino B?sico e Superior, este trabalho prop?e o uso de softwares educacionais de maneira que auxiliem o ensino de Fun??es no Ensino B?sico, uma vez que os computadores e softwares se mostram como uma importante op??o de ferramenta de aux?lio no processo de ensino-aprendizagem, tendo a Engenharia Did?tica como metodologia de pesquisa e investiga??o. Foram aplicadas sequ?ncias did?ticas, onde buscou-se detectar as principais dificuldades no ensino de Fun??es no Ensino B?sico, propondo-se ent?o interven??es did?ticas a fim de auxiliar a aprendizagem dos discentes, analisando de forma qualitativa os resultados obtidos durante as interven??es. Ao final das interven??es did?ticas, verificou-se com a discuss?o dos resultados obtidos que os mesmos foram satisfat?rios em rela??o ao aprendizado da maior parte dos discentes. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o Matem?tica, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / In face of the reality of the Mathematics in Basic Education teaching, specially regarding to functions and its relevance to the student?s academic development in Basic and Superior Education, this work proposes the use of Educational softwares in a way that helps the teaching of functions in Basic Education, since the computers and softwares are shown as important options to help the teaching and learning processes, using the Didactic Engineering as a methodology research and investigation. Teaching sequences were applied in order to detect the main difficulties in the teaching process of functions in the Basic Education, then it was proposed Didactic Interventions in order to aid the students leraning, analyzing the qualitative form the results obtained along the interventions. Considering all the discussions of the results at the end of the didactic interventions, it was verified that the results obtained were satisfactory to the majority of the students.

Submitted by Raniere Barreto (raniere.barros@ufvjm.edu.br) on 2018-04-12T16:38:17Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) paulo_geovane_ramalho_pinheiro.pdf: 16283773 bytes, checksum: 3b14af12b1f3e2c447d8903e47fc9051 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-04-20T13:51:28Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) paulo_geovane_ramalho_pinheiro.pdf: 16283773 bytes, checksum: 3b14af12b1f3e2c447d8903e47fc9051 (MD5) / Made available in DSpace on 2018-04-20T13:51:28Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) paulo_geovane_ramalho_pinheiro.pdf: 16283773 bytes, checksum: 3b14af12b1f3e2c447d8903e47fc9051 (MD5) Previous issue date: 2017 / Nesta disserta??o, desenvolveu-se um trabalho com jogos virtuais, utilizando parcialmente a Engenharia Did?tica, por se tratar de uma metodologia de pesquisa que valoriza o ambiente onde ocorre o processo de ensino-aprendizagem. O principal objetivo foi agregar uma nova ferramenta de trabalho no ensino de Matem?tica, pois prop?e-se ao professor do ensino m?dio adpatar ou criar jogos eletr?nicos, com o uso do programa GeoGebra, para uma maior participa??o dos discentes na busca pelo protagonismo de seu aprendizado. O foco dos jogos aqui trabalhados foi: Plano Cartesiano, Opera??es com n?meros inteiros, Gr?fico de fun??o quadr?tica e S?lidos geom?tricos. Esses conte?dos encontram-se na Matriz de refer?ncia de Matem?tica do estado de MG e para pr?tica dos mesmos, foram realizadas interven??es did?ticas em laborat?rio computacional da Escola Estadual Chaves Ribeiro, localizada no munic?pio de Itaobim, onde os estudantes competiram entre si na execu??o de jogos virtuais. Ademais, para an?lise deste trabalho, empregou-se question?rios cujos resultados serviram para confrontar o conhecimento pr?vio e o conhecimento dos estudantes adquirido ap?s o uso dos jogos. Ap?s a an?lise dos resultados obtidos, pode-se constatar que a pr?tica de jogos virtuais p?de colaborar na melhora do processo de ensino-aprendizagem, como tamb?m dinamizou o ambiente de ensino, tornando as aulas mais atraentes. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o Matem?tica, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / In this dissertation, a work was developed with virtual games, partially using Didactic Engineering, because it is a research methodology that values the environment where the teaching-learning process occurs. The main objective was to add a new working tool in the teaching of Mathematics, because it is proposed to the high school teacher to adapt or create electronic games, using the GeoGebra program, for a greater participation of the students in the search for the protagonism of their learning . The focus of the games worked here was: Cartesian plane, Operations with integers, Quadratic function graph and Geometric solids. These contents are found in the Mathematical Reference Mathematics of the state of Minas Gerais and for their practice, didactic interventions were carried out in a computer lab of the Chaves Ribeiro State School, located in the municipality of Itaobim, where students competed with each other in the execution of games virtual communities. In addition, to analyze this work, questionnaires were used, whose results served to confront the previous knowledge and knowledge of the students acquired after the use of the games. After analyzing the results obtained, it can be seen that the practice of virtual games could help improve the teaching-learning process, as well as dynamized the teaching environment, making classes more attractive.

Submitted by Verena Pereira (verenagoncalves@uefs.br) on 2018-07-12T22:04:46Z No. of bitstreams: 1 CESAR ALVES_Disserta??o_Final revisado vera.pdf: 6440316 bytes, checksum: 9325061c1c7981117303732082343992 (MD5) / Made available in DSpace on 2018-07-12T22:04:46Z (GMT). No. of bitstreams: 1 CESAR ALVES_Disserta??o_Final revisado vera.pdf: 6440316 bytes, checksum: 9325061c1c7981117303732082343992 (MD5) Previous issue date: 2018-02-01 / The main objective of this work was to describe the concepts of Atomic Models, within the scenario of the teaching of chemical reactions, relating them empirically to the processes of chemical luminescence and contextualized to the phenomenon of the planetary Auroras. For this purpose, a proposal was presented to help chemistry teachers to provide students with a better understanding of more meaningful learning. The Teaching of Chemistry in Basic Education presents several challenges regarding the introduction of concepts related to the structure of matter. The approach of this project is centered in the interaction between the Astronomy and the Teaching of Chemistry, in an interdisciplinary perspective with focus in the course of didactic engineering. It is premised that this approach may attract the interest of high school students. The methodology was developed in the classrooms of the Luiz Eduardo Magalh?es College in Feira de Santana-BA. The use of a learning sequence, centered on experimental and observational phenomena where the student's performance is intensified by the possibility of self-regulation and confrontation with the proposed situations, enabled an evolution of strategies, enhancing students' cognition. In an enveloping and structured way in its four phases, the course of didactic engineering contributed to progress in improving teaching and learning, since the agreed proposal was executed and indicates that it is possible to favor the learning of concepts of Teaching Chemistry with emphasis to topics, motivating Students to learn / O principal objetivo deste trabalho foi descrever os conceitos de Modelos At?micos, dentro do cen?rio do ensino de rea??es qu?micas, relacionando-os empiricamente com os processos de luminesc?ncia qu?mica e contextualizados com o fen?meno das Auroras planet?rias. Para o efeito, foi apresentada uma proposta para ajudar os professores de qu?mica a oferecer aos alunos uma melhor compreens?o da aprendizagem mais significativa. O Ensino de Qu?mica na Educa??o B?sica apresenta v?rios desafios em rela??o ? introdu??o de conceitos relacionados ? estrutura da mat?ria. A abordagem deste projeto est? centrada na intera??o entre a Astronomia e o Ensino de Qu?mica, em uma perspectiva interdisciplinar com foco no curso da engenharia did?tica. Pretende-se que esta abordagem possa atrair o interesse dos alunos do ensino m?dio. A metodologia foi desenvolvida nas salas de aula do Col?gio Luiz Eduardo Magalh?es em Feira de Santana-BA. O uso de uma seq??ncia de aprendizagem, centrada em fen?menos experimentais e observacionais, onde o desempenho do aluno ? intensificado pela possibilidade de auto-regula??o e confronto com as situa??es propostas, permitiu uma evolu??o das estrat?gias, aprimorando a cogni??o dos estudantes. De forma envolvente e estruturada em suas quatro fases, o curso de engenharia did?tica contribuiu para o progresso na melhoria do ensino e da aprendizagem, uma vez que a proposta acordada foi executada e indica que ? poss?vel favorecer a aprendizagem de conceitos de Qu?mica de Ensino com ?nfase em t?picos, motivando esudantes para aprender

Submitted by Raniere Barreto (raniere.barros@ufvjm.edu.br) on 2018-04-11T19:02:13Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) lincoln_ferreira_nunes.pdf: 15147355 bytes, checksum: 2fa1f34defc7c2b96c3429455de8add1 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-04-20T14:19:37Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) lincoln_ferreira_nunes.pdf: 15147355 bytes, checksum: 2fa1f34defc7c2b96c3429455de8add1 (MD5) / Made available in DSpace on 2018-04-20T14:19:37Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) lincoln_ferreira_nunes.pdf: 15147355 bytes, checksum: 2fa1f34defc7c2b96c3429455de8add1 (MD5) Previous issue date: 2017 / Este trabalho relaciona a utiliza??o da Modelagem Matem?tica no processo de ensino-aprendizagem das fun??es exponenciais e logar?tmicas nos primeiros anos do Ensino Superior, com possibilidades de aplica??o no Ensino M?dio. Inicialmente, relacionou-se a import?ncia das fun??es supracitadas na descri??o de fen?menos das ci?ncias em geral. Em seguida, ap?s an?lise sobre os livros did?ticos, detectou-se defici?ncias em rela??o ? contextualiza??o do estudo das referidas fun??es nestes livros. Para propor sequ?ncias did?ticas que auxiliassem a suprir as lacunas desta contextualiza??o utilizou-se a Modelagem Matem?tica, com aux?lio do software GeoGebra. Para analisar a utiliza??o das sequ?ncias did?ticas propostas, foi escolhida a Engenharia Did?tica como metodologia de pesquisa. Finalmente, ap?s planejadas as sequ?ncias did?ticas, as interven??es did?ticas foram realizadas, tendo como p?blico-alvo um grupo de estudantes do curso de Bacharelado em Ci?ncia e Tecnologia do Campus Mucuri da Universidade Federal dos Vales do Jequitinhonha e Mucuri. Ao final das interven??es, question?rios e relatos produzidos foram analisados, em rela??o ao cumprimento do objetivo inicial da pesquisa. Constatou-se ao final das an?lises dos resultados obtidos, um progresso expressivo dos estudantes em rela??o ? compreens?o da utiliza??o das fun??es supracitadas nas ci?ncias. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o Matem?tica, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / This work relates the use of Mathematical Modeling in the teaching-learning process of exponential and logarithmic functions in College Education, With possibilities of application in High School. The importance of the above-mentioned functions in phenomenas description in general was initially related. Then, after analyzing the textbooks, deficiencies were detected in relation to the contextualization of the study of these functions in these books. In order to propose didactic sequences that helps to fulfil the gaps of this contextualization, Mathematical Modelling with the help of software GeoGebra was used. In order to analyze the use of the proposed didactic sequences, Didactic Engineering was chosen as a research methodology. Finally, after the didactic sequences were planned, the didactic interventions were carried out targeting a group of students from the Bachelor?s Degree in Science and Technology of the Mucuri Campus of the Federal University of the Jequitinhonha and Mucuri Valleys. At the end of the interventions, the questionnaires and reports produced were analyzed in relation to the accomplishment of the initial objective of the research. At the end of the analysis of the reports and questionnaires, a very significant progress was made by the students in understanding the use of these functions in the sciences.

Submitted by Raniere Barreto (raniere.barros@ufvjm.edu.br) on 2018-04-11T19:12:18Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) lucas_rodrigues_pereira.pdf: 16747050 bytes, checksum: b0475ddc36b6a495c6d483cfde9a1030 (MD5) / Rejected by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br), reason: Verifique por favor: cada keyword em um campo. As palavras chaves compostas de ter o segundo termo com a capitular minuscula, a n?o ser nomes pr?prios. A UFVJM n?o ? ag?ncia financiadora. on 2018-04-20T14:26:39Z (GMT) / Submitted by Raniere Barreto (raniere.barros@ufvjm.edu.br) on 2018-05-15T17:41:11Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) lucas_rodrigues_pereira.pdf: 16747050 bytes, checksum: b0475ddc36b6a495c6d483cfde9a1030 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-05-15T19:23:26Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) lucas_rodrigues_pereira.pdf: 16747050 bytes, checksum: b0475ddc36b6a495c6d483cfde9a1030 (MD5) / Made available in DSpace on 2018-05-15T19:23:26Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) lucas_rodrigues_pereira.pdf: 16747050 bytes, checksum: b0475ddc36b6a495c6d483cfde9a1030 (MD5) Previous issue date: 2017 / O trabalho que envolve esta disserta??o foi desenvolvido tendo como base os princ?pios da Engenharia Did?tica, com o objetivo principal de propor metodologias de ensino para a disciplina de Geometria Euclidiana Plana do curso de Licenciatura Plena em Matem?tica da Universidade Federal dos Vales do Jequitinhonha e Mucuri, com o aux?lio do software de geometria din?mica GeoGebra. Al?m disso, busca-se detectar as principais dificuldades no ensino e aprendizagem de Geometria Plana e propor metodologias que melhorem o aprendizado dos conceitos de Geometria Plana no ensino superior. Para tanto, como estrat?gia de pesquisa, foram aplicadas quatro interven??es did?ticas com os estudantes da disciplina, referentes aos t?picos Tratamento Axiom?tico da Geometria Plana, Quadril?teros Not?veis, ?rea de figuras planas e ?ngulos na circunfer?ncia, com a finalidade de propiciar aos estudantes conhecimentos necess?rios para trabalhar com a geometria din?mica interativa, sempre interligando-os aos conhecimentos emp?ricos e formais da disciplina, preparando-os para a pr?tica docente deste conte?do espec?fico. Ap?s an?lise detalhada e criteriosa dos resultados obtidos, pode-se observar um not?rio avan?o dos estudantes no que se refere ao entendimento dos conceitos fundamentais matem?ticos dos t?picos abordados. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o Matem?tica, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / This work was developed based on the principles of Didactic Engineering, whose objective is to research and propose teaching methodologies for the discipline of Euclidean Plane Geometry of the Mathematic undergraduation course of Federal University of the Jequitinhonha and Mucuri Valleys, with the support of the tools from Geogebra dynamic geometry software. In addition, it seeks to detect the main difficulties in the teaching and learning of Plane Geometry and to propose methodologies that improve the learning of the concepts of Plane Geometry in the university. In order to do so, four didactic interventions were applied with the students, referring to the topics Axiomatic Treatment of Plane Geometry, Notable Quadrilaterals, Area of Plane Figures and Angles in Circumference, whose purpose was to provide the necessary knowledge to work with interactive dynamic geometry, always interconnected with the formal empirical knowledge of the discipline, and also preparing them for the teaching practice of this specific content. After detailed analysis, it was observed a notorious advance of the students in what refers to the understanding of the fundamental mathematical concepts of the topics addressed.

Made available in DSpace on 2014-12-17T15:04:45Z (GMT). No. of bitstreams: 1 FranciscoCanindeO.pdf: 417601 bytes, checksum: 726fac10e6cb100b537429348f244630 (MD5) Previous issue date: 2006-06-14 / This study analyses the difficulties that teachers of high school face in the process of the teaching of trigonometry through activities in a construtivist focus. It contains a review of some publications and dissertations related with the study of trigonometry elaborated in the last years by several authors. It resorts to the study of teaching engineering as an instrument used in the research. It also presents a set of activities which will serve as sample to other teachers of mathematics; and points ways for the overcome of the difficulties found / Este estudo analisa as dificuldades que os professores do ensino m?dio enfrentam no processo de ensino de trigonometria atrav?s de atividades dentro de um enfoque construtivista. Ele cont?m uma revis?o de algumas publica??es e disserta??es relacionadas com o estudo da trigonometria elaborada nos ?ltimos anos por diversos autores. Recorre ao estudo da Engenharia Did?tica como uma ferramenta utilizada na pesquisa. Apresenta, tamb?m, um conjunto de atividades o que servir? de amostra para outros professores de matem?tica; e aponta caminhos para supera??o das dificuldades encontradas

Made available in DSpace on 2014-12-17T15:05:06Z (GMT). No. of bitstreams: 1 FranciscoCO.pdf: 1310311 bytes, checksum: f0b9fd0c2c5ee62f1c8154cb767565b0 (MD5) Previous issue date: 2007-06-12 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This study describes about graduation s students difficulties of to draw functions graph. Specifically, we intend to observe their abilities evolution, as well as their difficulties during Calculus I subject in engineering course. For that, we show them publications about the elaboration of graphs and its difficulties in obstacle terms and some researches witch contain this subject and that it was done during postgraduate studies in mathematical education. It shows by research methodology aspects related to French didatic s mathematic and some theories of cognitive psychology considering the high value between theoretical-methodological relation that was evidenced in both theoretical conceptions about ways to understand and teach mathematic. This methodology is based on didactic engineering purpose, that consist in preliminaries analysis, conception and didactic sequence analysis prior, trials by application followed analysis up and conclusion. We had also used pedagogicals actions and analysis of results achieved, to classify types of errors made by the 2005 s students during second semester, from conceptions related to the episthemologic and didactics obstacles / Neste estudo descrevemos as dificuldades de um grupo de alunos de gradua??o no que diz respeito ao ato de tra?ar gr?ficos de fun??es. Especificamente, investigamos a evolu??o das suas habilidades, assim como suas dificuldades no decorrer da disciplina C?lculo I, no curso de Engenharia. Para tanto, analisamos publica??es sobre elabora??o de gr?ficos e suas dificuldades em termos de obst?culo, bem como abordamos alguns relat?rios de pesquisa relacionados ao tema em quest?o e que foram realizadas no ?mbito dos estudos da p?s-gradua??o em Educa??o Matem?tica. Mostramos que atrav?s dos aspectos relacionados ? linha francesa da Did?tica da Matem?tica e de algumas teorias da Psicologia Cognitiva, ? poss?vel estabelecer uma importante conex?o te?rico-metodol?gica entre ambas as concep??es te?ricas acerca dos modos de compreender e ensinar matem?tica. Esta metodologia fundamenta-se na proposta da Engenharia Did?tica, que consiste em an?lises preliminares, concep??o e an?lise a priori da seq??ncia did?tica, experimenta??o atrav?s de sua aplica??o seguida da an?lise a posteriori e conclus?o. Houve, tamb?m, a necessidade de recorremos a Interven??o Pedag?gica e An?lise dos Resultados Obtidos, para classificarmos e analisarmos os v?rios tipos de erros apresentados pelos alunos durante o segundo semestre de 2005, a partir das concep??es referentes aos obst?culos epistemol?gicos e did?ticos