Mestrado em Matemática em Rede Nacional - PROFMAT

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Agora exibindo 1 - 7 de 7

A abstração da função exponencial de interações entre engrenagens lego®
(Universidade Federal de Goiás, 2020-04-09) Costa, Cristhian Pires da; Silva, Fernando Kennedy da; http://lattes.cnpq.br/8313547891856943; Silva, Fernando Kennedy da; Barbosa, Fernando da Costa; Alves, Deive Barbosa
In this paper, the central theme is the abstraction of the exponential function and the exponential type of interactions between gears in the LEGO® Mindstorms NXT Kit. Through the construction of a cart using parts of this kit, was found that it is composed of a 4-speed gearbox, which works with an exponential rate of change. The motivation of this paper was to discover whether it would be possible or not to abstract this function, based on interactions between gears, that in the great majority, are associated only with the proportionality issues and, consequently, with linear functions. With analyzes and studies made based on materials already produced, both on interactions between gears, and on gear shifts made of LEGO® parts, we were able to do the construction of the proposed gearbox. For this, we use gears reductions of spins, which in sequence was able to create a geometric progression, which was associated with the exponential type of function. Thus, this gear is used as an study object of a didactic sequence and of contents, both with regard to its construction (detailed in the didactic sequence) and as to its functioning (explored in the form of exercises). The sequence, as an objective of assisting the teacher in teaching the exponential function is based on the Zabala’s (1995) theory, which is based on Piaget's constructivist conceptions (1978) on the cognitive process construction of knowledge. Based on the choice of using gears and educational digital technologies, through educational robotics, we bring the guidance of Saymon Papert (1985), author of the constructionist theory. And with the positive result of this work, it was possible to see the great mathematical arsenal existing in the interactions between gears, which, when associated with Educational Robotics, allows to fully work on the integral development of the students, by relating in the execution of their activities, in a simultaneously way, such as concepts, procedures and attitudes.
O ensino da função linear e do torque através de interações de engrenagens
(Universidade Federal de Goiás, 2020-06-30) Vilarinho, Elmo de Abreu; Silva, Fernando Kennedy da; http://lattes.cnpq.br/8313547891856943; Silva, Fernando Kennedy da; Barbosa, Fernando da Costa; Alves, Deive Barbosa
This work aims to introduce educational robotics in the classroom of the first year of high school, through the use of a pedagogical form different from traditional teaching in learning the study of linear functions and torque. For this, a crane was built with the parts of a LEGO EV3 kit by coupling the gears of a gear kit, so that, by applying a constant force of the large lego engine to the driving gear, it transmits the movement to the output gear that is coupled to a pulley that generates torque. It was observed that in the coupling of the gears it is possible to learn various contents of mathematics and physics, such as linear functions, proportionality, composite function and torque. As a result, a didactic sequence was developed that shows the step by step of this work for students and teachers willing to use this teaching methodology. Finally, it can be concluded that this dissertation instigates and encourages students' learning with the use of technology in their daily lives, as has been shown, with the practical application of linear functions and torque generated by gear coupling.
Matemática com tecnologias: cubo de Rubik e robótica
(Universidade Federal de Goiás, 2019-03-14) Barbosa, Cassiano Marques; Barbosa, Fernando da costa; http://lattes.cnpq.br/8953646779705648; Barbosa, Fernando da Costa; Alves, Deive Barbosa; Silva, Élida Alves da
Associating different technologies, especially with playful bias, can provide pleasant moments of knowledge construction to specific audiences, making analogy with Larrosa (2004). In this work, we opted for the playfulness of the Rubik cube puzzle associated to three research scenarios. The mathematical notions scenario aims at a reflection on how to use the art of knowing how to solve the Rubik's cube and the experiences provided by it, associating them in an intrinsic way with the mathematical problems and their solutions. The deepening scenario in learning the Rubik's cube through Educational Robotics is related to the experiences provided by the use of Lego ® and Arduino robotics kits: how to establish relationships among participants through collective work, and to develop an educational activity by means of technological tools in order to appropriate these technologies. These activities were motivated by the construction of robots capable of solving the Rubik's cube. The scenario learning to solve the Rubik's cube focuses on the development of knowledge and experiences about resources and playful activities with the Rubik's cube - structured logical material: logical block. This research sought to understand the contributions to mathematical and technological education and limitations in a constructive research process, using the Rubik's cube in the context of a municipal public school in Uberlândia. The present proposal is of an applied nature with a qualitative approach employing the case study. There are limitations in working with the Rubik's cube, and these may be related to the dialogue between those involved in the process or even materials, but these obstacles do not prevent those who have fallen in love with the art in solving the cube, from continuing to work with the puzzle. From the participation of these passionate students, we observed, through various sources of information, improvements in relation to logical reasoning, agility and motor coordination, interaction with other students, frustration tolerance and group work, as well as designing the mathematics of most pleasurable way.
Matemática, aprendizagem baseada em problemas: metodologia inovadora no 9º ano do ensino fundamental de uma escola pública
(Universidade Federal de Goiás, 2019-03-13) Ribeiro, Geovani Henrique; Barbosa, Fernando da Costa; http://lattes.cnpq.br/8953646779705648; Barbosa, Fernando da Costa; Santos Júnior, Porfírio Azevedo dos; Alves, Deive Barbosa
This research is about the proposal of using Problem Based Learning (PBL) as a methodology that pretends to be innovating as it contradicts traditional approaches, that, today, no longer corresponds to the students’ characteristics nor their necessities inputted by a world into constant and fast social and technological changes. The investigation had as subjects students on the 9th grade on fundamental learning at Escola Estadual do Bairro Jardim das Palmeiras, in Uberlândia/MG. The research directed of answering to the following question: is it possible that PBL becomes a math process learning that attends to the students’ necessities charged by the world and lived by them? It was developed a qualitative investigation, to verify if PBL, supported by technological resources, creates a motivational learning environment, capable of enhancing the learning construction process. The literature’s revision indicates that there are few works using PBL at math area in basic education. The methodology indicated seven steps conceived as adequate to the aim of PBL: to educate participating, critical, self-governing, capable of problem solving students, who accept different opinion, and that access data by digital resources to learn math. With PBL, the problem is the initial target to develop knowledgment, taking the student to be the responsible of building self-knowledge, and the teacher the facilitator to it. The experience of using PBL’s seven steps application, analysis and discussion at math teaching in basic education conducted to an affirmative answer to the research’s goal, as that it put in evidence that the knowledge construction provided students to act as math day-by-day problem’s solutioners. We hope that, afterwards, the result obtained into the investigation in this research encourages and serve as a parameter to other researchers, to look after new paths on teaching math.
Modelagem matemática: um estudo quali-quantitativo com alunos do 2º ano do ensino médio
(Universidade Federal de Goiás, 2019-05-06) Moraes, Angela Maria; Silva, Élida Alves da; http://lattes.cnpq.br/5863501378045434; Silva, Élida Alves da; Alves, Deive Barbosa; Borges, Marta
Mathematical concepts carry the stigma of being difficult for students to assimilate. Which leads to demotivation in wishing to learn. There are, however, teaching approaches that can be applied to winning student interest in mathematics. Notably, the use of modeling presents itself as an alternative to the teaching of mathematical concepts. However, it remains to know whether it is possible to adapt an approach to teaching mathematical concepts to the various realities that compose school classrooms around the world, even though there are encouraging results on the subject. In this sense, we propose the present work. To apply mathematical modeling in the classroom to support the teaching-learning process for stu- dents of a public high school in the state of MinasGerais-Brazil. Forthis, an intervention was made in classes of this school addressing the concept of matrices in the second year of high school, using didactical sequences. A quantitative analysis was used to measure, in comparison with a control group, whether there was gain or loss in some analyzed items. As well as a qualitative analysis from questionnaires and observations. It was quantitatively diagnosed,for the design consideredand for the availability of time and space that the use of modeling in classaroom does not generate neither gain or damages, that should be con- sidered. However, the approach proved to be satisfactory because it allows greater retention of the student’s attention and also promising, if one can count on adequate physical space and greater time to conduct the activities.
O método de Newton-Raphson na solução da equação 2 x = x 2: uma motivação para o estudo da existência de logaritmo de números negativos
(Universidade Federal de Goiás, 2018-06-28) Santos, Janio Cesar Alencar dos; Santos Júnior, Porfírio Aevedo dos; http://lattes.cnpq.br/5132806149453454; Santos Júnior, Porfírio Aevedo dos; Rabelo, Marcos Napoleao; Alves, Deive Barbosa; Ribeiro, Márcio Roberto Rocha
In this work are discussed about two central problems: the solution for equation 2 x = x 2 and the existence of logarithm of negative numbers. In this sense, the Newton- Raphson method, some aspects about complex numbers and Taylor's series are presented with detail. Our aim was produce a good research and study material directed for teachers of basic education and undergraduate students.
Robótica educacional livre no 9º ano do ensino básico: uma trilha de implementação de robótica com Arduino para o ensino de Física e Matemática
(Universidade Federal de Goiás, 2021-03-19) Silva, Marcelo Pires da; Baborsa, Fernando da Costa; http://lattes.cnpq.br/8953646779705648; Barbosa, Fernando da Costa; Silva, Élida Alves da; Alves, Deive Barbosa
This research seeks to evaluate/understand how Educational Robotics, in a Free Philosophy/Perspective, can be used for teaching and learning Physics and Mathematics in Basic Education. For this, we work with students from Elementary School II, specifically from the 9th grade, from a public educational institution. The robotic materials used, met the idea of being: Hardware's and Software's, both Free. For this purpose, it was proposed to use Arduino, scraps and other free materials. Classes were developed, didactic sequences with assemblies, so that the participants could carry out the production of the Robots, whose classes were applied in the after of the classes, from one to two classes per week. This work resulted in this dissertation, a research, as a methodology the Case Study method, with qualitative analysis of the data. Our study was based on a Single Case Study, with integrated units of analysis, having as a case the Lessons developed of Free Pedagogical Robotics, which contains two integrated units of analysis: The development and assembly classes of the Line Follower Robot, as well such as the construction and development of ultrasonic robots, through Arduino and Ultrasonic Sensor. For obtaining and storing data, it was used Documentation in the form of Questionnaires, Record in files in the form of Images/Photos, Videos, Audio Files, Interviews, Direct Observations, Participant Observation and the Physical Artifacts produced by the participants. For data analysis, we use the general strategy for data analysis, the theoretical proposition of treating data “from scratch”. For the specific analysis model, we use logical models, from individual to organizational level. From assembling sequences, a transistorized line follower robot was developed, after modification, started to be controlled by Arduino and robots using the Arduino and Ultrasonic Sensor, which was used to determine the speed of sound in a certain environment, and which was modified for calculate distances by means of Ultrasonic Waves and to function as a D/Presence Sensor. Thus, after data analysis, we observed that, in addition to the Free Educational Robotics classes, in addition to promoting learning by manipulating the apparatus, Learning was promoted by attempting to correct the error, caused by behavioral/social engagement, cognitive engagement and emotional engagement, providing learning, socialization, personal and intellectual growth.

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