https://repositorio.ufms.br/handle/123456789/1745 2026-04-16T22:12:27Z 2026-04-16T22:12:27Z https://repositorio.ufms.br/handle/123456789/12585 2025-09-15T20:20:37Z 2025-01-01T00:00:00Z

Título: Uma Sequência Didática Potencialmente Significativa Com Foco No Tema Distribuição Normal Para o Ensino Médio Abstract: In this work, we developed a potentially meaningful didactic sequence (PMDS) as a product that can be applied in the field of Mathematics education in Basic Education, with a focus on the skills and technologies outlined in the BNCC for high school. The development of the PMDS is based on the Theory of Meaningful Learning (Ausubel et al., 1983), and from a methodological perspective, this work adopts a qualitative approach. In the development of the PMDS, certain principles were observed in order to find answers on how to mediate teaching aimed at promoting meaningful learning. In this didactic sequence, the assessment of learning should be carried out throughout its implementation, and the results should be properly recorded to show evidence of meaningful learning of the content addressed. It is expected that this didactic sequence will produce highly satisfactory results, demonstrating students’ ability to construct meaning, understand, explain, and apply knowledge to solve problem situations. Keywords:Normal Distribution, Meaningful Learning Theory, Didactic Sequence, High School, UEPS. Tipo: Dissertação

2025-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/12531 2025-09-01T14:17:35Z 2025-01-01T00:00:00Z

Título: Uma Conexão Didática entre Sistemas de Equações Lineares de ordem 2 e a Sequência de Fibonacci Abstract: When analyzing the National Common Curricular Base (BNCC), it is clear that the terms “matrix” or “matrix representation” are not explicitly considered as specific content in the Mathematics area. However, considering the current context, strongly influenced by the use of data and technologies, it becomes clear that the ability to interpret, organize and operate tables of values is fundamental for the education of students. This work aims to discuss a way to teach matrices and determinants through knowledge provided in the BNCC. These are: systems of linear equations of order 2 and numerical sequences. We propose an application to error-correcting linear codes using the Fibonacci sequence. This interdisciplinarity between the mathematical concepts presented in this dissertation contemplates several BNCC skills in a simple and effective way. Keywords: Linear Systems, Matrices, Determinants, Fibonacci Sequence, Linear Codes. Tipo: Dissertação

2025-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/12530 2025-09-01T14:17:12Z 2025-01-01T00:00:00Z

Título: Uma Conexão Didática entre Sistemas de Equações Lineares de ordem 2 e a Sequência de Fibonacci Abstract: When analyzing the National Common Curricular Base (BNCC), it is clear that the terms “matrix” or “matrix representation” are not explicitly considered as specific content in the Mathematics area. However, considering the current context, strongly influenced by the use of data and technologies, it becomes clear that the ability to interpret, organize and operate tables of values is fundamental for the education of students. This work aims to discuss a way to teach matrices and determinants through knowledge provided in the BNCC. These are: systems of linear equations of order 2 and numerical sequences. We propose an application to error-correcting linear codes using the Fibonacci sequence. This interdisciplinarity between the mathematical concepts presented in this dissertation contemplates several BNCC skills in a simple and effective way. Keywords: Linear Systems, Matrices, Determinants, Fibonacci Sequence, Linear Codes. Tipo: Dissertação

2025-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/12529 2025-09-01T13:21:43Z 2025-01-01T00:00:00Z

Título: Uma proposta de Sequência Didática: Aprendendo sobre Triângulos com uso do GeoGebra alinhado com a Teoria da Aprendizagem Significativa Abstract: This study presents a potentially significant didactic sequence for the teaching of triangles and their properties, using the GeoGebra software as a complementary tool in Geometry teaching. The described proposal is based on David Ausubel’s Theory of Meaningful Learning, associated with active methodologies: Problem Solving and Mathematical Modeling. Furthermore, the research highlights the relevance of the insertion of digital technologies in the teaching and learning process, emphasizing the need for the teaching staff to remain constantly updated in the face of technological advances. Through interactive activities and protocols for constructing triangles and their notable points, the study demonstrated that the use of GeoGebra enables a dynamic and visual exploration of the content, contributing to overcoming recurring difficulties in Geometry teaching. The proposed activities were elaborated and carried out considering the students’ sociocultural context, which favored the understanding of geometric concepts and the construction of meanings. The results indicate that, when integrated in a planned and strategic manner, GeoGebra has the potential to transform pedagogical practice, making it more inclusive, effective, and motivating. Finally, the interaction of students — belonging to a generation immersed in digital technologies—with the software evidenced a more critical, creative, and autonomous engagement. This approximation between technology and teaching contributed to making the teaching work more enjoyable and, to some extent, more playful, without losing the scientific and pedagogical rigor necessary for meaningful learning. Keywords: Active Methodologies,Problem Solving, Mathematical Modeling, Geometry, Teaching. Tipo: Dissertação

2025-01-01T00:00:00Z