DSpace Coleção:https://repositorio.ufms.br/handle/123456789/46752026-04-15T05:44:01Z2026-04-15T05:44:01ZUm Estudo do Campo Aditivo em Uma Coleção de Livros Didáticos do 4° e 5° anos com Base em Vergnaudhttps://repositorio.ufms.br/handle/123456789/142902026-02-24T21:08:58Z2025-12-01T00:00:00ZTítulo: Um Estudo do Campo Aditivo em Uma Coleção de Livros Didáticos do 4° e 5° anos com Base em Vergnaud
Abstract: This Final Course Project aims to analyze how the additive field, referring to addition and subtraction operations, is presented in a collection of textbooks for the 4th and 5th grades of Elementary School, using Gérard Vergnaud's Theory of Conceptual Fields as a framework. The choice of the topic arose from observing an error made by a student during a classroom activity, which motivated the investigation into how textbooks structure additive situations and contribute to the construction of mathematical knowledge. To carry out this qualitative and documentary research, we analyzed two volumes of the collection "A Conquista da Matemática" (The Conquest of Mathematics), approved by the PNLD 2023-2026, seeking to identify and categorize the proposed situations according to those defined by Vergnaud. Furthermore, the study engages with official documents, such as the National Common Curricular Base (BNCC), and with previous research dealing with the teaching of additive operations. The results show significant differences between the two grades analyzed. In the 4th grade, situations related to categories I (composition) and II (transformation) predominate, with the use of concrete materials, number decomposition, and activities focused on the algorithm. In the 5th grade, there is an advance towards more complex situations, with a greater presence of categories II and III (comparison), as well as problems that require graph interpretation, estimation, and strategy planning. It was also found that not all of Vergnaud's categories appear with the same intensity in the two volumes. It is concluded that the analysis by Vergnaud allows for a deeper look at the role of textbooks in the mathematical education of students, highlighting advances, gaps, and possibilities for improvement in working with the additive field in the early years.
Tipo: Trabalho de Conclusão de Curso2025-12-01T00:00:00ZO Ensino das Equações de 1° Grau em um Estudo do Livro Didáticohttps://repositorio.ufms.br/handle/123456789/82182023-12-21T14:47:23Z2023-12-04T00:00:00ZTítulo: O Ensino das Equações de 1° Grau em um Estudo do Livro Didático
Abstract: First-degree equations are mathematical sentences that establish an equal relationship between known and unknown terms, represented in the form: ax + b = c. From this perspective, this study aims to investigate the teaching of first degree equations in a textbook study of the 7th year of elementary school. To this end, the textbook Trilhas da Matemática 7° ano - Fausto Arnaud Sampaio (2018) will be used as a source of study, chapter referring to the 1st grade equation, with the aim of proposing an analysis that explains the teaching of this content. The research in question is located in the mathematical field of Algebra. For the development of the proposed objectives, support is sought in the theoretical-methodological epistemological contributions postulated by NOGUEIRA (2008), LEITE (2019) SILVA (2019), SANTOS and MENEZES (2015), BOSH and CHEVALLARD (1999), FERNANDES (2011), BAUMGART (1992), TATTO and SCAPIN (2004), GOUVEIA (2023) and FERREIRA (2013). With a qualitative nature, this research makes it possible to contribute to studies in the algebraic field and to the teaching of 1st degree equations. Through the analyzes carried out, it is observed that the teaching material addresses challenging teaching, coverging with BNCC skills.
Tipo: Trabalho de Conclusão de Curso2023-12-04T00:00:00ZA experiência- descoberta da Discalculia: uma narrativa (auto)biográfica.https://repositorio.ufms.br/handle/123456789/56222026-04-08T07:04:27Z2022-11-18T00:00:00ZTítulo: A experiência- descoberta da Discalculia: uma narrativa (auto)biográfica.
Abstract: This work tells the narrative of a dyscalculus person and his confrontations in the family, at school, at the service and at the university studying psychology. Thus, the objective is to understand the implications of Dyscalculia in the process of teaching and learning mathematics from the narrative research with the use of (auto)biographical narratives captured through audio/video via Google Meet. Furthermore, it is a qualitative research that seeks to reflect on the process of acceptance of Dyscalculia within the family, on the meaning of the report, the complications and the struggle of a dyscalculic person. To do so, we take as a basis theoretical discussions about Inclusive Education and Neurodiversity, in addition to the analysis of uniqueness, as a way of analyzing the (auto)biographical narrative. It is concluded that Dyscalculia interferes in the teaching and learning process, it depends on the school community as a whole to provide support in order to avoid moral harassment or bullying present in everyday school life and to promote self-image and self-esteem. It emphasizes the importance of family members understanding the reality of the person with Dyscalculia that, even after the report, there is a search for the fulfillment of rights and that, without this family support, the difficulties are greater emotionally.
Tipo: Trabalho de Conclusão de Curso2022-11-18T00:00:00ZPreto, Pobre, Gay e Professor de Matemática: um ecoar de uma voz, um corpo e uma Matemática in/exclusivahttps://repositorio.ufms.br/handle/123456789/56212026-04-08T07:04:27Z2022-11-16T00:00:00ZTítulo: Preto, Pobre, Gay e Professor de Matemática: um ecoar de uma voz, um corpo e uma Matemática in/exclusiva
Abstract: This research aims to investigate what potentialities are produced by a narrative of a black, homosexual and mathematics teacher who tells his life story and the implications suffered by the aforementioned characteristics. Therefore, we aim to identify how prejudice, stigma and bullying discourses affect a person belonging to vulnerable groups discriminated because of gender and sexuality, and bring reflections and discussions in order to end this discrimination within Mathematics. For this, we will use Narrative Research with a focus on (Auto)biographical Narratives. Thus, we observed unanticipated potentialities arising from the narrative produced, which made us reflect. We saw that these speeches affect the lives of these students, since they bring great consequences that influence the attitudes of these students, causing the student to create blocks with the teacher and difficulties during the social and school trajectory.
Tipo: Trabalho de Conclusão de Curso2022-11-16T00:00:00Z