Mestrado Profissional em Matemática em Rede Nacional
URI Permanente para esta coleção
Nível: Mestrado Profissional
Ano de início: 2006
Conceito atual na CAPES: 5
Ato normativo: Portaria MEC nº 609, de 14/03/2019, publicada no DOU em 18/03/2019, seção 1, página 63. Parecer CES/CNE nº 487/2018.
Periodicidade de seleção: Anual
Área(s) de concentração: Matemática na Educação Básica
Url do curso: https://matematica.redenacional.ufes.br/pos-graduacao/PROFMAT/detalhes-do-curso?id=1474
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- ItemDivisibilidade e congruência: aplicações didáticas no ensino médio(Universidade Federal do Espírito Santo, 2025-10-03) Campos, Allan Golder; Ccoyllo, Rosa Elvira Quispe; https://orcid.org/0000-0002-0530-966X; http://lattes.cnpq.br/9178587038150097; https://orcid.org/0009-0007-8345-0945; https://buscatextual.cnpq.br/; Morais, Cássio Henrique Vieira; https://orcid.org/0009-0005-1520-4780; http://lattes.cnpq.br/2976593974420571; Prane, Bruna Zution Dalle; https://orcid.org/0000-0001-5380-6620; http://lattes.cnpq.br/4707006822711579This dissertation investigates high school students’ understanding of divisibility and congruences through a structured didactic intervention. Initially, a diagnostic activity was applied to identify the main difficulties and strategies used by students when solving problems involving modular arithmetic and cyclic patterns. Based on the results obtained, a sequence of four investigative lessons was designed, aimed at consolidating the fundamental concepts. Subsequently, a second application was conducted to assess students’ progress, revealing an increase in correct answers in questions related to simultaneous congruences, day-of-the-week cycles, and patterns of remainders in powers. The results indicate that the intervention contributed to the improvement of conceptual understanding and the ability to apply appropriate problem-solving strategies, although some more complex questions still posed significant challenges. The analysis highlights the importance of contextualized activities and continuous practice for the consolidation of mathematical reasoning at the high school level
- ItemA resolução de problemas como estratégia para o ensino da matemática para alunos do ensino médio(Universidade Federal do Espírito Santo, 2025-07-31) Santos, Gabriela Loureiro Lomonte Faria; Guimarães Filho, Florêncio Ferreira ; https://orcid.org/; http://lattes.cnpq.br/4147185115841521; https://orcid.org/0009-0001-8599-7959; http://lattes.cnpq.br/9790325280635179; Bayer, Valmecir Antonio dos Santos; https://orcid.org/0000-0002-3276-1328; http://lattes.cnpq.br/5381937275780405; Fernandes, José de Arimatéia ; https://orcid.org/0009-0005-8573-3987; http://lattes.cnpq.br/9776386122552122Resolution of problems is a skill that can and must be developed in everyone, because it can help to reach a sucess in professioanl and academic settings. When we talk about resolution of problems, we must not focus just find a solution, but we need identifying, analyzing and creating strategies. Involuntarily, we develop criative potential, critical thinking and autonomy. Math is the most disliked matter betwen students, and to understand better this subject we do a search using problem solving methodology.Firstly, a questionnaire was applied to know the main difficulty. After analyzing the questionnaire, we solved math problems using tips taken from the book “The art of problem solving” by George Polya. Finally, a second questionnaire was applied to kwon f the problem solving methodology made mathematics easier to students
- ItemUm guia de apropriação dos resultados do Paebes/Paebes Alfa(Universidade Federal do Espírito Santo, 2025-08-29) Midon Júnior, Adolfo Rios; Cobo Cortez, Milton Edwin; https://orcid.org/0009-0005-1536-8347; http://lattes.cnpq.br/2473637668641212; https://orcid.org/0009-0001-5267-052X; https://buscatextual.cnpq.br/; Araújo, Alancardek Pereira; https://orcid.org/0000-0001-5183-8805; http://lattes.cnpq.br/2131363687907189; Thiengo, Edmar Reis; https://orcid.org/0000-0002-4423-4939; http://lattes.cnpq.br/3711344395240543This study analyzes the results of the Basic Education Assessment Program of Espírito Santo (Paebes/Paebes Alfa) for the year 2024, with a particular focus on the performance of 3rd- and 4th-year high school students in Mathematics. Using data on participation, average proficiency, and percentage of correct answers by descriptor, the research identifies specific weaknesses in the development of skills and competencies. A detailed analysis is conducted on the lowest-performing descriptors, investigating their curricular progression in Espírito Santo and examining analogous assessment items to understand the expected cognitive pathway and the causes of the most common errors. Based on this diagnostic analysis, didactic sequences are presented as proposals for pedagogical intervention, aiming to support teachers’ work and contribute to improving student learning and the quality of education in the state
- ItemInterdisciplinaridade no ensino de estatística(Universidade Federal do Espírito Santo, 2025-04-04) Leite, Jhessica Rodrigues; Ccoyllo, Rosa Elvira Quispe; https://orcid.org/0000-0002-0530-966X; http://lattes.cnpq.br/9178587038150097; https://orcid.org/0009-0000-9562-2256; http://lattes.cnpq.br/8518444935262377; Dal Col Júnior, Alcebíades; https://orcid.org/0000-0002-1376-2229; http://lattes.cnpq.br/8804122683532679; Valdívia, Tania Madeleine Begazo; https://orcid.org/0009-0006-5446-7580; http://lattes.cnpq.br/2338136640170262The results of this research indicated that incorporating Mathematics into practical contexts can be a positive factor in the students' comprehension process. In fact, the specialized literature presents a broad body of studies that highlight the benefits of interdisciplinarity as a pedagogical strategy to promote better learning outcomes. This research was developed and implemented interdisciplinarily by Mathematics and Physical Education teachers with the aim of investigating the advantages of using interdisciplinarity to enhance the teaching of Mathematics. The study was conducted with 133 second-year high school students, divided into 6 classes, who participated voluntarily. Before the start of the statistics lessons, an initial questionnaire was administered to assess the students' prior knowledge and their perceptions of the applicability of fundamental concepts of Descriptive Statistics. Simultaneously, the Physical Education teacher collected and organized anthropometric data from the students, such as height and body weight, to calculate the Body Mass Index (BMI). Subsequently, the students, organized into groups, filled out tables with BMI values, created graphs, calculated averages and measures of dispersion, and compared the data obtained. A second questionnaire was later administered to verify the students' understanding of BMI calculation and to assess whether they had gained a better understanding of how statistical concepts can be applied to other areas of knowledge. The results suggest that pedagogical strategies based on contextualization and interdisciplinarity can positively contribute to enhancing students' perception and learning of statistics
- ItemO ensino dos sólidos geométricos no ensino médio(Universidade Federal do Espírito Santo, 2025-05-06) Siqueira, Carli Cristiane Rizzi; Bayer, Valmecir Antônio dos Santos; https://orcid.org/0000-0002-3276-1328; http://lattes.cnpq.br/5381937275780405 ; https://orcid.org/0009-0005-8042-5766; http://lattes.cnpq.br/5216574208511148 ; Silva, Pedro Matos da; https://orcid.org/0000-0001-6239-1316; http://lattes.cnpq.br/8725114957090750; Valentim, Fábio Júlio da Silva; https://orcid.org/0000-0003-2405-7696; http://lattes.cnpq.br/8745134398831488With this academic work, we intend to seek the didactics of how to develop in a more dynamic way the knowledge of volumes of geometric solids and show its importance for the learning of a student in High School through practical activities. We will work with second-grade students who experienced the pandemic during their final years of elementary school. During this period, they experienced some difficulties in basic learning. Our study will monitor how these students progress throughout the activities, developing activities that help them better understand the content about the volume of solids. Pedagogical methodology in mathematics teaching is an important tool in the development of scientific knowledge, especially for high school students. The overall objective of this research is to foster skills related to calculating the volume of various geometric solids, enabling students to solve practical problems effectively, in accordance with the Espírito Santo school curriculum. Specific objectives include: historically situating the lives of Archimedes and Cavalieri, highlighting the guidelines contained in official documents regarding volume, defining volume, applying Archimedes’ Principle as a strategy for teaching volume, establishing and using Cavalieri’s Principle to address volume, developing pedagogical approaches that facilitate the learning of volume in high school, and monitoring students throughout the activities.