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
Navegar
Submissões Recentes
- ItemDo algoritmo RSA à sala de aula: a criptografia como ferramenta de ensino(Universidade Federal do Espírito Santo, 2025-04-25) Silva, Laís Ramos Pereira da; Dal Col Júnior, Alcebíades; https://orcid.org/0000-0002-1376-2229; http://lattes.cnpq.br/8804122683532679; Rosado Filho, Moacir; https://orcid.org/0000-0001-7617-3133; http://lattes.cnpq.br/5049304126500678; Castro, Fidelis Zanetti de; https://orcid.org/0000-0001-9502-0220; http://lattes.cnpq.br/2373180848461397RSA cryptography is based on the difficulty of factoring large composite numbers into prime factors. As a relevant topic for high school education, its practical application connects to fundamental mathematical concepts. Its study explores topics such as prime numbers, the Euclidean division, and properties of exponentiation, thus promoting an interdisciplinary learning experience between mathematics and computer science. In the classroom, the topic can be introduced through its historical evolution, followed by accessible and simplified examples that demonstrate the generation of public and private keys, the process of encoding and decoding messages, and the simulation of secure information exchange among students. This approach helps them understand the importance of arithmetic in protecting computer data. Additionally, the curricular components covered stimulate critical thinking, problem-solving, and other related topics.
- ItemMatemática financeira : sistema de amortização constante(Universidade Federal do Espírito Santo, 2025-05-21) Ribeiro, Wesley Siqueira; Dal Col Junior, Alcebíades; https://orcid.org/0000-0002-1376-2229; http://lattes.cnpq.br/8804122683532679; https://orcid.org/0009-0007-0034-315X; http://lattes.cnpq.br/2060145234144857; Araújo, Alancardek Pereira; https://orcid.org/0000-0001-5183-8805; http://lattes.cnpq.br/2131363687907189; Silva, Pedro Matos da; https://orcid.org/0000-0001-6239-1316; http://lattes.cnpq.br/8725114957090750The main objective of this work is to present a proposal for teaching and learning financial mathematics at the secondary level of education with an emphasis on the Constant Amortization System (SAC). This topic is part of the debate on School Financial Education, which is why we present its importance for society today. This work proposes ways to encourage students to become familiar with Financial Math ematics, analyzing how they understand it in their daily lives and highlighting the importance of money and its role in society. In addition, it seeks to relate the concept of the Constant Amortization System to other content provided for in the Common National Curriculum Base (BNCC), proposing a didactic sequence that favors the development of a solid understanding of basic financial concepts, such as budgeting, savings, investments, loans and debts. The examples highlighted will present applications of these concepts in different circum stances and will highlight how the Constant Amortization System (SAC) is commonly present in everyday situations
- ItemUma proposta de sequência didática utilizando o Scratch e o bingo como recurso de ensino de probabilidade(Universidade Federal do Espírito Santo, 2024-12-19) Mattos, Daniela Brum de; Araujo, Alancardek Pereira; https://orcid.org/0000-0001-5183-8805; http://lattes.cnpq.br/2131363687907189; https://orcid.org/0000-0002-7158-0124; http://lattes.cnpq.br/5771488183028275; Rosado Filho, Moacir ; https://orcid.org/0000-0001-7617-3133; http://lattes.cnpq.br/5049304126500678; Strey, Giselle Ribeiro de Azeredo Silva ; https://orcid.org/0000-0001-6963-3365; http://lattes.cnpq.br/1839989402903090This dissertation investigates the bingo game and the use of Scratch software as a pedagogical platform for studying probability in elementary education (grades equivalent to Middle School). It employs a quasi-experimental methodology that incorporates the application of a didactic sequence. The dissertation begins with a thorough review of relevant literature and a theoretical framework that serves as a foundation for subsequent stages. The gamification strategy was adopted as a guiding principle for the actions proposed in the didactic sequence. The evaluation was applied to different groups, both with and without the intervention of the didactic sequence. The results were analyzed and compared, revealing the potential of Scratch and the bingo game as effective supple mentary tools for teaching and learning probability. It was concluded that integrating digital technologies into various mathematical disciplines, without disregarding traditional methodologies but rather enhancing them with innovative possibilities, can foster a more engaging and effective teaching experience for all stakeholders
- ItemMatemática financeira : uma proposta de sequência didática para o ensino médio(Universidade Federal do Espírito Santo, 2024-12-20) Favero, André Luiz; Cobo Cortez, Milton Edwin ; https://orcid.org/0009-0005-1536-8347; http://lattes.cnpq.br/2473637668641212; https://orcid.org/0000-0001-6728-1386; http://lattes.cnpq.br/2438924389517641; Araujo, Alancardek Pereira ; https://orcid.org/0000-0001-5183-8805; http://lattes.cnpq.br/2131363687907189; Zocolotti, Alexandre Krüger ; https://orcid.org/0000-0002-3988-4152; http://lattes.cnpq.br/3401311670439790Financial Mathematics should be a fundamental field of the mathematics of high school, given the everyday human need to analyze and make decisions regarding the use of money and future planning. Its importance goes far beyond the school environment; it is essential in the personal, professional, and social lives of individuals. However, data show a high level of indebtedness in Brazil, and most people still keep their savings in low-interest accounts, reflecting a lack of financial organization and knowledge about the financial market and investment opportunities. Most likely, many of these individuals, like myself, did not receive financial education, either at home or in school. In this regard, this dissertation presents the development of a Didactic Sequence aimed at teaching financial mathematics in high school, with the objective of connecting the content with students’ everyday lives through a practical and interactive approach. The created Didactic Sequence includes topics such as financial organization, percentages, simple and compound interest, rate conversions, saving methods, payment options, the financial market, investments, and loans, exploring each concept through activities that involve real-life situations. By working through this sequence, it is hoped that students will develop calculation skills, critical thinking, and a better understanding of financial concepts, along with an improved ability to apply these concepts in real-life situations. Thus, this dissertation aims to provide substantial material for mathematics teachers to approach financial mathematics in a way that is both relevant and engaging for students
- ItemProposta para ensino de matemática financeira a alunos do ensino médio da educação de jovens e adultos(Universidade Federal do Espírito Santo, 2024-12-05) Nascimento, Fagner Lemos; Rosado Filho, Moacir ; https://orcid.org/0000-0001-7617-3133; http://lattes.cnpq.br/5049304126500678; https://orcid.org/0009-0006-5154-0359; http://lattes.cnpq.br/8543878863053169; Bayer, Valmecir Antonio dos Santos ; https://orcid.org/0000-0002-3276-1328; http://lattes.cnpq.br/5381937275780405; Silva, Pedro Matos da ; https://orcid.org/0000-0001-6239-1316; http://lattes.cnpq.br/8725114957090750Among all the subjects taught to high school, financial mathematics deserves great attention because after graduation and throughout the rest of their lives, students will have to deal with money, household budget, take credit from a financial institution, use the credit card and current account limit, in addition to making investments to save for retirement. This theme is important in regular high school and even more important when working with Youth and Adult Education (EJA). Most EJA students are already in the job market and have financial responsibilities within the family. In view of the need informed above, the objective of this dissertation is to propose to the mathematics teachers of EJA high school a teaching plan that goes beyond memorized formulas, exercises and calculator; The proposal is a constructive and dialogued teaching, showing where the formulas come from and how each stage of this knowledge is practical and important for the student. As a result, this work is available to fellow teachers to support their lesson plans in order to promote a more meaningful teaching for EJA students. The demonstrations are simple and can, with good preparation, be presented in expository classes with their respective students. Therefore, the good use of the suggestions of this work contributes to the development of the understanding of financial mathematics of EJA high school students. This, in turn, promotes a balanced household budget, reduces household indebtedness, and provides citizenship for students and their families