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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- 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.
- ItemDo plano ao espaço, o uso da geometria para compreender o funcionamento do GPS(Universidade Federal do Espírito Santo, 2025-06-25) Brezinski, Camila Andreatta da Silva; Dal Col Júnior, Alcebíades; https://orcid.org/0000-0002-1376-2229; http://lattes.cnpq.br/8804122683532679; https://orcid.org/0000-0001-5699-2895; http://lattes.cnpq.br/5677720876224157; CCoyllo, Rosa Elvira Quispe; https://orcid.org/0000-0002-0530-966X; http://lattes.cnpq.br/9178587038150097; Campana, Camilo; https://orcid.org/0000-0003-3417-0262; http://lattes.cnpq.br/9522838806768622In this dissertation we explore the basic concepts of Plane and Spatial Geometry that make it possible to understand how the Global Positioning System-GPS works. Furthermore, interdisciplinarity between the disciplines of Mathematics and Geography is also worked on. The GPS presence in smartphones helps to stimulate students’ curiosity as a starting point for Geometry learning. By making students reflect on how a cell phone can locate and be located, we open a path to show how basic content/knowledge is involved in the technology they appreciate so much. By showing that Geometry and Geography work together to make it possible to find a point on the Globe based on geographic coordinates, latitude and longitude, we hope that students will be able to understand concepts that previously seemed abstract and purposeless during classes. Encouraging the search for a connection between theoretical content and real life is a way for the school to remain relevant to the student who needs that “little push” to commit to their studies and learn effectively
- ItemMatemática financeira para a educação básica: letramento financeiro(Universidade Federal do Espírito Santo, 2025-07-10) Cardoso, Flávio Luciano; Rosado Filho, Moacir; https://orcid.org/0000-0001-7617-3133; http://lattes.cnpq.br/5049304126500678; https://orcid.org/0009-0005-6024-5274; http://lattes.cnpq.br/3270394040012788; Bayer, Valmecir Antonio dos Santos; https://orcid.org/0000-0002-3276-1328; http://lattes.cnpq.br/5381937275780405; Gadioli, Anderson Oliveira; https://orcid.org/0009-0005-9863-2093; http://lattes.cnpq.br/2141249711119797This work addresses fundamental concepts of financial mathematics with a focus on practical applications for everyday life and basic education. It begins with an introduction to more basic concepts, such as percentages and mental calculation, which are essential for understanding financial topics. Next, arithmetic and geometric progressions are explored, along with their applications in simple and compound interest, the shifting of amounts over time, as well as successive increases and discounts—key components for financial literacy. The work frequently emphasizes the development of tools for financial decision-making, comparing different scenarios and strategies to identify what is most advantageous for the citizen’s pocket. Concepts such as equivalent rates, fixed installments, and regular deposits are presented, along with tools such as the Citizen’s Calculator, which proves to be a fast and effective tool for applications involving regular deposits, fixed-payment financing, future value of capital, and value adjustment. The final chapters cover loans, amortization systems (Price and SAC), and retirement, offering guidance on the ideal time to start saving. The work concludes with a chapter of curiosities, expanding understanding in a light and didactic way. This study aims to provide the reader with both practical and theoretical knowledge, bringing examples with simple yet meaningful approaches, following the discussion and deduction of formulas to strengthen practical application. The work was designed to contribute to better financial resource management, consumption, and conscious decision-making